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Emerging Learning EnvironmentsComplex Adaptive Systems andScales of Resilience
Transitions 19: One journey, many pathwaysILETC03 October 2019
Qusai AnteetBArch & Bldg. Sc., MArch.
PhD CandidateFaculty of Architecture, Building & PlanningThe University of MelbourneSupervised by Dr Ben Cleveland and Prof Kim Dovey
Research framework
CLASSROOM
OLD?Image by author
CLASSROOM
https://www.tbc.sa/en/Gallery.aspx
NEW?Tatweer (2018)
Dewey’s laboratory school - Late 19th century
LARGE SCALE MOVEMENTS IN SCHOOL ARCHITECTURE
Source: Tanner & Lackney (2006)
Open plan concept by C. William BrubakerDisney School (1960s)
What can be learned?
COMPLEX ALIGNMENT
Do ‘we shape our buildings and afterwards they shape us’?(Churchill, 1944)
EducationPolicy
LearningEnvironments
?
Des
ign
proc
ess
COMPLEXITY THEORY
Complex Systems
EducationPolicy
LearningEnvironments
System System
COMPLEXITY THEORY
- Comprehensive and a non-linear (Cohen, Manion, & Morrison, 2018).
- System components are dynamic actors - emergent behaviour (Heylighen, 2008).
- Relationships between humans and non-humans (Fenwick, Edwards, & Sawchuk, 2011).
- A transdisciplinary approach (Davis & Sumara, 2006).
How actors interact?
EducationPolicy
LearningEnvironments
System System
COMPLEX ADAPTIVE SYSTEMS
- Self-adaptive systems (Heylighen, 2008).
- Adapt to internal and external changes (Heylighen, 2008).
- Positive and negative feedback loops (Law & Urry, 2004).
EducationPolicy
LearningEnvironments
Independent systems
Different scales
How do multi-scalar complex adaptive systems interact?
?
System System
- Complex systems inform each other.
- Complex adaptive systems need to be analysed concurrently rather than separately to
understand system changes (Walker & Salt, 2006).
EducationPolicy
LearningEnvironments
RESILIENCE THINKING
Internal changes
RESILIENCE THINKING
Actors:Physical environment.Classroom structure (organisation).Culture.Milieu.
Internal changes - crossing a threshold
Based on Owens & Valesky (2007) and the adaptation of Gislason (2010)
Learning Environment
(Based on Gunderson & Holling, 2002; Walker & Salt, 2006)
Complex Adaptive System
How does the system change externally?
Teacher-centred
Student-centred
The ability to resist before crossing a threshold (Walker & Salt, 2006).
RESILIENCE THINKING
(Based on Gunderson, 2000; Laboy & Fannon, 2016; Scheffer, Hosper, Meijer, Moss, & Jeppesen, 1993)
Complex Adaptive System
Disturbances (key slow variables)
System movement
Context (Domain)
‘Engineering resilience’
Time
The solution for the large-scale educational changes is not immediate, but it is through
improving the structures surrounding the issue and observing the outcomes (Elmore, 1996).
‘Ecological resilience’
Time
‘Adaptive resilience’
Time
External changes – crossing a threshold
How does the system change as part of other complex systems?
RESILIENCE THINKINGPanarchy (Scales)
Long/slow cyclesShort/rapid cycles
Local Education
RG
C
R
Re
School
RG
C
R
Re
Learning Environment
RG
C
R
Re
Remember
Revolt
Remember
Revolt
Remember
Revolt
Large scale
Small scale
Global Education
Decision-making &
educational change context
Spatial and sociomaterial
context
Anteet (2019) - (Based on Gunderson & Holling, 2002; Walker & Salt, 2006)
Long/slow cyclesShort/rapid cycles
Local Education
RG
C
R
Re
School
RG
C
R
Re
Learning Environment
RG
C
R
Re
Remember
Revolt
Remember
Revolt
Remember
Revolt
Large scale
Small scale
School Learning
Environments
Semiotics and meanings
Architectural Program
Text
Architectural
Programming
Design process
Policy
Drivers for change
Anteet (2019) - (Based on Gunderson & Holling, 2002; Walker & Salt, 2006)
Global Education
Global Educational
Context
RESILIENCE THINKINGResearch framework
https://www.teachermagazine.com.au/articles/classroom-layout-what-does-the-research-say
“Kitchen of meaning” (Barthes, 1988)Image by author
DISCOURSE ANALYSISMeanings
CONCLUSION
- Learning environments can be
discussed as part of larger complex
systems.
- Complexity expands the discourse of
educational architecture.
- Complex adaptive systems value
multiple actors. Resilience thinking
highlights cross-scale dynamics.
- Discourse analysis unfolds meanings
between the aspired educational
change and school architecture.
Long/slow cyclesShort/rapid cycles
Local Education
RG
C
R
Re
School
RG
C
R
Re
Learning Environment
RG
C
R
Re
Remember
Revolt
Remember
Revolt
Remember
Revolt
Large scale
Small scale
Anteet (2019) - (Based on Gunderson & Holling, 2002; Walker & Salt, 2006)
Global Education
The “connection between the big ideas
and the fine grain of practice in the core
of schooling is a fundamental
precondition for any change in practice”
(Elmore, 1996, p. 18)
Qusai Anteet
Emerging Learning Environments: Complex Adaptive Systems and Scales of Resilience
Anteet, Q. (2019). Panarchy diagram in an educational architecture context. https://doi.org/10.26188/5d6b669431739
Barthes, R. (1988). The semiotic challenge (1st ed). New York: Hill and Wang.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London, England; New York, NY: Routledge.
Davis, B., & Sumara, D. J. (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, NJ: Lawrence Erlbaum.
Elmore, R. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–26. https://doi.org/10.17763/haer.66.1.g73266758j348t33
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. Florence, United States: Routledge.
Gunderson, L. H. (2008). Panarchy. In S. E. Jørgensen & B. D. Fath (Eds.), Encyclopedia of Ecology (pp. 2634–2638). https://doi.org/10.1016/B978-008045405-
4.00695-9
Gunderson, L. H., & Holling, C. S. (Eds.). (2002). Panarchy: Understanding transformations in human and natural systems. Washington, DC: Island Press.
Gunderson, L. H. (2000). Ecological resilience—In theory and application. Annual Review of Ecology and Systematics, 31(1), 425–439.
https://doi.org/10.1146/annurev.ecolsys.31.1.425
Heylighen, F. (2008). Complexity and self-organisation. In M. J. Bates & M. N. Maack (Eds.), Encyclopedia of Library and Information Sciences. New York, NY: Taylor
& Francis Group.
Laboy, M., & Fannon, D. (2016). Resilience theory and praxis: A critical framework for architecture. Enquiry: A Journal for Architectural Research, 13(1), 39–53.
https://doi.org/10.17831/enq:arcc.v13i2.405
Law, J., & Urry, J. (2004). Enacting the social. Economy and Society, 33(3), 390–410.
Scheffer, M., Hosper, S. H., Meijer, M.-L., Moss, B., & Jeppesen, E. (1993). Alternative equilibria in shallow lakes. Trends in Ecology & Evolution, 8(8), 275–279.
https://doi.org/10.1016/0169-5347(93)90254-M
Tanner, C. K., & Lackney, J. A. (2006). Educational facilities planning: Leadership, architecture, and management. Boston: Pearson Allyn and Bacon.
Walker, B., & Salt, D. (2006). Resilience thinking: Sustaining ecosystems and people in a changing world. Washington, DC: Island Press.
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