Applying systems thinking to higher education

Ison, Ray

doi:10.1002/(sici)1099-1743(199903/04)16:2<107::aid-sres278>3.0.co;2-e

Cited by 42 publications

(16 citation statements)

References 12 publications

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“…Beyond the focus on the individual teacher we also have the rhetoric of organisational change, perhaps best expressed by Fullan: The answer to large-scale reform is not to try to emulate the characteristics of the minority who are getting somewhere under present conditions … Rather, we must change existing conditions so that it is normal and possible for a majority of people to move forward. (2001,268) This awareness of the role of organisational change is not recent, with the need to go beyond the pedagogy and technology to consider organisational aspects (Bates 2001;Ryan et al 2000), leadership (Hanna 1998;Reid 1999) and systems (Ison 1999;Laurillard 1997Laurillard , 1999Peters 1999) recognised. Those leading change in universities need to balance technological, academic and administrative concerns (Jones 2003;McCarthy and Samors 2009).…”

Section: Introductionmentioning

confidence: 99%

Change, technology and higher education: are universities capable of organisational change?

Marshall¹

2010

Research in Learning Technology

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Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand

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Section: Introductionmentioning

confidence: 99%

Change, technology and higher education: are universities capable of organisational change?

Marshall¹

2010

Research in Learning Technology

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“…But every system management, including teaching is a cybernetic process and has to follow systemic principles [23]. Only a systemic behavior (holism based on inter-disciplinary cooperation, synergies, not only sums result) is the essence of a systemic-cybernetic approach, to make bridges between the traditional sciences [14,24] to struggle against 'oneminded over-specialization' [18,25]. 'Systems theory fights the exaggerated specialization, because the latter causes too many oversights and put the humankind in danger' (Ludwig von Bertalanffy, 1968).…”

Section: With: An Integrative and Applied Learningmentioning

confidence: 99%

“…However, above all, the attribution of significance by teachers is the most promising leverage to foster the adoption of systems thinking in classrooms [45]. [8,24].…”

Section: When? Where? Who? and How?mentioning

confidence: 99%

Teaching and Learning Systems Thinking: What, Why, When, Where, Who, What For, How?

Bricage

2018

Rev. Int. Sistemas

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“…That academics are increasingly expected to have a 'theory of learning' is representative not only of a shift in focus in higher education, but of a series of changes throughout the sector which can be described as producing a major systems reconfiguration (Ison, 1999(Ison, , 2000. Within this context, and from a systems perspective, understanding how students learn can be considered to be central to designing environments to support student learning -whether those environments be social (e.g.…”

Section: Purpose and Rationale Of The Researchmentioning

confidence: 99%

Personalization and learning: innovative approaches to teaching for e-learning

Webster

Sudweeks

2007

Psicol. Esc. Educ.

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This paper suggests that for academics to be good teachers, especially in the context of e-Learning, they need to understand learning. This is especially important with the associated changes in higher education as we move towards the knowledge society. E-Learning is embedded in learning and, without an understanding of what learning encompasses, it can be difficult for academics to develop into good teachers. It is suggested that, although this may appear to be a simple aim, it is not necessarily understood or applied by university academics in their teaching. One inference is that university teachers need to develop a theory of learning and teaching. Academics may have a 'philosophy of teaching', but in many cases even this may not be consciously held or successfully implemented. A program for promoting conceptual change in academics' approaches to teaching is outlined. Personalização e aprendizado: novos métodos para ensinar em e-learningResumo Esse artigo sugere que para estudantes serem bons professores, especialmente no contexto do e-Learning, é necessário entender de aprendizagem. Isso é especialmente importante devido às mudanças na educação superior, na medida em que nos movemos em direção a uma sociedade de conhecimentos. O e-Learning é baseado em aprendizagem e tem objetivo de formar bons professores, porém sua compreensão pode ser difícil para acadêmicos que não compreendem quais aspectos a aprendizagem engloba. Apesar de seu objetivo ser simples, ele não é necessariamente compreendido ou aplicado por acadêmicos universitários no ensino. Um dos problemas é que professores universitários têm que desenvolver uma teoria de aprendizagem e ensino. Logo, acadêmicos podem ter uma filosofia de ensino mas, em muitos casos, até essa filosofia pode não ser conscientemente realizada ou implementada com sucesso. Um programa para promover mudanças conceituais nas técnicas de ensino dos estudantes é destacado no artigo. Palavras-chave: Aprendizagem; Conhecimento; Tecnologia. Personalización y aprendizaje: nuevos métodos para enseñar en e-learningResumen Este artículo sugiere que para que estudiantes sean buenos profesores, especialmente en el contexto e-learning, es necesario entender sobre aprendizaje. Eso es especialmente importante por causa de los cambios en la educación superior, en la medida en que nos movemos en dirección a una sociedad de conocimientos. El e-learning es basado en aprendizaje y tiene como objetivo formar buenos profesores, pese a que su comprensión puede ser difícil para los académicos que no entienden cuales aspectos son englobados por el aprendizaje. Pese a su objetivo ser simple, no necesariamente es entendido o aplicado por universitarios académicos en la enseñanza. Uno de los problemas es que los profesores universitarios tienen que desarrollar una teoría de aprendizaje y enseñanza. De esa forma, los académicos pueden tener una filosofía de enseñanza, pero en muchos casos, esa propia filosofía puede no ser conscientemente realizada o implementada con suceso. Un programa para promover cam...

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Applying systems thinking to higher education

Cited by 42 publications

References 12 publications

Change, technology and higher education: are universities capable of organisational change?

Change, technology and higher education: are universities capable of organisational change?

Teaching and Learning Systems Thinking: What, Why, When, Where, Who, What For, How?

Personalization and learning: innovative approaches to teaching for e-learning

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