K12 Practitioners’ Perceptions of Learning from Failure, Creativity, and Systems Thinking: a Collective Case Study

Human performance in visual detection, discrimination, identification, and search tasks typically improves with practice. Psychophysical studies suggest that perceptual learning is mediated by an enhancement in the coding of the signal, and physiological studies suggest that it might be related to the plasticity in the weighting or selection of sensory units coding task relevant information (learning through attention optimization). We propose an experimental paradigm (optimal perceptual learning paradigm) to systematically study the dynamics of perceptual learning in humans by allowing comparisons to that of an optimal Bayesian algorithm and a number of suboptimal learning models. We measured improvement in human localization (eight-alternative forced-choice with feedback) performance of a target randomly sampled from four elongated Gaussian targets with different orientations and polarities and kept as a target for a block of four trials. The results suggest that the human perceptual learning can occur within a lapse of four trials (<1 min) but that human learning is slower and incomplete with respect to the optimal algorithm (23.3% reduction in human efficiency from the 1st-to-4th learning trials). The greatest improvement in human performance, occurring from the 1st-to-2nd learning trial, was also present in the optimal observer, and, thus reflects a property inherent to the visual task and not a property particular to the human perceptual learning mechanism. One notable source of human inefficiency is that, unlike the ideal observer, human learning relies more heavily on previous decisions than on the provided feedback, resulting in no human learning on trials following a previous incorrect localization decision. Finally, the proposed theory and paradigm provide a flexible framework for future studies to evaluate the optimality of human learning of other visual cues and/or sensory modalities.

In the operating conditions of the 21st century it is impossible to be competent alone' (O'Hara & Leicester, 2019, p. 16). Competence in leading and managing, as in any professional practice, is best understood as the ability to work with others to meet important challenges in complex human systems (Rychen & Salganik, 2003). Systems thinkers such as Oshry (1999, 2007, 2018, 2019, 2020) recognise that competence is a function of systems and culture; that is, of relationships. This insight acknowledges the importance of being able to work effectively in group settings but goes further in recognising that our lives are always lived in complex patterns of relationships with others (O'Hara & Leicester, 2019).

This paper proposes Systems Thinking as a methodology to better observe, learn, analyse and construct curriculum and pedagogy. Informed by von Bertalanffy’s (1950) principle of Dynamic Equilibrium (Fliessgleichgewich), Systems Thinking presents a means to consider complex systems as continuously breaking down and rebuilding to adapt and maintain function. In addition, I refer to two root metaphors applied by key systems theorists: (i) Descartes world like a machine (reductionism) and (ii) world like an Ecology (holism) and relate these to a Systems Thinking approach to curriculum construction, pedagogy and learning. I also draw upon the Aristotelian dictum: ‘the whole is greater than its parts’ (gestalt) to illustrate how elements of all systems are interconnected and how the application of Systems Thinking can inform new pedagogical approaches and curriculum design. In explaining how a Systems Thinking approach could apply to curriculum development, I draw on two key theorists who draw their perspectives from organismic biology: Ludwig von Bertalanffy and Fritjof Capra, and compare their concepts with theorists who focus on more organisational and applied perspectives, such as Russell Ackoff and Peter Senge. I link this spectrum of Systems Thinking to curriculum development, by first considering its specific relevance to education through its relationship to applied approaches to learning, such as those proposed by Kurt Fischer and Zheng Yan (1998) and Fischer (2019). I then consider the potential for Systems Thinking to act as an analytical tool, which can be applied to global/national educational policy and practice. By looking at critiques of the reductionist Global Education Reform Movement (GERM) as described by Sahlberg (2012), I consider the ways in which taking a Systems Thinking lens can shift the balance in curriculum design more towards Capra’s proposal for a deeper ecology in learning. Finally, I examine the case of the Australian Curriculum and outline how Systems Thinking provides an innovative methodology to support curriculum development of relevance to today’s context. In considering effective historic and emerging initiatives, I propose future approaches where Systems Thinking can be a co-creation tool for learners throughout the education system that is sensitive to student self-efficacy, personalised and independent learning. This is imperative if we are going to prepare students for a future world that cannot be conceived, predicted nor imagined.

