Systems
Understand that we live and work within systems of cause and effect in which actions may have multiple origins and consequences.
EDTEC 550 – Introduction to Distance Education
Artifact – Systems Dynamics in Distance Education
EDTEC 550 – Introduction to Distance Education
Artifact – Systems Dynamics in Distance Education
Context
In EDTEC 550, we were asked to choose a topic related to Distance Education that appealed to us, conduct a Literature Review and then present our findings to the class. I chose Systems Dynamics (SD) and STELLA®, a computer program that offers a practical way to dynamically visualize and communicate how complex systems and ideas work.
This introduction to Systems Thinking and Systems Dynamics sent my mind racing. I wanted to learn all I could about the subject and I needed to know how I could apply it in my world. I learned how to use the STELLA® modeling software and attended a STELLA conference.
I loved the idea of creating a model with the correct inputs and outputs so that you could introduce variables and see the impacts to the system models over time. This is so valuable for systems where changes cannot be easily made, like the educational system for example.
Outcomes
During the Literature Review, I learned that SD has been used in Engineering and Business to make those fields run more efficiently by analyzing data and feedback loops. These are both fields where experimentation with the actual processes is not a viable option due to the possible negative impacts. Creating dynamic models of these systems has allowed the fields to test variables and accurately predict possible negative outcomes of well intentioned ideas. Education is another field where this could be used, and I found during my research that other people in education agree. My research also showed that there needs to be a more concerted effort to bring people and research together in order to begin creating this dynamic educational model.
I spent some time learning about the concept of Transactional Distance related to Distance Education. Until recently Distance has been defined as the measure of space between two geographic locations. In 1980, Moore introduced the concept of transactional distanceand defined it as a function of two variables, dialogue and structure(Moore, 1980).
Dialogue is "the extent to which, in any educational program, the learner and educator are able to respond to each other";
Structure is "a measure of an educational programme's responsiveness to learners' individual needs" (Moore 1983, 171).
Transactional distance was defined as a function of the variance in dialogue and structure as they related to each other; from this perspective, "distance" in education is not determined by geographic proximity, but rather by the level and rate of dialogue and structure (Moore 1983; Saba 1988).
In 1988, Saba proposed a system dynamics model to represent the relationship among these variables. This model assumed a systemic and dynamic relationship between dialogue and structure, and suggested how a learner and a teacher, by varying the rate of dialogue and structure, could control the level of transactional distance in a purposeful instructional setting.
At the end of the semester I was able to present what I had learned during my Literature Review to the class. The presentation went well, but looking back now, I see that these concepts are difficult for people to grasp through a 15 minute presentation on the topic.
Lessons Learned
Systems Thinking and Systems Dynamics is one of the most valuable skills that I learned in this program and I still apply it in my professional and personal life.
I came away from this project with the belief that it is important to create an accurate dynamic model of education because so many new educational concepts are attempted and not given enough time to see results before they are cut and the field moves on to the “next best thing”. With an accurate dynamic model we will be able to test these concepts or variables and gain insight into what would happen if these small changes were allowed to mature.
One idea studying SD and DE gave me is setting up satellite schools as an alternative to inner city schools. Much research still needs to be done in this area but the initial idea stems from my work with at-risk youth and anecdotal reports of children in the inner cities bringing weapons to school to protect themselves while going to and from. The schools are overcrowded and dangerous and this has an obvious negative impact on education. My contention is that DE can help students in these situations. These schools would serve two purposes.
· The first would be to make education in the inner city more efficient, displaying the value of DE
· The second would be to allow for the collection of data on the interactions that take place similar to the parameters that Saba and Shearer set forth in their 1994 article, Verifying key theoretical concepts in a dynamic model of distance education.
This large scale project may give us enough data to create the dynamic model of Distance Education that is needed. Using local YMCA’s, Boys’ and Girls’ clubs, churches, etc. to educate at-risk youth using distance education, we could collect the data from these sites and use it to build a Systems Model that could be used to test variables over time.
I believe that this idea combines much of what I have learned about SD and DE, and I also believe that this could be the future of education. In order to gain credibility we must first display the usefulness to a large audience. It seems that many in education are hesitant to experiment with education in its current form for fear that any changes may have a negative impact on students. I think these same people would be willing to try something new if it meant helping students that are already negatively impacted by today’s educational system.
Back Home
References:
Moore, M.G. 1980. Independent study. In Redefining the Discipline of Adult Education, ed. R. Boyd, J. Apps, and associates, 16-31. San Francisco: Jossey-Bass.
Saba, F. (1989). Integrated telecommunications systems and instructional transaction. In M. G. Moore & G. C. Clark (Eds.), Readings in principles of distance education: Number 1 (pp. 29-36). University Park, PA: American Centre for the Study of Distance Education.
