教学互联网络

自然界的演化 ,人类社会的进步 ,不断地对教育和教学提出了挑战 .在当今知识爆炸和通讯先进的信息时代 ,如何改进教学方式和方法 ,培训 2 1世纪人才以促进社会的持续发展 ,是本文要讨论的内容 .文章还将介绍一种教学互联网络 GENIe以及以全球气候变化为例说明教学互联网络的作用.     

服务型领导与团队绩效:基于社会交换视角的解释

目前文献中对于服务型领导理论的研究多集中于个体层面, 在团队层面将服务型领导对团队绩效的影响过程看成是团队成员间的交换过程. 基于社会交换理论探讨了服务型领导对团队绩效的影响机制, 尤其是领导成员交换和团队成员交换在其中的中介作用, 以及团队差序氛围在其中的调节作用. 研究结果发现: 服务型领导与团队绩效显著正相关, 领导成员交换和团队成员交换在两者之间的关系中起完全中介作用, 团队差序氛围对服务型领导与团队绩效之间的关系具有显著的正向调节作用. 研究告诉团队领导者, 不仅要通过塑造自身的服务型领导风格来实现对团队差序氛围的替代作用, 同时还要善于为团队成员营造一种高质量领导成员交换和团队成员交换的感受, 从而提高团队绩效.     

Enabling Political Legitimacy and Conceptual Integration for Climate Change Adaptation Research within an Agricultural Bureaucracy: a Systemic Inquiry

The value of using systems approaches, for situations framed as ‘super wicked’, is examined from the perspective of research managers and stakeholders in a state-based climate change adaptation (CCA) program (CliChAP). Polycentric drivers influencing the development of CCA research pre-2010 in Victoria, Australia are reflected on, using Soft Systems Methodology (SSM) to generate a boundary critique of CCA research as a human activity system. We experienced the complexity of purpose with research practices pulling in different directions, reflected on the appropriateness of agricultural bureaucracies’ historical new public management (NPM) practices, and focused on realigning management theory with emerging demands for adaptation research skills and capability. Our analysis conceptualised CliChAP as a subsystem, generating novelty in a wider system, concerned with socio-ecological co-evolution. Constraining/enabling conditions at the time dealing with political legitimacy and conceptual integration were observed as potential catalysts for innovation in research management towards better handling of uncertainty as a social process using systemic thinking in practice (StiP).

     

Enhancing Collaborative Learning in a Blended Learning Environment: Applying a Process Planning Model

The research reported here was undertaken in a blended learning environment where contact tuition is “blended” with computer-supported (online) learning. The context is a developing country (South Africa). After completion of two full cycles of an action inquiry the planning for the third cycle was undertaken according to an existing process planning model which was originally developed for the design and planning of team-based action learning and action research (ALAR) projects. The illustration of the application of the model focuses on the aspect of student collaboration in a blended learning environment and shows how the original process planning model was adapted and applied during the re-planning phase of the project. The final deliverable is a set of action plans for future collaborative learning that could strengthen student-centred learning experiences in a context which still bears the scars of an unfortunate segregated past.     

The First-, Second- and Third-Person Dynamics of Learning History

Learning history is a well delineated action research process consisting of consecutive stages of inquiry where groups and individuals engage in learning and reflecting on their past shared, but often multiple, experiences as these are recorded in a ‘learning history’. Learning history has much in common with other forms of action research in that it configures first-, second- and third-person processes of inquiry in a particular way and enacts research qualities of rigour, relevance and reflexivity. Yet these and other links have as yet been tacit and under articulated - resulting in learning history often conceived as a distinctive linear method with the practice of learning history likewise confined. This reflective article opens out and makes explicit the inherent first- second- and third- person dynamics of learning history. These dynamics are explored from the point of view of different actors – the historian, the participant and the reader - in a learning history process and connections to a general empirical method are made. Finally questions of quality in a learning history are discussed. The aim of this article is to establish firmer methodological foundations for the learning history approach and to provide practical insight into how action researchers might engage more readily in learning history work.     

Promoting Entrepreneurship through a Community Learning Model – Case Study: Green Businesses

This article presents a community learning model formulated by Engineers Without Borders Colombia with the aim of providing communities with tools to create sustainable productive solutions which have relevancy for members and for potential customers. The goal of this formulation is to promote learning processes that are guided by decisions made by community members to propose sustainable and replicable initiatives. The model applicability is evidenced through a case study devoted to strengthening community-led green businesses in the Guavio Province, Colombia by collecting lessons and conclusions. Ultimately, this collection will prove useful in replicating the learning model in other similar rural communities.

     

Sustainability,Systems Thinking and Professional Practice

This article explores the impact of the new sustainability agenda on the occupational and professional needs of those who have taken educational and training programmes in the environmental field either at undergraduate or postgraduate level or through relevant professional institutions’ continuing professional development programmes. It also describes a one-day workshop for the professionals on sustainable development, based on systems thinking and practice. The workshop provides a model for developing greater understanding and effective action in professional practice, by using dialogue and interprofessional learning to explore approaches to sustainability in a variety of business and professional contexts. It introduces the principles underpinning the concept of sustainability and provides tools to support the integration of sustainable development into professional practice and organisational change.     

