Systems thinkers think About systems education under the April 2010 (volcanic ash) clouds of Austria

The fragmented nature of systems education with multiple traditions expressed in very different ways at different institutions with ultimate confusing effects on the community of learners (students, managers, policy makers, etc), led to a group of Systems Thinkers to discuss and create generic curricula for education and learning about systems for the generalist and specialist tracks. An active network of systems educators and stakeholders who can benefit from enhanced systems education in having to deal with complex issues, was also explored. In this presentation some guidelines for designing introductory and advanced courses will be discussed. The Introduction to Systemic Thinking and Practice course is intended as an introductory course for students from all disciplines. The Advanced Systemic Thinking and Practice course is intended as a more advanced course for students who are faced with complex issues that require a trans-disciplinary and integrated approach. The designs contain a set of key systems concepts and frameworks relevant to the appropriate level, along with some indicative tools and methods which will enable students to explore the concepts. The value of a Global Network of Systems Educators will also be discussed and how this network could help to fulfil the needs of managers, policy makers and society in general. An example will be given of how the integration of this network with the UQ-UNESCO/MAB Global Learning Laboratories NET could lead to more people (decision-and policy makers in Governments, managers, businesses, etc.) having the ability to practice systems thinking – all of these contributing to Systems Thinking becoming a more mainstream part of a sustainable society

Detecting and monitoring change in models

Schaffernicht, M. Facultad de Ciencias Empresariales, Universidad de Talca, Avenida Lircay s/n, Talca, Chile.System dynamics is often brought into connection with a double-loop learning process. Learning has been the object of an increasing number of studies. However, inquiry has focused on using models rather than modeling, and there are huge differences in assessment approaches. If learning changes models then it can be inferred from comparing models. Here it is argued that monitoring learning from modeling is feasible and desirable. One possibility is to conceive of a model as a series of versions and compare their structure. One possible method for comparing model versions is presented