Some complex problems require what may be perceived as a paradox: a global-local contextualized solution system process.
Complex global problems affect different areas of the macro-system. Solving a problem in one area often promotes a change(s) and/or problem(s) on another area(s). Here we need to look at the big picture and the small picture at the same time (if possible) – if this multiple perspective is not possible then rapid cycles of feedback and research are needed.
Having said all this, defining the problem from a multiple perspectives may be essential before embarking into complex problem solving.
“We focused on [the use of design conversation] in educational systems design and concluded that currently educational changes largely follow a diffusion of innovation model, which can lead to piecemeal reforms that may not align with societal changes.
We suggest that there is a need to rethink which change models might be used for engaging in educational innovation if one wishes to truly design or create a new system. Adopting a systems approach for designing a new system and engaging in design conversation proposed by several education change proponents…”
“…the slow pace of school change…begs for the refocusing of attention on the process of change, not just on the product.”
Related in this blog:
Related in print:
Stokes, Helga. Alison Carr-Chellman. Seed of Engagement: Design Convesations for Educational Change. Systems Research and Behavioral Science. Syst. Res. 24, 91-101 (2007)
Keyword: Daniel Montano, Dan Montano, user experience design, information architect