The MS-275 Truths Your Mother And Father Doesn't Want One To Find Out
Our activities for the workshop were examples of liberating-constraints and ones our colleagues could experience firsthand. 6.4. Concepts of Complexity Thinking The faculty workshop was about complexity thinking in teaching-learning that sets the constraint, the boundary that establishes content [28]. We decided to offer a tabletop filled with complexity concepts and to ask colleagues to choose two concepts that they were most interested in. We included the following concepts: ? Reflection/Thinkering/Transformative/Emergence/Interruption/Interplay/Possibilities/Insights/Web-like/Conversation/Boundaries/Nonlinearity/Self-Similarity/Interconnections/Recursion/Perturbation/Relational/Patterns/Both-And. The freedom to choose personal concepts of interest is the liberating aspect within the constraint of the topic of complexity. Participants were asked to return to the circle Quinapyramine and describe the following. How did you choose your complexity concepts/ideas? How do your concepts/ideas relate with the readings provided or your teaching-learning? What concept resonates with you most from the readings? With this activity participants engaged with the content of complexity (the constraint) within the relevant context or personal interest of each participant. If this is a way of creating space of possibility in a workshop in complexity, might a similar process work in the classroom? All in all, the workshop was a study in self-organization and we turn to that idea now in relation to complexity and MS-275 in vivo pedagogy. 7. Learning and Self-Organization Doll states that complexity theory, itself, is ��the study of self-organizing systems�� [3, p. 26]. Self-organization GDC-0449 purchase is a complex phenomenon that emerges when participants come together and share a common space for learning [7�C9]. Turning to our example, the four activities were placed at the end of the table and by the windows in a large seminar room. When we asked the group to go to the other end of the room and explore the activities and choose the order in which the collective would engage with each, an initial uncertainty and tentativeness ensued. For Doll, ��this intermediate situation between order and chaos is where self-organization occurs�� [3, p. 22]. Indeed the group gathered around the four activities and with some discussion they decided to engage as one group with activity two where they were required to assemble fractal art. The group movements and organization were not dictated by a central organizer, but rather they emerged from the collective. Unexpected possibilities emerged as the group moved through the activities in a way that was clearly collective-directed within the constraints of the workshop. There were several examples of identifying and sharing new ideas for teaching-learning arising from the circle conversations throughout the workshop, with many aha moments.
