wmj&gmbwosc08-effective learning & production via modelling
DESCRIPTION
How to analyse a project venture and How to use a better universal modelling notation technology (j-Maps, CONTEXT+(tm) )for software and system development, troubleshooting and translation to other computer and or natural languagesTRANSCRIPT
![Page 1: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/1.jpg)
Effective Learning & Effective Learning & Application production, Application production,
through Formal through Formal Modelling, & Why? Modelling, & Why?
What? How? What? How? conversationsconversations
By By Gary Boyd &Gary Boyd &
Wojciech JaworskiWojciech Jaworski, Concordia , Concordia University Montreal, CanadaUniversity Montreal, Canada,,
For WOSC 08 Wroclaw PolandFor WOSC 08 Wroclaw Poland
11
![Page 2: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/2.jpg)
Who We are & what we wish to share
TWO PROFESSORS AT CONCORDIA UNIVERSITY;
Gary Boyd – Educational Technology – techniques for teaching Educational Cybernetic Systems R&D & Management.
<[email protected]> <http://alcor.concordia.ca/boydg/drboyd.html>
Wojciech Jaworski – Computer Science – teaching complex software and applications development methodology [Context+™]
<http://www.freestraintdesign.com/gsinc >
![Page 3: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/3.jpg)
Course DesignAnd Research
Why? What ? How?Conversations.
COURSE DESIGN -8Key classes of variables 2 /
Context+Maps
![Page 4: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/4.jpg)
Three Learning-ConversationsThree Learning-Conversations
•Why ? are we learning these techniques and tools now?
•What ? are the processes involved here, now ?
•HOW ? can we learn these better together?
• [Boyd (2004) “Conversation Theory” and Harri-Augstein S. & Thomas ,L. (1991) Learning Conversations. London, Routledge.]
![Page 5: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/5.jpg)
The Why? conversationThe Why? conversation• What are the Aspirations &
Expectations & anxieties and time commitments of the participants?
• How we can actually collaboratively handle all by using these systemic modelling techniques and tools.
• Why study these processes in this order? (alternating top-down & bottom-up)
![Page 6: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/6.jpg)
The HOW-TO LEARN/BUILD, CONVERSATIONThe HOW-TO LEARN/BUILD, CONVERSATION
• Start with stories about what is seen as a problem in a focal system.
• GO through the Basic Cybersystemic modelling questions (see next slides).
• Sketch a processes-relationship with the context systems graph –discuss opportunities & constraints.
• Sketch a schema for the processes , conditions, actions and objects in the focal system- discuss
• Choose the model- type or types needed ? (automata, Game, Dynamic system,?)
![Page 7: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/7.jpg)
CYBERSYSTEMIC MODELLING CYBERSYSTEMIC MODELLING INITIAL PHASESINITIAL PHASES
• PHASE1:- From source systems identify (space, time, goals) FOCAL system ?
• Phase2.Map relations/loops between context systems and focal system?
• Phase 3 Model Focal system as an heterarchy of ? games and production systems?
![Page 8: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/8.jpg)
e.g. Phase 2 Context system Questionse.g. Phase 2 Context system Questions
• Q1 – What are the main good (control Variety) and BAD (disturbance Variety) inputs your F/S gets from context systems?
• Q2 What are your F/S main Good and Bad outputs to context systems?
• Q3 What Feedback (-&+) loops from your outputs back to your inputs exist in the context systems?
• What are the time delays and attenuations in each loop?
![Page 9: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/9.jpg)
Similar modelling questions are Similar modelling questions are used to construct the schemas used to construct the schemas for all subsequent modelling for all subsequent modelling
phases.phases.
The Central Question is how The Central Question is how can control variety be made to can control variety be made to exceed disturbance Variety?exceed disturbance Variety?
![Page 10: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/10.jpg)
Formalize & ComputerizeFormalize & Computerize
• Choose the most appropriate formal representation(s) ?
• A game-drama storyboard?• the Dynamic Stack & Flow system
notation (of Stella™, Dynamo™ etc.)or• Put the schemas in Context+™ Maps
(Jaworski et al.) & convert to Java etc.
![Page 11: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/11.jpg)
Modelling with n-dimensional directed Modelling with n-dimensional directed graphsgraphs
•Relationships• graph“Edges”• Shown through
crossbar-switch type graphic display
• Or through LHS of j-Maps
PROCESSESConditions & OBJECTSShown as nodes, or {sets} and subsets in the RHS of j-Maps
![Page 12: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/12.jpg)
Representing directed graphs by j-notationRepresenting directed graphs by j-notation
![Page 13: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/13.jpg)
Map –graph relationshipsMap –graph relationships
![Page 14: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/14.jpg)
joined map schema
partial schema
partial schema
![Page 15: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/15.jpg)
Map and generated graphMap and generated graph
![Page 16: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/16.jpg)
Business Concepts Relations Business Concepts Relations
![Page 17: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/17.jpg)
Business concepts and relations Business concepts and relations context+ generated graphcontext+ generated graph
![Page 18: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/18.jpg)
Knowledge-hub for Evaluation of Business Practices
![Page 19: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/19.jpg)
Context+ options menuContext+ options menu
![Page 20: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/20.jpg)
Challenges we have found:-Challenges we have found:-
• Surface-learning aims –e.g. mash-up existing stuff to make X look good.
• Mere tool-options mastery focus• Context ignore-ance• LACK of Heterarchical Dynamic
Process schema conceptualisation• How to merge/join knowledge from
different sources?• Ad-hoc myopic granularity focus• Too little Quality-Attention-Time
![Page 21: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/21.jpg)
BASIC QuestionsBASIC Questions• How much value do the stakeholders
place on this work?• What level of causal validity and
reliability and fidelity of model/simulation/application performance is therefore justified?
• Are the available people and tools capable of achieving this in time?
![Page 22: WMJ&GMBwosc08-Effective Learning & Production Via Modelling](https://reader035.vdocument.in/reader035/viewer/2022070318/557af0b6d8b42a25358b5202/html5/thumbnails/22.jpg)
ReferencesReferences• Jaworski, W.M. J. (2008) Context+
Resources <www.freestraintdesign.com/gsinc • Boyd, G. M.(2004) “ Conversation Theory”
chap.8, pp. 170-197 in Jonassen, D. H. (Ed.) Handbook of Research for Educational Communications and Technology, 2nd Edn. Mahwah, NJ: Lawrence Erlbaum Associates.