Designing and Developing a Reflexive Learning System for Managing Systemic Change

We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Ray Ison [verfasserIn] Chris Blackmore [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2014

Schlagwörter:	cyber-systemics communities of practice systemic inquiry reflexivity designing learning systems landscapes of practice

Übergeordnetes Werk:	In: Systems - MDPI AG, 2013, 2(2014), 2, Seite 119-136
Übergeordnetes Werk:	volume:2 ; year:2014 ; number:2 ; pages:119-136

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/systems2020119

Katalog-ID:	DOAJ078709377

Internformat


LEADER	01000naa a22002652 4500
001	DOAJ078709377
003	DE-627
005	20230307010952.0
007	cr uuu---uuuuu
008	230307s2014 xx \|\|\|\|\|o 00\| \|\|eng c
024	7		\|a 10.3390/systems2020119 \|2 doi
035			\|a (DE-627)DOAJ078709377
035			\|a (DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d
040			\|a DE-627 \|b ger \|c DE-627 \|e rakwb
041			\|a eng
050		0	\|a T1-995
100	0		\|a Ray Ison \|e verfasserin \|4 aut
245	1	0	\|a Designing and Developing a Reflexive Learning System for Managing Systemic Change
264		1	\|c 2014
336			\|a Text \|b txt \|2 rdacontent
337			\|a Computermedien \|b c \|2 rdamedia
338			\|a Online-Ressource \|b cr \|2 rdacarrier
520			\|a We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes.
650		4	\|a cyber-systemics
650		4	\|a communities of practice
650		4	\|a systemic inquiry
650		4	\|a reflexivity
650		4	\|a designing learning systems
650		4	\|a landscapes of practice
653		0	\|a Systems engineering
653		0	\|a TA168
653		0	\|a Technology (General)
700	0		\|a Chris Blackmore \|e verfasserin \|4 aut
773	0	8	\|i In \|t Systems \|d MDPI AG, 2013 \|g 2(2014), 2, Seite 119-136 \|w (DE-627)718635558 \|w (DE-600)2663185-4 \|x 20798954 \|7 nnns
773	1	8	\|g volume:2 \|g year:2014 \|g number:2 \|g pages:119-136
856	4	0	\|u https://doi.org/10.3390/systems2020119 \|z kostenfrei
856	4	0	\|u https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d \|z kostenfrei
856	4	0	\|u http://www.mdpi.com/2079-8954/2/2/119 \|z kostenfrei
856	4	2	\|u https://doaj.org/toc/2079-8954 \|y Journal toc \|z kostenfrei
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_DOAJ
912			\|a GBV_ILN_11
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_23
912			\|a GBV_ILN_24
912			\|a GBV_ILN_39
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_95
912			\|a GBV_ILN_105
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_170
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4307
912			\|a GBV_ILN_4313
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4335
912			\|a GBV_ILN_4338
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4700
951			\|a AR
952			\|d 2 \|j 2014 \|e 2 \|h 119-136

