Systems
My 650 Technology Demonstration demonstrates my understanding that we live and work within systems of cause and effect in which actions have multiple origins and consequence.
Artifact Link
PowerPoint Pres.: Systems, STELLA, and a Cultural Slant
Website: Systems, STELLA, and a Cultural Slant
Setting the Scene
This artifact is my final project for EDTEC 650, a technology demonstration that I did with a classmate, Jean Dugo. We demonstrated STELLA, a systems modeling software developed by isee systems. The entire deliverable included a PowerPoint presentation to classmates, a tour of the website that we created to teach them about STELLA, and a look at a sample systems model that we created with STELLA. Jean was primarly responsible for creating the tutorials for STELLA and creating the PowerPoint presentation. I was responsible for the "Cultural Slant" undertaking of the Transactional Distance model and putting together all the pieces on the website.
Results
For the technology demonstration to the class, Jean and I got a basic understanding of the STELLA software. We learned the different parts of a STELLA model like stocks, flows, and converters. In learning STELLA, I also learned how systems modeling software allows us to understand system behavior over time. When doing experiments in science labs, students have the ability to observe results at that moment. But there's no way to know, for example, how many cells will be visible under the microscope after 10 years have passed. Systems modeling software, allows users to run the system and view the behavior of the entire system over time.
I learned the pieces of the Transactional Distance model and how maximizing dialogue and minimizing structure in a distance education class brings the instructor and the student closer (Saba & Shearer, 1994) - possibly closer than they are in some of those large lecture halls of 500 students on campus. Using Geert Hofstede's cultural indices, I tried to introduce the idea of culture into the Transactional Distance model, using the indices for Individualism and Power Distance (Hofstede, 2003).
As part of the final project website, I included the causal loop diagram, "Will Katie Jog Today?". In creating the causal loop diagram, I realized how many components factor into my decision to jog everyday. Some components, like health and weather, added positive feedback to the system, increasing the chances that I'd run. While other components, like stress and recent physical activity, decreased the likelihood of me jogging. I quickly realized that most decisions I make are determined by a whole system of components, acting together. Jean and I had a fun time working together on this project, and we enjoyed sharing what we'd learned with the rest of the class.
Snags and Smooth Waters
In order to demonstrate how to use STELLA, Jean and I had to learn how to use STELLA ourselves. So there was a definite learning curve upfront in order to grasp the complex concepts quickly. I also would have liked to have had enough time to gather data from members of different cultures to actually test the revised Transactional Distance model for accuracy. Our modeling efforts were based on our cultural opinions and ideas. Having data to back that up would have been satisfying.
Capabilities and Characteristics
Through this project I learned the benefits and applications of systems modeling software. My own love for culture grew to the "next level" as I got to incorporate it into the Transactional Distance model. I piqued my curiosity and really began to consider how culture can affect our online experiences. This project also changed my perspective on decision-making. Instead of the common cause-effect relationship that I'd commonly considered, I began to see decisions as activation-levels of systems. Decisions are made based on several variables and I began to consider all the system of elements that affect my own decision-making.
Hofstede, G. (2003). Cultural dimensions. Retrieved on March 12, 2009 from http://www.geert-hofstede.com/
Saba, F. & Shearer, R.L. (1994). Verifying key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education. 8(1), 36-59.