Learning by Action Research: A Policy for School Development

In this article I define a project organization as action research. Thus defined, the approach presents a method for experiential learning among educators who develop as learners in an educational setting. Second, the approach describes a method for focusing on research related to change in classroom didactics brought about by the mediating instruments educators discover and use so as to overcome their own learning anxiety. Third, action research and academic investigation are described as a method for integrating theory with practice. Finally, action research is outlined as an effort for social justice—the way knowledge usually develops by social construction.     

Evaluating Climate Change Discourse in New Zealand

Issues of social responsibility, ethics and interdependence, as well as the pragmatic imperative to better understand complexity, require that diverse viewpoints be invited and given credence by policy makers seeking imaginative ‘solutions’ to climate change. This paper explores the statutory introduction of biofuels into New Zealand by way of the discourses that preceded this decision. This inquiry used Critically Systemic Thinking and ‘Mode 2’ Soft Systems Methodology (SSM) to engage with multiple stakeholders to the Biofuels policy to discover how the discourse was conducted. It concludes that the process of policymaking was framed in technical rationalist terms thereby favouring certain ‘worldviews’ over others. Accordingly, a model of ‘ideal’ discourse and decision making for governing the conduct of future public discourse is presented. This inquiry assists in re-establishing SSM as a rigorous and reflexive approach to analysing a complex issue and for enhancing collective learning into its content and process.     

全球变化与地球系统科学统一研究的最佳天然实验室——青藏高原

全球变化与地球系统科学统一研究从科学系统观出发，在研究思路上坚持多门学科间大跨度交叉，立足于层次性、全球性和统一性。并以可持续发展战略为科学基础，从而具有在更高层次上进行综合学科研究的特点和时空有序多层结构的研究领域。同时，阐述了从定性到定量的系统学、非线性科学的方法学和方法论。并以青藏高原为例，从地球系统动力学、隆起过程与环境变化、地圈—气圈系统及气候变化、冰冻圈形成和冰后回升及演化与全球变化、生态系统与全球变化和区域可持续发展研究等六个方面概述了全球变化与地球系统科学统一研究的最佳天然实验室——青藏高原.     

Environmental Education: Enhancing Learning and Awareness Through Assessment

Environmental issues are rapidly gaining momentum globally as humans try to find sustainable solutions to the effects of climate change, carbon emissions, and the actions of human-kind (see Olver, Blacklist those who ‘greenwash’. Companies must walk the talk regarding climate. The Times, 2011a; The weather warriors’ war. Real change will come when a few good men and women say ‘enough is enough’. The Times, 2011b). To enhance learning and awareness of environmental issues among Environmental Education students and the community at large, this study situated assessments within communities of practice around the university. Using action engagement within action research students had to work with insiders from the community to identify, formulate action or intervention plans and find solutions to problem situations in the community. Using action engagement within action research in this study definitely enhanced student’s knowledge of their community’s problems. Their personal involvement and the cyclical approach adopted, enhanced students’ emotional understanding and gave them an insider perspective into the situations and problems that required intervention; and trust was built between the students and members of the community as they worked together to accomplish a common goal.     

论SSM中的文化问询

SSM（软系统方法论，Soft Systems Methodology）是指英国系统管理学家切克兰德教授提出的一个旨在改善问题情境（Problem Situadon）的学习过程，此过程是反复进行的。SSM与其它分析方法最大的不同就在于此方法在进行逻辑分析的同时也引入了文化问询（Cultural Inquiry）。因此本文主要就文化问询之于问题情境、文化问询中的“文化”和文化问询的“三项分析”及其作用这三点进行分析。     

Living Life as Inquiry

In this paper I explain what I mean by living life as inquiry, showing how I apply notions of inquiry as method to many areas of my professional and personal activities and how research ideas are generated and tested throughout my life space. The paper has twin tracks which reflect the interwoven processes I am describing and advocating. One is more practice based; in it I outline some of my inquiry practices and dilemmas, and give two examples from my work situation. The second track is more focused on theory, highlighting ideas about systemic analysis, influencing change, relational work, and gender. Writing the paper became an example of my topic. I therefore note features of the text which illustrate processes and practices of inquiry.     

团队创新气氛量表研究——基于长三角地区的实证分析

创新气氛测量工具的选择取决于创新气氛的研究层次.团队层面上创新气氛的测量工具为TCI(Team Climate Inventory)量表.通过对TCI量表相关研究的回顾,发现绝大多数国外研究支持TCI四因子模型和五因子模型.采用实证研究的方法对TCI量表进行修订,最终确定的量表包括目标认同,任务导向和创新支持,参与安全和团队互动共5个因子,25个题目,该结论与国外TCI量表五因子模型基本一致.未来可自主开发适合中国企业文化的团队创新气氛量表和对团队创新气氛进行关系研究.     