Complex systems affect every part of our lives from the ecosystems that we inhabit and share with other living organisms to the systems that supply our water (i.e., water cycle). Evaluating events, entities, problems, and systems from multiple perspectives is known as a systems thinking approach. New curriculum standards have made explicit the call for teaching with a systems thinking approach in our science classrooms. However, little is known about how elementary in-service or pre-service teachers understand complex systems especially in terms of systems thinking. This mixed methods study investigated 67 elementary in-service teachers’ and 69 pre-service teachers’ knowledge of a complex system (e.g., water cycle) and their knowledge of systems thinking. Semi-structured interviews were conducted with a sub-sample of participants. Quantitative and qualitative analyses of content assessment data and questionnaires were conducted. Results from this study showed elementary in-service and pre-service teachers applied different levels of systems thinking from novice to intermediate. Common barriers to complete systems thinking were identified with both in-service and pre-service teachers and included identifying components and processes, recognizing multiple interactions and relationships between subsystems and hidden dimensions, and difficulty understanding the human impact on the water cycle system.

The purpose of this exploratory research study was to examine the roles instructional designers (IDs) in higher education play in the integration of generative Artificial Intelligence (GenAI) into their organizations, and how they use GenAI technologies in their own professional practices. Data were collected from 15 participants in the southeastern United States (U.S.) in an ID role or with similar job titles (e.g., educational technologist). Using a general qualitative approach, semi-structured interviews were conducted in Zoom about IDs’ use and integration of GenAI. Our findings resulted in three primary themes related to IDs’ integration of GenAI in online and blended education: (a) use of GenAI for instructional design; (b) collaborative guidance for faculty integration of GenAI; (c) training, resources, and guidelines on the integration of GenAI. A common thread through all the themes and interviews was IDs’ conscientious and cautious approach and ethical concerns about GenAI integration. We unpack these themes while discussing the implications of IDs in higher education integrating GenAI to meet organizational, faculty, and student needs. We provide limitations and a rich discussion about the advancement of GenAI by IDs working in institutions of higher education.

Systems Thinking (ST) has become essential for practitioners and experts when dealing with turbulent and complex environments. Twitter medium harbors social capital including systems thinkers, however there are limited studies available in the extant literature that investigate how experts' systems thinking skills, if possible at all, can be revealed within Twitter analysis. This study aims to reveal systems thinking levels of experts from their Twitter accounts represented as a network. Unraveling of latent Twitter network clusters ensues the centrality analysis of their follower networks inferred in terms of systems thinking dimensions. COVID-19 emerges as a relevant case study to investigate the relationship between COVID-19 experts’ Twitter network and their systems thinking capabilities. A sample of 55 trusted expert Twitter accounts related to COVID-19 has been selected for the current study based on the lists from Forbes, Fortune, and Bustle. The Twitter network has been constructed based on the features extracted from their Twitter accounts. Community detection reveals three distinct groups of experts. In order to relate system thinking qualities to each group, systems thinking dimensions are matched with the follower network characteristics such as node-level metrics and centrality measures including degree, betweenness, closeness and Eigen centrality. Comparison of the 55 expert follower network characteristics elucidates three clusters with significant differences in centrality scores and node-level metrics. The clusters with a higher, medium, lower scores can be classified as Twitter accounts of Holistic thinkers, Middle thinkers, and Reductionist thinkers, respectfully. In conclusion, systems thinking capabilities are traced through unique network patterns in relation to the follower network characteristics associated with systems thinking dimensions.

This qualitative investigation examines the perceptions of Bangladeshi English language learners regarding the strengths and weaknesses of using long-form and short-form video content to develop spoken English.This study took a sample size of six semi-structured interviews with diverse socio-educational backgrounds using thematic analysis to classify patterns in the experience and perceptions of learners (Braun & Clarke, 2006).The theoretical framework combines Input Hypothesis by Krashen, Cognitive Load Theory, and Microlearning Theory, Multimedia Learning Theory and Self-Determination Theory (Deci & Ryan, 2000).The results indicate that even though YouTube Shorts are believed to have benefits of accessibility, engagement or specific skills acquisition, specifically related to pronunciation and acquisition of vocabulary, they are not seen as the thorough learning method, but rather as the addition or supplement (Simbolon & Ismahani, 2024).Long-form videos offer more detailed material and contextual education and consume more time and mental resources (Mayer, 2014).Another important consideration to learners is sociolinguistic factors that tend to determine the preferences and perceived effectivity of the learner on the basis of the educational background, geographical location, and exposure to English in the past (Rahman & Islam, 2020).The study will help know how new forms of video presentation can be successfully used in language learning classrooms and in the case of Bangladesh especially, where there is a challenge with the development of proficiency in English.