Indexfelder

author_variant	r i ri c b cb
matchkey_str	article:20798954:2014----::einnadeeoigrfeieerigytmom
hierarchy_sort_str	2014
callnumber-subject-code	T
publishDate	2014
allfields	10.3390/systems2020119 doi (DE-627)DOAJ078709377 (DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d DE-627 ger DE-627 rakwb eng T1-995 Ray Ison verfasserin aut Designing and Developing a Reflexive Learning System for Managing Systemic Change 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes. cyber-systemics communities of practice systemic inquiry reflexivity designing learning systems landscapes of practice Systems engineering TA168 Technology (General) Chris Blackmore verfasserin aut In Systems MDPI AG, 2013 2(2014), 2, Seite 119-136 (DE-627)718635558 (DE-600)2663185-4 20798954 nnns volume:2 year:2014 number:2 pages:119-136 https://doi.org/10.3390/systems2020119 kostenfrei https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d kostenfrei http://www.mdpi.com/2079-8954/2/2/119 kostenfrei https://doaj.org/toc/2079-8954 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2014 2 119-136
spelling	10.3390/systems2020119 doi (DE-627)DOAJ078709377 (DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d DE-627 ger DE-627 rakwb eng T1-995 Ray Ison verfasserin aut Designing and Developing a Reflexive Learning System for Managing Systemic Change 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes. cyber-systemics communities of practice systemic inquiry reflexivity designing learning systems landscapes of practice Systems engineering TA168 Technology (General) Chris Blackmore verfasserin aut In Systems MDPI AG, 2013 2(2014), 2, Seite 119-136 (DE-627)718635558 (DE-600)2663185-4 20798954 nnns volume:2 year:2014 number:2 pages:119-136 https://doi.org/10.3390/systems2020119 kostenfrei https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d kostenfrei http://www.mdpi.com/2079-8954/2/2/119 kostenfrei https://doaj.org/toc/2079-8954 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2014 2 119-136
allfields_unstemmed	10.3390/systems2020119 doi (DE-627)DOAJ078709377 (DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d DE-627 ger DE-627 rakwb eng T1-995 Ray Ison verfasserin aut Designing and Developing a Reflexive Learning System for Managing Systemic Change 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes. cyber-systemics communities of practice systemic inquiry reflexivity designing learning systems landscapes of practice Systems engineering TA168 Technology (General) Chris Blackmore verfasserin aut In Systems MDPI AG, 2013 2(2014), 2, Seite 119-136 (DE-627)718635558 (DE-600)2663185-4 20798954 nnns volume:2 year:2014 number:2 pages:119-136 https://doi.org/10.3390/systems2020119 kostenfrei https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d kostenfrei http://www.mdpi.com/2079-8954/2/2/119 kostenfrei https://doaj.org/toc/2079-8954 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2014 2 119-136
allfieldsGer	10.3390/systems2020119 doi (DE-627)DOAJ078709377 (DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d DE-627 ger DE-627 rakwb eng T1-995 Ray Ison verfasserin aut Designing and Developing a Reflexive Learning System for Managing Systemic Change 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes. cyber-systemics communities of practice systemic inquiry reflexivity designing learning systems landscapes of practice Systems engineering TA168 Technology (General) Chris Blackmore verfasserin aut In Systems MDPI AG, 2013 2(2014), 2, Seite 119-136 (DE-627)718635558 (DE-600)2663185-4 20798954 nnns volume:2 year:2014 number:2 pages:119-136 https://doi.org/10.3390/systems2020119 kostenfrei https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d kostenfrei http://www.mdpi.com/2079-8954/2/2/119 kostenfrei https://doaj.org/toc/2079-8954 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2014 2 119-136
allfieldsSound	10.3390/systems2020119 doi (DE-627)DOAJ078709377 (DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d DE-627 ger DE-627 rakwb eng T1-995 Ray Ison verfasserin aut Designing and Developing a Reflexive Learning System for Managing Systemic Change 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes. cyber-systemics communities of practice systemic inquiry reflexivity designing learning systems landscapes of practice Systems engineering TA168 Technology (General) Chris Blackmore verfasserin aut In Systems MDPI AG, 2013 2(2014), 2, Seite 119-136 (DE-627)718635558 (DE-600)2663185-4 20798954 nnns volume:2 year:2014 number:2 pages:119-136 https://doi.org/10.3390/systems2020119 kostenfrei https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d kostenfrei http://www.mdpi.com/2079-8954/2/2/119 kostenfrei https://doaj.org/toc/2079-8954 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2014 2 119-136
language	English
source	In Systems 2(2014), 2, Seite 119-136 volume:2 year:2014 number:2 pages:119-136
sourceStr	In Systems 2(2014), 2, Seite 119-136 volume:2 year:2014 number:2 pages:119-136
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	cyber-systemics communities of practice systemic inquiry reflexivity designing learning systems landscapes of practice Systems engineering TA168 Technology (General)
isfreeaccess_bool	true
container_title	Systems
authorswithroles_txt_mv	Ray Ison @@aut@@ Chris Blackmore @@aut@@
publishDateDaySort_date	2014-01-01T00:00:00Z
hierarchy_top_id	718635558
id	DOAJ078709377
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ078709377</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307010952.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230307s2014 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3390/systems2020119</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ078709377</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">T1-995</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Ray Ison</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Designing and Developing a Reflexive Learning System for Managing Systemic Change</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">cyber-systemics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">communities of practice</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">systemic inquiry</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">reflexivity</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">designing learning systems</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">landscapes of practice</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Systems engineering</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">TA168</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Technology (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Chris Blackmore</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Systems</subfield><subfield code="d">MDPI AG, 2013</subfield><subfield code="g">2(2014), 2, Seite 119-136</subfield><subfield code="w">(DE-627)718635558</subfield><subfield code="w">(DE-600)2663185-4</subfield><subfield code="x">20798954</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:2</subfield><subfield code="g">year:2014</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:119-136</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3390/systems2020119</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.mdpi.com/2079-8954/2/2/119</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2079-8954</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_170</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">2</subfield><subfield code="j">2014</subfield><subfield code="e">2</subfield><subfield code="h">119-136</subfield></datafield></record></collection>
callnumber-first	T - Technology
author	Ray Ison
