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TB871: 5 reasons why the unknown is not just a temporary or local state

Note: this is a post reflecting on one of the modules of my MSc in Systems Thinking in Practice. You can see all of the related posts in this category


A photograph of the vast, seemingly endless ocean, and sky.

The module materials (The Open University, 2020) outline five really useful reasons why the world is fundamentally unknowable:

  1. The overwhelming complexity of networks
  2. Processes that control stability and instability
  3. The unpredictability of developing patterns of relationships
  4. Social messes can be wicked
  5. Situations are not situations

Let’s consider at each in turn.

1. The overwhelming complexity of networks

Each person has a great number of different types of connections with humans. This exists within a vast network of close and distant relationships. So even with a relatively small number of people, number and nature of connections becomes highly complex. This increases exponentially when considering national or global populations, where a small number of individual connections contribute to an unfathomably large and intricate network. Counter-intuitively due to their size and complexity, large networks can often be resilient and maintain structural stability due to the sheer number of nodes.

The inherent stability of these networks does not mean that individual outcomes cannot be unpredictable. Emergent outcomes and behaviours can be unknowable and unexpected, for example as we’ve seen with the assault upon online social networks through misinformation, hacking, and more. Rather than anticipating specific outcomes, we live in a world where we need to focus on preparedness and reconsider what ‘stability’ looks like. Historically, ecosystems and cultures have changed rapidly due to ‘tipping points’ that we’ll consider in the next section.

2. Processes that control stability and instability

There are two types of causal loops that are used primarily by systems thinkers: balancing loops and reinforcing loops. While balancing loops help maintain stability, reinforcing loops lead to growth or collapse. The idea of ‘tipping points’ is often used to identify how these loops form, although they can be triggered by tiny changes, which makes them difficult to predict.

Reinforcing loops explain why ‘first impressions’ are often seen as so important. For example, an initial positive or negative interaction can set of an chain reaction and compound and reinforce that first impression. Similarly, ‘trophic cascades’ in ecosystems shows how complex interactions can result due to the presence (or absence) or predators; multiple potential tipping points exist, so a single ‘tipping point event’ can trigger a cascade of others.

3. The unpredictability of developing patterns of relationships

There is something called Conway’s Game of Life which I don’t completely understand, but apparently is a mathematical simulation which uses simple rules to generate complex behaviours. I prefer the example of birds flying in formation, to be honest, but the point is the same: simple, rule-based systems can produce intricate, delicately-balanced outcomes that can be difficult to predict.

This obviously causes significant challenges around strategic planning. If we fit humans into stable patterns, then we can plan base on linear, predictable responses. If behaviours deviate, then planning becomes more complex. This, I suppose, is the difference between Homo economicus which is the rational view of humans presented by economic theory and, well, how humans actually act in the real world. As a result, strategic planning needs to recognise and address blind spots, stay flexible, and be aware how assumptions influence behaviours.

4. Social messes can be wicked

A ‘wicked problem’ is a form of unpredictable social mess that I’ve discussed before as part of this module, as well as in TB872. It’s “a complex, multifaceted problem with no clear solution, often characterized by interdependencies, changing requirements, and multiple stakeholders” to quote the latter post.

As I reflected on separately in a post about the croquet game in Alice’s Adventures in Wonderland, structured problem-solving is difficult because people don’t always ‘play the game’ or even understand the rules. Real life problems are somewhat unruly. They are often embedded deeply within complex networks of relationships, and can ‘cascade’ much like the trophic cascade within ecosystems mentioned above. There are conflicting perspectives, for example relating to the climate emergency, or rewilding, or almost anything you can think of. The only way to really deal with this complexity is to involve diverse stakeholders and be open to creating entirely new approaches.

5. Situations are not situations

Following on from ‘wicked problems’ the notion that ‘situations are not situations’ is a way of highlighting that our attempts to address or even contemplate a situation alters it in some way. It’s a bit like Schrödinger’s cat in that respect, because we’re never dealing with a fixed target, but rather a construct of language. Italian physicist Carlo Rovelli writes that, “a storm is not a thing, it’s a collection of occurrences” which starts to help us out of our linguistic trap of seeing stability where there is none.

Systems thinking therefore needs to embrace the fact that situations never stop changing. This means that tradition decision-making methods are likely to be ineffective, and even incremental change approaches might be limited in success because they assume static conditions rather than dynamic contexts. We must instead account for a fluid world in which we design or organise against a background of constant transformation.

References


Image: Dim Hou

TB872: Communities and networks

Note: this is a post reflecting on one of the modules of my MSc in Systems Thinking in Practice. You can see all of the related posts in this category.


DALL-E 3 created abstract image of Communities of Practice (CoP), artistically representing the concepts of collective learning, the evolution of involvement in CoPs, and the 'middle way' between groups and networks within the context of CoPs.

