Taking a Soft approach to Hard Dissertations Paul Fynn Learning Technologist Faculty of Science and Technology

Adapted from Hieronymi (2013) Finger Lakes NY Riesling Grape Festival Concept Wine Community Harvesters Understanding Systems Science: A Visual and Integrative Approach Andreas Hieronymi* University of St. Gallen, Switzerland

Adapted from Hieronymi (2013) Understanding Systems Science: A Visual and Integrative Approach Andreas Hieronymi* University of St. Gallen, Switzerland

From systems observed to systems of observation Hard Systems Thinking From systems observed to systems of observation Hard Systems Thinking. vs. Soft Systems Thinking ‘I spy systems which I can engineer’ ‘I spy complexity and confusion, which I can explore as a learning system’

Soft Systems Methodology Peter Checkland Lancaster University

Checkland on Methodology As the structure of the word indicates, methodology, properly considered, is ‘the logos of method’, the principles of method. …if the methodological principles are well thought out and clearly expressed, then a repertoire of regularly used methods which are found to work will emerge over time as experience is gained.

1. Use of Rich Pictures (and other Visual Graphic Organisers) to represent a problem or situation ‘A picture …… paints a thousand words’ shows relationships, boundaries is both holistic and partial uses a different part of the brain invokes different responses can represent everything a student knows about a topic on a single sheet of A4

Students’ Rich Pictures

Students’ Formal Diagrams

Students’ Visual Graphic Organisers Powerpoint. Poster

2. Select relevant models/purposes (PQR Approach) Do This Like This To achieve This Investigate learning gain. Measure pre & post dissertation performance Quantify the contribution of dissertations Identify antecedents of dissertation success Review the literature Propose interventions with final year students Support innovation in learning and teaching Design student practices Improve students learning & achievement Improve collaboration & co-operation in classes Evaluate use of cognitive tools Illuminate the value of peer to peer support Increase assessment variety Demonstrating alternative approaches to pedagogy Transform learning & teaching

The Research Fruit Machine Produces 5 x 5 x 5 verb sets = 75 possible combinations Each column is interchangeable with the other columns Students choose two different (but not overlapping) sets of purposes

Spin the Research Fruit Machine Do This Like This To achieve This Investigate learning gain. Measure pre & post dissertation performance Quantify the contribution of dissertations Identify antecedents of dissertation success Review the literature Propose interventions with final year students Improve collaboration & co-operation in classes Evaluate use of cognitive tools Illuminate the value of peer to peer support Design student practices Increase assessment variety improve students learning & achievement Demonstrate alternative approaches to pedagogy Support innovation in learning and teaching Transform learning & teaching Do This Like This To achieve This Investigate learning gain. Measure pre & post dissertation performance Quantify the contribution of dissertations Identify antecedents of dissertation success Review the literature Propose interventions with final year students Support innovation in learning and teaching Design student practices Improve students learning & achievement Improve collaboration & co-operation in classes By evaluating use of cognitive tools Illuminate the value of peer to peer support Increase assessment variety Demonstrate alternative approaches to pedagogy Transform learning & teaching

3. Model…compare…create agenda for debate Demonstrate alternative approaches to pedagogy Are these alternative ? Can they be considered an approach ? Does it constitute pedagogy? How does it support LTA? Is it transformative? How can we measure changes in learning & teaching? Does it achieve the purpose (aim)? Support innovation in learning and teaching Transform learning & teaching

Concluding with Checkland’s FMA To have employed a methodology, then at the end you should know more about three things The Framework of Ideas at the start The Methodology that has been applied The Area of Concern addressed

Further Reading Checkland, P. & Scholes, J. (1999) Soft Systems Methodology in Action. John Wiley and Sons Ltd. Chichester UK. Checkland, P., Holwell, S.E. (1997) Information, Systems and Information Systems. John Wiley and Sons Ltd. Chichester UK. Checkland, P., Poulter, J. (2006) Learning for Action: A Short Definitive Account of Soft Systems Methodology and its Use, for Practitioners, Teachers and Students. John Wiley and Sons Ltd. Chichester UK. Hieronymi, A. (2013) Understanding Systems Science: A Visual and Integrative Approach Special Issue: Service Systems, Natural Systems ‐ Sciences in synthesis Vol 5 Iss 30 p580-595