Alla ricerca di un metodo: Open Space Technology

Il confronto da cui hanno preso forma alcune delle riflessioni presentate in questo numero è stato promosso attraverso uno strumento di lavoro partecipativo: l’Open Space Technology 2. Si tratta di un metodo d’interazione che scommette sulla spontaneità, lasciando ai partecipanti la definizione dei temi da trattare.

Mapping Complexity in an Elementary Mathematics Classroom

To develop the mathematical discourse of an elementary classroom, I designed an action research project around an intervention of Open Space Technology (OST). Guided by the theoretical perspective of complexity thinking, OST principles created a ‘space’ or a new structure for learning, where participants self-organized according to interests and needs around a common purpose. I focused this article on the design of a mapping methodology I created for OST to provide teacher-researchers with a tool that may lead, in conjunction with a framework for discourse analysis, to a better understanding of how student movement and interactions promote productive math talk.

Rainwater Resources Development using Open Space data and Software Sources

Humans and animals drinking water availability is a chronic problem in under-developed countries in general and their rural areas in particular. A rainwater resources development effort was reported in this paper using a case study area in the Sudan. A rainwater harvesting method was developed using open space technology data and open application programs. The method was applied in a 12,100 square kilometers area and twenty-two potential rainwater harvesting sites were located with draining capacities ranging between 19.10 and 532.50 Million Cubic Meters (MCM) with a total average rainfall rate draining capacity of 2.105 Billion Cubic Meter (BCM). However, although it is quite possible to acquire this huge amount of water in the area, but unfortunately, local people are still facing a chronic problem of drinking water shortage, animals walk tens of kilometers to drink water and farmers transport water from the Blue Nile river tens of kilometers away from the farms to harvest their crops. An appreciated effort was made by local governments and non-government organizations related to drinking water world wide in general and in underdeveloped countries in particular using traditional methods. However, it is high time to devote this effort to the application of open space technology data and open application programs for water harvesting in these areas. This would facilitate the water supply throughout the year and avoid the drinking water shortage in the dry season. It can be applied to cover the whole area with a network of water harvesting facilities to achieve nomad’s and pastoralists settlement, avoid their conflicts with farmers in the area.

How the unconference approach can increase stakeholder engagement

Researchers in the fields of environmental science, conservation biology and sustainability studies recognize the importance of engaging stakeholders. Due to implicit or unconscious bias, it is highly likely that when researchers prepare their lists of people and groups who may be affected by, or interested in, their research, some stakeholders will be omitted. Use of Open Space Technology, part of the Unconference engagement framework, in the early stages of research, can diversify and increase stakeholder participation.

An Assessment of the Impact of a Collaborative Didactic Approach and Students' Background in Teaching Computer Animation

The purpose of this study was to compare different students' backgrounds and two different didactic methodologies to profitably teach computer animation in Italian schools of design and engineering. Teachers and instructors have long been engaged in discussions to define effective curricula for teaching computer animation. Various multidisciplinary and collaborative methodologies have been proposed. This manuscript assesses both the impact of a collaborative teaching approach and the curriculum. Two equivalent learning paths are compared; both of them encompass courses of photography, storytelling and computer animation and require prerequisites in 3D modeling and rendering. The learning path of the “Systemic Design” degree is taught by the collaborative Open Space Technology (OST) approach, whereas the path of “Cinema and Media Engineering” is taught more conventionally (independent courses). The results clearly show how effective teaching methodologies cannot completely compensate for a nontechnical background; on the other hand, as expected, students appreciate and can take advantage of collaborative forms of teaching.

Serving the Public in the 21st Century

The values, attitudes and behaviors of servant leadership are consistent with the public service ethic which values empowerment, justice and fairness in society, and community building achieved through participation; the attitude of stewardship; and the behaviors of compassion, love, sacrifice, and civic duty/service. We are beginning to see the application of servant ledership in public agencies and it may be our best hope to reengage citizens. Processes reflecting the values, attitudes, and behaviors of servant leadership enable public administrators to facilitate dialogue are available, such as Appreciative Inquiry and Open Space Technology. While information technology makes it possible to involve citizens from across a state in dialogues via interactive TV, we find the authoritarian model of leadership hard to let go. But if we are to develop a servant-leadership model, new skills are needed. We will need to engage in authentic communication, to interact with others with positive regard and respect, and to collaborate in problem solving. Servant leadership offers individuals in public service who value empowerment, justice, community building and stewardship the tools to achieve these values.

Reflections on the 12th International Transformative Learning Conference

This article is a reflective essay that explores the question: What can the content and experience of the conference tell us about the state of theory and practice in the field of TL; where is it today and where it may be going in the future? The 12th International Transformative Learning Conference (ITLC) held October 19-23 at Pacific Lutheran University in Tacoma, WA was an opportunity to engage with this question and observe the emergence of some useful answers. The conference brought together 250 participants from 25 countries around the theme: “Meeting at intersections of places for transformative learning”. Presenters offered rich interaction of TL and Intersectionality through various symposia, presentations and experiential learning sessions that showed the application, development and potential evolution of TL. Open Space Technology was use to engage with this diverse community around the practice, theory, and future of TL. The attendees experienced different forms of TL practices and theory. The authors of this paper relied on their experience as co-chairs and presenters of the Conference, as well as faculty, alum and student of Fielding Graduate University to reflect on the main themes of intersections and intersectionality found in the content of the symposia, presentations, and experiential sessions. We found five main themes of intersections: between various theories and disciplines; between body, mind, and spirit as aspects of the self; between the self and social and political contexts in which it is embedded; between self and others in the engagement with difference; and between forms of transformative practice. In our closing comments and reflections, we addressed whether or not the conference was enough of a “holding space” for transformation to take place. We noted that there was a noticeable “call” from conference attendees for TL theory and practice to extend beyond individual and group support to the society and its social and systemic challenges.