As we near the end of Part 1 of the TB872 module, we encounter something which I could write about all day: Communities of Practice (CoP). I’m going to reference some recent writing I’ve done and workshops we’ve run through WAO, partly to help jog my memory, but also to find again easily should I need it for one of my assessments:

There are other ones, which are more adjacent to this which are more focused on Open Recognition, especially Using Open Recognition to Map Real-World Skills and Attributes (Part 1 / Part 2). I’m surprised that those latter two haven’t had more interest and the ideas in them taken up, but I digress.


Before going any further, it’s worth defining what a CoP actually is:

Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope.

‘Introduction to communities of practice’ (2022), 12 January. Available at: https://www.wenger-trayner.com/introduction-to-communities-of-practice (Accessed: 25 November 2023).

CoPs all have the following:

  • Domain: there has to be a shared identity defined by a commitment to a ‘domain’ of practice. Being a member of the CoP implies some kind of commitment to this domain, as opposed to being a member of a ‘network’. Being part of the domain doesn’t necessarily confer ‘expertise’ but rather what Wenger and Traynor call a “collective competence”.
  • Community: somewhat obviously, a CoP has to have members which engage with one another with the domain. They talk with one another, sharing information, helping each other, and (crucially) they actually care about their relationships with one another. Sometimes drawing a boundary around a CoP is difficult, because it’s not based on job title, or visiting the same online forum as someone else; a CoP depends on interaction and learning. Even if the actual practice that people do is solitary (e.g. hiking long-distance trails) there can still be a vibrant CoP around it.
  • Practice: the ‘practice’ is what the members of the community actually talk about and help each other with. This goes beyond a community of ‘interest’, as members of a CoP are practitioners. They are not merely people who all like the same things. For example, the Taylor Swift fandom could be a Community of Interest, but if they start actually doing stuff together (e.g. collecting memorabilia, creating a database of performances) then they may start edging into a CoP. The important thing isn’t necessarily that people realise that they’re engaging in a practice within a community in a given domain — I’ve been part of lunchtime discussions in staff rooms as a teacher which could be considered a CoP.

The course materials ask us to reflect on our experiences of being part of communities as opposed to networks. One image that’s stuck with me since 2006 is from Stephen Downes, who drew out the following at a conference in Auckland to illustrate a point he was making:

Photograph of whiteboard with black and red pen, sketching out the difference between a group and a network.
‘Groups and networks’ (25 September 2006). Available at: https://www.downes.ca/cgi-bin/page.cgi?post=35866 (Accessed: 25 November 2023).

This was very much the Web 2.0 era, and the very next day he followed up with a post reflecting on the pushback he’d got from some quarters:

It took exactly 24 hours for someone to propose a “middle way” (this is what passes for innovation these days). “Could there be “middle way” or “third way”? Something that would be between the ‘closed groups’ and ‘individuals in open networks’?”

It will soon be noticed that a person can be both an individual (and hence a member of a network) and a member of a group. That they can belong to many networks and many groups. That any number of ‘middle ways’ can be derived from variations on this theme.

[…]

The core of the issue is whether learning in general should be based on groups or networks. Everybody says, ‘learning is social’, and thus (no?) must be conducted in groups. But networks, too, are social. Learning can be social and not conducted in groups. Where to now, social construction?

The reason I share this here, other than the fact that Stephen has been a critical friend to my work for almost two decades, is that one could see the concept of a CoP as a ‘middle way’ between a group and a network. That is to say, there is a boundary, so it is group-ish. But it depends on people interacting with their full identity, rather than being subsumed into the group, and therefore is network-ish.


The assignment that I’m responding to in this post asks me to:

Review your own experiences of communities and networks in relation to your practices and plot them in some way, possibly using a timeline or a spray diagram. Discuss with others, possibly on the module discussion forum, whether and how these groups have been important to you in helping you improve your practices. If networks and communities have not been a significant part of your experience or if you do not consider them important to your practice, consider whether increased involvement and networks is desirable or feasible in relation to your practice.

As I’ve known for 15 years, the way my brain is wired not only means I get migraines, but I also am mildly synaesthetic. In my case, this means that I see time very visually, which, I understand from talking with other people, isn’t “normal”. I see it as a bit of a superpower, being able to zoom into different periods of history. It’s not that I get to choose how to represent it, that’s just how my brain works.

All of this is by introduction to my timeline of the CoPs to which I think I’ve belonged. The timeline is how I see the period from about 2000 to now, in my head. For some reason there’s always a ‘turn’ at the end of a decade. I’m never sure why it goes the direction it does. As my wife says, I’m weird.

(tap to enlarge)

It’s important to note that this is meant to be in some way three-dimensional. There are no ‘peaks and troughs’. I could have spent longer on this to try and get the colours to overlap and interact with one another, but life is short.

I’m currently a member of the Open Education is for Everybody (ORE) and we’re currently working on an Open Recognition Toolkit (ORT) to be launched at ePIC 2023. This is what CoPs do: they come together to talk, share information, and create resources. By doing this, members encourage one another.

