Jonas-Simpson Christine, Mitchell Gail, Cross Nadine
School of Nursing, Faculty of Health, York University, Toronto, ON, Canada M3J 1P3 ; York-UHN Academy, University Health Network, 200 Elizabeth Street, Toronto, ON, Canada M5G 2C4.
School of Nursing, Faculty of Health, York University, Toronto, ON, Canada M3J 1P3.
Nurs Res Pract. 2015;2015:235075. doi: 10.1155/2015/235075. Epub 2015 Mar 9.
Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, "What is emergent learning?" and "How do we, as educators and learners, engage a community so that new learning surfaces?" We integrated the arts, creative play, and perturbations within a complexity approach.
许多教育工作者正在寻找新的方法来让学生之间以及师生之间相互参与，以丰富课程内容和教学过程。我们描述了一个例子，说明我们如何通过复杂性思维的见解来实施教学方法，这种方法支持在课堂和在线教学中出现新的教学可能性。我们的故事始于一次与10位护理同事会面的机会，在一个三小时的工作坊中开展了四项活动，这些活动涉及对复杂性思维和教学法的学习。协作工作坊的指导概念包括非线性、分布式决策、发散性思维、自组织、涌现和创造性探索。工作坊的方法考虑了一些关键问题以激发我们的集体探究。我们问：“什么是涌现式学习？”以及“作为教育者和学习者，我们如何让一个群体参与进来，以便新的学习得以呈现？”我们在复杂性方法中融入了艺术、创意游戏和干扰因素。