How Systemic Inquiry Releases Citizen Knowledge to Reform Schools: Community Scorecard Case Studies

Despite the relevance of systemic practice for repairing broken public systems, documented instances where it empowers marginalised groups en masse to be action researchers are rare. Public school systems that fail to educate millions of pupils are ripe for systemic inquiry. Using evidence, this article identifies conditions under which such inquiry fosters school system accountability and increases pupil learning. By tracing the emergence of a type of community scorecard practice called Citizen Voice and Action (CV&A), it explains how and why marginalised groups use CV&A’s systems-enhanced participatory research to engage with and reform unresponsive public systems. It also shows how soft systems thinking and further action research enhanced scorecard methodology. Brief case studies of CV&A use in Ugandan primary schools illustrate and explain how communities reform schools by using CV&A to systematically foster accountability. Discussion identifies how processes free them to create and use systemic knowledge. This theorising helps explain conditions under which systemic inquiry into school and other public systems is being generalised and scaled up.     

Systemic Intervention Practice at an Australian Aboriginal and Torres Strait Islander Alcohol and Other Drugs Treatment Centre

The purpose of this article is to describe the use of systemic intervention research methodology at an Indigenous-specific Australian drug and alcohol ‘therapeutic community’ rehabilitation setting. Systemic intervention is a three step methodological framework belonging to the systems thinking discipline. Practitioners must be mindful of the boundaries of the systems with which they are working; the need to select appropriate theoretical and methodological approaches to the context of the research, and undertake interventions towards sustainable and desirable change. Three participatory methods are detailed to highlight the importance and value of reflective practice. The three methods ranged from consultative through to collegial levels of participant engagement. Systemic intervention is a useful methodology in the context of indigenous health research and could be a valued approach in other research contexts that are explicit in their intent to help close the gap on Indigenous health disadvantage.     

The Role of Action Research (AR) in Environmental Research: Learning from a Local Organic Food and Farming Research Project

We expand on the FMA model of inquiry elucidated by Checkland and Holwell (Syst Pract Act Res 11:9, 1998) and identify three kinds of research: interactive Action Research (AR), extractive participatory research, and traditional science, that were integrated into an interdisciplinary agro-environmental research project involving researchers from eight countries around the Baltic Sea. The research project held the goal of creating scientific understanding of the ecological, economic and social effects of the sustainable development of local food systems, while also having the explicit goal of implementing change in the studied systems. Based on our experience working as action researchers in the project, we highlight the role that normative goals and facilitation process competence play in complex interdisciplinary research projects. Our reflections focus on project design, including the relation between AR and other kinds of research when employed in a single project, and includes reflections on preconditions for stakeholder participation in AR projects.     

Evaluating the Impacts of Virtual Organization Absorption on the Quality of Urban Private Constructions; the System Dynamics Approach

Quality compliance checking of urban private constructions in Iran follows a fragmented pattern. By considering this fragmentation along with the inherent complexities of the quality compliance checking, it becomes urgent to look closer at this mechanism to find a way for making improvements. Since there is no determination to change the existing mechanism, this study discusses the use of virtual organizations as a strategy to enhance the level of quality. To this end, according to the intended approach for developing virtual organizations, this study identifies the capabilities of this type of systems in the first step. Then, this research evaluates the impacts of virtual organization absorption on the quality of urban private constructions. In this evaluation, the paper applies the system dynamics approach as the modeling tool due to its ability to address complexities and feedback structures. The resulted dynamic model needs initial values and requires functions to be able to run the simulation. In this case, the Delphi Technique is used to extract the functions and the values. After importing the resulted values and functions into the model, the focus group is used for the validation. The result of this analysis represents the positive impacts of the virtual organization absorption in the quality compliance checking mechanism. Fifty-percent improvement in the quality level of urban private constructions after a twenty-year period is one of the results, which could be considered as an indicator of virtual organization impacts.

     

Insights into Operationalizing Communities of Practice from SSM-Based Inquiry Processes

Two systemic inquiries, based on soft systems methodology (SSM), into the potential for using community of practice (CoP) theory by an Australian-government created research and development corporation to change its knowledge management (KM) strategy, are reported. Key staff were engaged in the inquiry into how to build a third-order KM strategy based on CoPs; an exploration of key published work on CoPs yielded four SSM activity models—‘being a community practice system’; ‘doing the work of imagination sub-system’; ‘doing the work of alignment sub-system’ and ‘doing the work of engagement sub-system’. These models can be used as heuristics to aid the purposeful design of CoPs in other settings. SSM, enacted as a systemic inquiry, can be understood as a form of systemic action research, which was well equipped to deal with CoP theory and, when enacted participatively, can generate important systemic insights. The inquiry began the process of fostering an appreciation of third order KM but, on the evidence available, did not lead to on-going commitment to a CoPs-based KM strategy. Future research should acknowledge how the framing of research situations influences the research process, the importance of the design of practice change settings and the limited evidence for purposeful interventions leading to successful CoPs.