This article explores the application of systems thinking to address complex policy challenges, or “wicked problems”. Addressing complex policy problems is difficult when they exist in dynamic environments with interconnected systems, each with their own subsystems and a lack of clear causal chains. Grounded in systems theory and thinking, an inductive, participatory soft systems methodology is adopted, moving beyond linear, top‐down approaches to demonstrate how policy problems that account for the whole system(s) and its interactions are considered, thereby offering a more effective approach to policy development. The article uses a case study of female entrepreneurs in York and North Yorkshire, England, to illustrate this approach. NVivo is employed to generate clusters or “systems” to demonstrate the interconnected nature of challenges faced by female entrepreneurs and identify potential policy levers to address them. Rational approaches alone are insufficient for policymaking and by embedding a soft systems methodology with an inductive participatory approach, hidden systems and subsystems are uncovered, enabling the design of inclusive, place‐based policy interventions. This approach uncovers patterns, derives actionable insights, and designs targeted, context‐sensitive policy interventions.

This research aims to determine the profile of science practicum lectures, logical thinking abilities, and systems thinking skills of prospective science teacher students in Sorong Regency. This research is a case study with pre-research, implementation, and final/post-research stages. The subjects of this research were students who were or had contracted for science practicum course. The instruments used are analysis lists, logical thinking test instruments, systems thinking scales, and systems thinking skills tests. Interviews were also conducted to support the data that had been obtained. The research results show that (1) the practicum activities that have been running so far have only trained skills in collecting, processing, and analyzing scientific research data. (2) The contents of the practicum instructions do not train students' thinking skills, such as critical thinking, systems, or problem-solving. (3) Students' logical thinking abilities are relatively evenly distributed at proportional, correlational, and combinatorial reasoning levels; however, the majority of students have reasoning in the transitional category, and there is quite a high level of concrete reasoning. (4) Students' systems thinking skills are relatively low, especially forest thinking skills. Different and innovative practicum lecture approaches need to be developed to improve logical thinking and systems thinking skills for prospective science teacher students in Sorong Regency. Low levels of logical thinking and systems thinking skills will have implications for achieving skills at the next level, such as the skills needed today, namely 21st-century skills.

Universities operate in an environment characterized by rapid change, globalization and other unpredictable complex factors. These institutions play a critical role in the socio-economic development of society. Knowledge has been identified as a strategic resource for private and public organizations to gain competitive advantage. Furthermore, universities are under pressure to respond to the needs of their diverse stakeholders. Hence, it is critical to create a conducive environment to foster Knowledge Sharing beyond functional boundaries in these institutions. However, functional silo mentality has been identified as a major factor that encumbers Knowledge Sharing in organizations, including universities of technology. The purpose of the study was to explore the applicability of the Systems Thinking concept in the context of fostering Knowledge Sharing in Universities of Technology. Previous research investigated this phenomenon from a different perspective, whilst this study provides a University of Technology context. The study adopted a qualitative research methodology underpinned by a constructivism philosophical worldview. Qualitative data was collected from the employees of two universities of technology through semi-structured interviews. Participants in the study were purposively selected. NVivo software was used for data analysis. The study provides theoretical perspectives and practical insights for applying Systems Thinking to foster Knowledge Sharing beyond functional boundaries in organizations and Universities of Technology. Overall, the results of the study indicated that participants were positive that adopting Systems Thinking would be a strategic choice to institutionalize Knowledge Sharing in universities of technology. One of the limitations of this study was that data was collected from only two selected public universities of technology. This provides an opportunity for future research to consider collecting data from more than two universities of technology to investigate this phenomenon.