Saba, F. (2000). Research in distance education: A status report. International Review of Research in Open And Distance Learning (1)1. Retrieved December 21, 2000: http://www.irrodl.org/content/v1.1/farhad.pdf
Saba, F. & Shearer, R. (1994). Verifying key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education, 9(3).
In EDTEC 550, we were asked to choose a topic related to Distance Education that appealed to us, conduct a Literature Review and then present our findings to the class. I chose Systems Dynamics (SD) and STELLA®, a computer program that offers a practical way to dynamically visualize and communicate how complex systems and ideas work.
This introduction to Systems Thinking and Systems Dynamics sent my mind racing. I wanted to learn all I could about the subject and I needed to know how I could apply it in my world. I learned how to use the STELLA® modeling software and attended a STELLA conference.
I loved the idea of creating a model with the correct inputs and outputs so that you could introduce variables and see the impacts to the system models over time. This is so valuable for systems where changes cannot be easily made, like the educational system for example.
Outcomes
During the Literature Review, I learned that SD has been used in Engineering and Business to make those fields run more efficiently by analyzing data and feedback loops. These are both fields where experimentation with the actual processes is not a viable option due to the possible negative impacts. Creating dynamic models of these systems has allowed the fields to test variables and accurately predict possible negative outcomes of well intentioned ideas. Education is another field where this could be used, and I found during my research that other people in education agree. My research also showed that there needs to be a more concerted effort to bring people and research together in order to begin creating this dynamic educational model.
I spent some time learning about the concept of Transactional Distance related to Distance Education. Until recently Distance has been defined as the measure of space between two geographic locations. In 1980, Moore introduced the concept of transactional distanceand defined it as a function of two variables, dialogue and structure(Moore, 1980).
Dialogue is "the extent to which, in any educational program, the learner and educator are able to respond to each other";
Structure is "a measure of an educational programme's responsiveness to learners' individual needs" (Moore 1983, 171).
Transactional distance was defined as a function of the variance in dialogue and structure as they related to each other; from this perspective, "distance" in education is not determined by geographic proximity, but rather by the level and rate of dialogue and structure (Moore 1983; Saba 1988).
In 1988, Saba proposed a system dynamics model to represent the relationship among these variables. This model assumed a systemic and dynamic relationship between dialogue and structure, and suggested how a learner and a teacher, by varying the rate of dialogue and structure, could control the level of transactional distance in a purposeful instructional setting.
At the end of the semester I was able to present what I had learned during my Literature Review to the class. The presentation went well, but looking back now, I see that these concepts are difficult for people to grasp through a 15 minute presentation on the topic.
Lessons Learned
Systems Thinking and Systems Dynamics is one of the most valuable skills that I learned in this program and I still apply it in my professional and personal life.
I came away from this project with the belief that it is important to create an accurate dynamic model of education because so many new educational concepts are attempted and not given enough time to see results before they are cut and the field moves on to the “next best thing”. With an accurate dynamic model we will be able to test these concepts or variables and gain insight into what would happen if these small changes were allowed to mature.
One idea studying SD and DE gave me is setting up satellite schools as an alternative to inner city schools. Much research still needs to be done in this area but the initial idea stems from my work with at-risk youth and anecdotal reports of children in the inner cities bringing weapons to school to protect themselves while going to and from. The schools are overcrowded and dangerous and this has an obvious negative impact on education. My contention is that DE can help students in these situations. These schools would serve two purposes.
· The first would be to make education in the inner city more efficient, displaying the value of DE
· The second would be to allow for the collection of data on the interactions that take place similar to the parameters that Saba and Shearer set forth in their 1994 article, Verifying key theoretical concepts in a dynamic model of distance education.
This large scale project may give us enough data to create the dynamic model of Distance Education that is needed. Using local YMCA’s, Boys’ and Girls’ clubs, churches, etc. to educate at-risk youth using distance education, we could collect the data from these sites and use it to build a Systems Model that could be used to test variables over time.
I believe that this idea combines much of what I have learned about SD and DE, and I also believe that this could be the future of education. In order to gain credibility we must first display the usefulness to a large audience. It seems that many in education are hesitant to experiment with education in its current form for fear that any changes may have a negative impact on students. I think these same people would be willing to try something new if it meant helping students that are already negatively impacted by today’s educational system.
Back Home
References:
Moore, M.G. 1980. Independent study. In Redefining the Discipline of Adult Education, ed. R. Boyd, J. Apps, and associates, 16-31. San Francisco: Jossey-Bass.
Saba, F. (1989). Integrated telecommunications systems and instructional transaction. In M. G. Moore & G. C. Clark (Eds.), Readings in principles of distance education: Number 1 (pp. 29-36). University Park, PA: American Centre for the Study of Distance Education.
Saba, F. (2000). Research in distance education: A status report. International Review of Research in Open And Distance Learning (1)1. Retrieved December 21, 2000: http://www.irrodl.org/content/v1.1/farhad.pdf
Saba, F. & Shearer, R. (1994). Verifying key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education, 9(3).