Jackson's System of Systems Methodology (SOSM) framework presents a construct that enables one to begin to make sense of the broad array of approaches that claim to embrace the Systems Thinking paradigm.
A visual look at using technology in school based on the article:
Levin, B. B., & Schrum, L. (2013). Using systems thinking to leverage technology for school improvement: Lessons learned from award-winning secondary Schools/Districts. Journal of Research on Technology in Education, 46(1), 29-51.
Identify and map audience system archetype, including
potential/anticipated leverage points, conflicts, unknowns, etc. for
each of the personas. You will illustrate your findings using causal
loop diagrams
Initial causal loop diagram for the influences leading to the acceptance of Systems Thinking. This is the evolving version. You can compare this with IM-1948, which is the original, if you wish.
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A visual look at using technology in school based on the article:
Levin, B. B., & Schrum, L. (2013). Using systems thinking to leverage technology for school improvement: Lessons learned from award-winning secondary Schools/Districts. Journal of Research on Technology in Education, 46(1), 29-51.
Identify and map audience system archetype, including
potential/anticipated leverage points, conflicts, unknowns, etc. for
each of the personas. You will illustrate your findings using causal
loop diagrams
A visual look at using technology in school based on the article:
Levin, B. B., & Schrum, L. (2013). Using systems thinking to leverage technology for school improvement: Lessons learned from award-winning secondary Schools/Districts. Journal of Research on Technology in Education, 46(1), 29-51.
A visual look at using technology in school based on the article:
Levin, B. B., & Schrum, L. (2013). Using systems thinking to leverage technology for school improvement: Lessons learned from award-winning secondary Schools/Districts. Journal of Research on Technology in Education, 46(1), 29-51.
A visual look at using technology in school based on the article:
Levin, B. B., & Schrum, L. (2013). Using systems thinking to leverage technology for school improvement: Lessons learned from award-winning secondary Schools/Districts. Journal of Research on Technology in Education, 46(1), 29-51.
A visual look at using technology in school based on the article:
Levin, B. B., & Schrum, L. (2013). Using systems thinking to leverage technology for school improvement: Lessons learned from award-winning secondary Schools/Districts. Journal of Research on Technology in Education, 46(1), 29-51.
Identify and map audience system archetype, including
potential/anticipated leverage points, conflicts, unknowns, etc. for
each of the personas. You will illustrate your findings using causal
loop diagrams
A visual look at using technology in school based on the article:
Levin, B. B., & Schrum, L. (2013). Using systems thinking to leverage technology for school improvement: Lessons learned from award-winning secondary Schools/Districts. Journal of Research on Technology in Education, 46(1), 29-51.
The 'Psychobiologicla' model was described and articulated by the Australian psychiatrist Niall McLaren.
It consists of hormone releases, principally testosterone, when challenges arise. These rekeases are genetically governed and create psychological effects. The effects produce moods, feelings, and can provoke aggresssive and dominating behaviour.
The simplified model shows that on the perception of a challenging or threatening situation the testosterone level rises in men. Testosterone is a feel-good hormone that rewards aggression and domination with further releases. This mechanism is self-reinforcing, but can be tempered by personality factors and institutional constraints. As these are primeval processes and effects that are always present when challenges occur, the psychobiological model serves as excellent tool for understanding and interpreting conflicts.