spellingShingle	Ray Ison misc T1-995 misc cyber-systemics misc communities of practice misc systemic inquiry misc reflexivity misc designing learning systems misc landscapes of practice misc Systems engineering misc TA168 misc Technology (General) Designing and Developing a Reflexive Learning System for Managing Systemic Change
authorStr	Ray Ison
ppnlink_with_tag_str_mv	@@773@@(DE-627)718635558
format	electronic Article
delete_txt_mv	keep
author_role	aut aut
collection	DOAJ
remote_str	true
callnumber-label	T1-995
illustrated	Not Illustrated
issn	20798954
topic_title	T1-995 Designing and Developing a Reflexive Learning System for Managing Systemic Change cyber-systemics communities of practice systemic inquiry reflexivity designing learning systems landscapes of practice
topic	misc T1-995 misc cyber-systemics misc communities of practice misc systemic inquiry misc reflexivity misc designing learning systems misc landscapes of practice misc Systems engineering misc TA168 misc Technology (General)
topic_unstemmed	misc T1-995 misc cyber-systemics misc communities of practice misc systemic inquiry misc reflexivity misc designing learning systems misc landscapes of practice misc Systems engineering misc TA168 misc Technology (General)
topic_browse	misc T1-995 misc cyber-systemics misc communities of practice misc systemic inquiry misc reflexivity misc designing learning systems misc landscapes of practice misc Systems engineering misc TA168 misc Technology (General)
format_facet	Elektronische Aufsätze Aufsätze Elektronische Ressource
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	cr
hierarchy_parent_title	Systems
hierarchy_parent_id	718635558
hierarchy_top_title	Systems
isfreeaccess_txt	true
familylinks_str_mv	(DE-627)718635558 (DE-600)2663185-4
title	Designing and Developing a Reflexive Learning System for Managing Systemic Change
ctrlnum	(DE-627)DOAJ078709377 (DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d
title_full	Designing and Developing a Reflexive Learning System for Managing Systemic Change
author_sort	Ray Ison
journal	Systems
journalStr	Systems
callnumber-first-code	T
lang_code	eng
isOA_bool	true
recordtype	marc
publishDateSort	2014
contenttype_str_mv	txt
container_start_page	119
author_browse	Ray Ison Chris Blackmore
container_volume	2
class	T1-995
format_se	Elektronische Aufsätze
author-letter	Ray Ison
doi_str_mv	10.3390/systems2020119
author2-role	verfasserin
title_sort	designing and developing a reflexive learning system for managing systemic change
callnumber	T1-995
title_auth	Designing and Developing a Reflexive Learning System for Managing Systemic Change
abstract	We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes.
abstractGer	We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes.
abstract_unstemmed	We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes.
collection_details	GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700
container_issue	2
title_short	Designing and Developing a Reflexive Learning System for Managing Systemic Change
url	https://doi.org/10.3390/systems2020119 https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d http://www.mdpi.com/2079-8954/2/2/119 https://doaj.org/toc/2079-8954
remote_bool	true
author2	Chris Blackmore
author2Str	Chris Blackmore
ppnlink	718635558
callnumber-subject	T - General Technology
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.3390/systems2020119
callnumber-a	T1-995
up_date	2024-07-03T19:22:27.089Z
_version_	1803586945256783872
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ078709377</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307010952.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230307s2014 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.3390/systems2020119</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ078709377</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJc08c7f32bcb14243b64aa861ba587b2d</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">T1-995</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Ray Ison</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Designing and Developing a Reflexive Learning System for Managing Systemic Change</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">We offer a reflection on our own praxis as designers and developers of a learning system for mature-age students through the Open University (OU) UK’s internationally recognised supported-open learning approach. The learning system (or course or module), which required an investment in the range of £0.25–0.5 million to develop, thus reflects our own history (traditions of understanding), the history of the context and the history of cyber-systemic thought and praxis including our own engagement with particular cyber-systemic lineages. This module, “Managing systemic change: inquiry, action and interaction” was first studied by around 100 students in 2010 as part of a new OU Masters Program on Systems Thinking in Practice (STiP) and is now in its fourth presentation to around 100 students. Understanding and skills in systemic inquiry, action and interaction are intended learning outcomes. Through their engagement with the module and each other’s perspectives, students develop critical appreciation of systems practice and social learning systems, drawing on their own experiences of change. Students are practitioners from a wide range of domains. Through activities such as online discussions and blogging, they ground the ideas introduced in the module in their own circumstances and develop their own community by pursuing two related systemic inquiries. In this process, they challenge themselves, each other and the authors as learning system designers. We reflect on what was learnt by whom and how and for what purposes.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">cyber-systemics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">communities of practice</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">systemic inquiry</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">reflexivity</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">designing learning systems</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">landscapes of practice</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Systems engineering</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">TA168</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Technology (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Chris Blackmore</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Systems</subfield><subfield code="d">MDPI AG, 2013</subfield><subfield code="g">2(2014), 2, Seite 119-136</subfield><subfield code="w">(DE-627)718635558</subfield><subfield code="w">(DE-600)2663185-4</subfield><subfield code="x">20798954</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:2</subfield><subfield code="g">year:2014</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:119-136</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3390/systems2020119</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/c08c7f32bcb14243b64aa861ba587b2d</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://www.mdpi.com/2079-8954/2/2/119</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2079-8954</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_170</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">2</subfield><subfield code="j">2014</subfield><subfield code="e">2</subfield><subfield code="h">119-136</subfield></datafield></record></collection>
score	7.4016123

Nicht das Richtige dabei?

Schreiben Sie uns!

Designing and Developing a Reflexive Learning System for Managing Systemic Change

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?