Reflecting on my membership of different communities, I turned from a lurker into an active community member due to the specific invitation of someone to start posting on the School History discussion forum. That was a revelation to me, as I then had a community beyond the walls of the school in which I was working. It transformed my practice, and the ‘audience’ for the work I was doing went beyond the stakeholders of my organisation (a school) and into the wider world.

Likewise, this set the scene for sharing my work openly on my blog and via Twitter, which is the best CoP I’ve ever been part of. It’s easy to consider social networks to be, well, networks but they can foster people coalescing around hashtags, and around practices such as online chats on particular topics at certain times. There’s a boundary that can be drawn around the practice.

My volunteering for Mozilla led to being employed to them. I still go along to MozFest and would consider myself a ‘Mozillian’ which, I guess, is part of a community identity — even if it has changed quite a lot over time. One of the most fulfilling communities I’ve been part of has been the Open Badges community which has morphed into Open Recognition when ‘microcredentialing’ sucked the life out of the original vibe.

And then, of course, there’s We Are Open, the cooperative I co-founded with friends and former colleagues in 2016. This has been a wonderfully sustaining organisation for me, starting off as a part-time thing, and then evolving into something I do ‘full time’ (for some definitions of ‘full’). This is very much a community of practice as we work together on a daily basis, evolving what we do as we learn from each other, our reading, and our work.

In closing, I’d note that the CoPs I’ve been involved in have had a ‘boundary’. That’s what gives them the domain of practice. Membership has been clear, as has (usually) what we’re working on. What CoPs do, in my experience, even if I haven’t always realised I’ve been part of one, is elevate my aspirations and interest in my practice. They’ve stimulated and encouraged me to go further in the work that I do, knowing that I’ve got an audience for the things that I find frustrating or fascinating.

I’m looking forward to being part of a Systems Thinking CoP. I guess the TB872 module is one, although I don’t feel very connected to fellow students yet. Perhaps I should post more in the forum.


Top image: DALL-E 3

My takeaways from Stephen Downes’ talk on personal learning

In general, I have great intentions to watch recorded presentations. However, in reality, just like the number of philosophy books I get around to reading in a given year, I can count the number I sit down to watch on the fingers of one hand.

I’ve been meaning to watch Stephen Downes’ talk on personal learning since he gave it at the at the Canada MoodleMoot back in February. Since I’m talking with him this afternoon about Project MoodleNet, that served as a prompt to get around to watching it.

(as an aside, it’s a blessing to be able to play YouTube videos at 1.5 or double speed — presentations, by their nature aren’t as information-dense as text!)

Groups vs Networks

Downes has been talking about groups vs networks since before 2006. In fact, I often reference this:

Groups vs Networks
CC BY-NC Stephen Downes

The presentation builds on this, and references a tool/environment he’s built called gRSShopper.

Groups vs Networks

Downes doesn’t link any of this to politics, but to my mind this is the difference between authoritarianism and left libertarianism. As such, I think it’s a wider thing than just an approach to learning. It’s an approach to society. My experience is that some people want paternalism as it provides a comfort blanket of security.

Personalized vs Personal

There’s plenty of differences between the two approaches. In his discussion of the following slide, Downes talks about the difference between a ‘custom’ car and a customised car, or an off-the-self suit versus one that’s tailored for you.

Personalized vs Personal

My position on all of this is very similar to Downes. However, I don’t think we can dismiss the other view quite so easily. There has to be an element of summative assessment and comparison for society to function — at least the way we currently structure it…

Personal Learning Environments

Downes’ custom-build system, gRSShopper, is built with him (the learner) in the middle. It’s a PLE, a Personal Learning Environment:

gRSShopper workflow

All of this is based on APIs that pull data from various systems, allow him to manipulate it in various ways, and then publish outputs in different formats.

Note that all of this, of course, depends upon open APIs, data, and resources. It’s a future I’d like to see, but depends upon improving the average technical knowledge and skills of a global population. At the same time, centralised data-harvesting services such Facebook are pointing in the opposite direction, and dumbing things down.

Personal Learning Record

So gRSShopper creates what Downes calls a Personal Learning Record, complete with ‘personal graph’ that is private to the learner. This is all very much in keeping with the GDPR.

Data aggregation and analytics

The real value in all of this comes in being able to aggregate learning data from across platforms to provide insights, much as Exist does with your personal and health data.

Analytics and Big Data

Downes made comments about pulling resources and data between systems, about embedding social networks within the PLE, and browser plugins/extensions to make life easier for learners. I particularly liked his mention of not just using OERs as you learn, but creating them through the process of learning.

Conclusion

I’m looking forward to our conversation this afternoon, as I’m hoping it will either validate, or force me to rethink the current approach to Project MoodleNet.


Main image CC0 Marvin Meyer

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