If sustainability is to be an integral part of rethinking education organization, it is necessary to redesign mental models that shape present curricular structures. Assumptions underlying the design of most schools and curricula are based on linear industrial models, which raises an essential question: How can we use opposite concepts of systems dynamics and living structures to create a shift in our present thinking about curriculum and learning for sustainability? From this, we can begin a dramatic design shift toward innovative curriculum to prepare future students and teachers. This article begins with a critique of modern industrial education, then moves into an overview of sustainability concepts and structure through systems thinking. The article then presents the research of an original sustainability curriculum that structures assessment to measure systems thinking. From the results, the article then explores a conceptual design framework for a 21st century curriculum that bio-mimics living systems and organic molecular structure, based on systems thinking and mechanistic principles. By placing assessment on competency relationships and not solely assignment completion, this new framework encourages students and educators to develop emerging 21st century skills in the age of digital technology and communication. This essay and framework, which emerged from the author’s dissertation research and findings, offers a new conceptual tool to the field of sustainability education while challenging educators to adopt living systems into their own instructional designs.

Teaching students to think in complex systems and design is presumably intricate, creative, and nonlinear. However, due to the overwhelming number of standardized tools and frameworks, the process sometimes ends up being procedural and deductive. Conformity to rigid procedures loses the intention of creative problem-solving towards tackling wicked problems. This paper proposes a project-based approach to instill the mindsets for those who aspire to be design and systems thinkers through a first-year engineering course. Using the ADDIE model, the instructional design was implemented in three modules focusing on design, systems, and integration for real-world applications. The instructional design was evaluated via course feedback surveys and focus-group interviews. Students indicated positive impacts on creative mindsets, habits of systems thinkers, and interdisciplinary awareness. However, negative comments about the course arrangement such as heavy workload and disconnection between topics were identified. Suggestions from students, challenges faced by the instructors, and recommended practices are discussed. In times of increasing need to reform higher education due to digitization and artificial intelligence, this study provides a timely investigation of a new project-based and mindset-focused pedagogy in design and systems thinking education.

Thinking skills in transdisciplinary curriculum integration: A service-learning project in a Spanish secondary school

Contribution: The authors present a methodology for assessing both novelty and systems thinking, as expressed in the same conceptual models constructed by graduate engineering students. Background: Companies worldwide seek employees with creativity and systems thinking, since solving design problems requires both skills. Novelty and usefulness are the most commonly accepted components of creativity, while systems thinking is the holistic understanding of systems. Research Question: How can novelty and systems thinking be assessed based on conceptual models (of technological systems) constructed by graduate engineering students? Methodology: Six student teams of two to four members each ( N = 21) constructed solution models based on Object-Process Methodology, a formal methodology and language for model-based systems engineering. The authors assessed these models for novelty and for systems thinking using two existing rubrics based on the construction of system aspects-function, structure, and behavior. Findings: The authors provide indications that both novelty and systems thinking can be assessed based on conceptual models of technological systems.

There is a current consensus on teacher training as a key element to promote the quality of higher education. Despite that, a lot of teacher preparation programs are short-term training efforts enmeshed in a politically endorsed ‘social market’ perspective that emphasized instructional skill training and adaptation to the existing curricular organization. In this context, training processes based on an innovative alternative vision framed in a dynamic learning system were context plays a determining role are crucial. This article presents a formative experience of teacher-researchers in the university context, theoretically oriented from systems thinking and characterized by a holistic approach based on contextual learning. The research was designed using Grounded Theory with a biographical-narrative approach. Participant observation, sociodemographic questionnaire, and semi-structured interviews were used as data collection instruments. The results show a formative process in which the pedagogical practice is the training core, and highlight the strengths of systems thinking to favor the co-construction of a teacher identity that integrates biographies and personal interests of teachers, as well as the configuration of teacher training processes oriented to collaborative learning. Additionally, it was found that the process shows strengths in several relevant aspects in teacher education such as reflective teaching as a rejection of top-down forms of educational programs, the importance of reflective thinking and reflective feeling and the importance of collaborative learning to contribute to the solution of contextual problems.