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Article Review

The document summarizes a research paper that proposes using soft systems methodology to design personalized learning environments. It outlines the paper's objectives to bring stakeholders together and identify learner needs. It describes applying SSM's seven stages through examples, models, and comparisons to generate insights for improving technology integration for learning.

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Aron Gebregiorgis
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35 views21 pages

Article Review

The document summarizes a research paper that proposes using soft systems methodology to design personalized learning environments. It outlines the paper's objectives to bring stakeholders together and identify learner needs. It describes applying SSM's seven stages through examples, models, and comparisons to generate insights for improving technology integration for learning.

Uploaded by

Aron Gebregiorgis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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ARTICLE REVIEW

Contents
Bibliographic Details
Introduction
Objective
Methodology
Findings
Conclusion
Research Gaps
Bibliographic Details

• Author: Uday Nair


• Title: Soft System methodology for personalized learning environment
• Year: 2015
• Journal: E-Learning and Digital Medial
• University of Sheffield Management School, UK
• Issue: 1
• Pages: 34-56
Introduction

• This Paper introduces the concept of personalized learning environments (PLEs) and
argues that current learning management systems used in universities take a 'one-size-fits-
all' approach that does not cater to different learner needs and styles.
• It proposes using soft systems methodology (SSM) as a way to design PLEs in a learner-
centric manner by involving stakeholders.
• SSM is presented as a suitable approach to address the complex, open-ended problem of
integrating technology into the learning process in a university setting.
Objective

• The main objective of the paper is to explore how SSM could be applied as a 'potential
approach' to
 Bring different university stakeholders together to design personalized learning
environments, and
 Identify learner needs and requirements to shift from an institution-centric to learner-
centric learning model.
Methodology

• The paper provides an overview of SSM and discusses how its seven stages could be
applied to design PLEs in a university context. It demonstrates the stages using examples,
conceptual models and rich pictures. An iterative, participatory approach involving
stakeholders is proposed to gain insights through comparison of conceptual models and
real-world situations.
Cont…

• The seven stages of SSM are outlined as:


1) Problem situation
2) Rich picture
3) Root definitions
4) Conceptual models
5) Compare models to reality
6) Making interventions
7) Taking action.
Cont…

1. Problem situation
• This involves exploring and defining the general problem area, which is framed as
"institutionalized PLEs".
• This stage could be treated as an arbitrary starting point and would shift as we open
up the boundary of the problem situation to gather more information about the
situation and also try to see the context holistically.
• This stage conducts a goal-free evaluation of the whole situation
Cont…

2. Rich Picture
Cont…

3. Root Definition
• Using the rich picture one could derive multiple perspectives about the same problem, and
in SSM this is known as ‘holons’.
• Examples of stakeholder perspectives/"holons" emerged like:
 PLE benefits/challenges from policy perspective
 Teacher beliefs about technology-enabled classes
 Student motivation patterns with PLE use over time
Cont…

• CATWOE analysis was done, like for the "PLE enabling online assessment“ holon:
 C (Customer) - Students
 A (Actor) - Teachers, IT team, exam committee
 T (Transformation)- Creating online exam system
 W (World) - Students completing exams for credits
 O (Owner) - Exam committee
 E (Environment) - Computer lab/home environment
Cont…

4. Developing Conceptual Model


Cont…

5. Compare model to reality


The conceptual model is compared to the real-world situation through structured
questioning:
• Does it exist in reality?
 The paper notes some aspects like online exams are now reality, while others like
certain technologies may not currently be used.
• How does it behave?
 Behaviors like how exams are created and taken could be examined between
model and real settings.
Cont…

• How is performance measured?


 Models depict measuring outcomes, but paper questions how this truly occurs in
practice.
• Is this process good?
 Critically analyzing model assumptions versus stakeholders' views on quality of
existing processes.
• What could be discovered through comparison?
 New perspectives on matching conceptual ideas to situational
constraints/possibilities.
Cont…

While not implementing comparisons directly:


 The paper suggests relevant comparison questions could generate debate among
stakeholders.
 Iterative refinement of both conceptualizations and understanding of real problems
could result.
 Insights may inform interventions in later stages to improve technology integration
for learning.
Key Findings

• SSM was found to be a useful approach to generate debate and discussion among major
university stakeholders about integrating technology into learning.
• It facilitated a more holistic understanding of the learning process as a whole system with
interrelated parts, rather than viewing aspects in isolation.
• Conceptual modelling through SSM provided a means to exploratorily design learner-
centric options for personalized learning environments from different perspectives.
• Comparing abstract conceptual models to real-world situations through techniques like
structured questioning surfaced new insights about matching ideas to
constraints/possibilities.
Cont…

• The iterative process of refining both conceptualizations and understanding of problems


through stakeholder participation helped deepen investigation of the research issue.
• Analysis of potential interventions informed by model comparisons pointed to ways
technology could be better integrated to enhance learning processes.
• SSM directed analytical focus toward understanding complex human activities and
interactions in the problem space from a systems viewpoint.
• When applied through action research, SSM engaged relevant groups to shape mutual
understanding through ongoing collaborative exploration.
Conclusion

• The paper concluded that Soft Systems Methodology (SSM) has the potential to be a
useful approach for designing personalized learning environments in universities, with the
following key aspects:
 SSM should not be viewed as a prescriptive solution, but rather as a pattern of
thinking that directs attention to understanding complex human activities and
interactions within challenging environments.
 When applied through an ongoing, participatory process engaging relevant
stakeholders, SSM can help shift focus from technological features to enhancing
the learning process itself.
Cont…

 The methodology provides a framework for systematically analyzing problems


from multiple perspectives using systems thinking principles and action research.
 Conceptual modeling through SSM explores options for taking a learner-centric
approach rather than an institution-centric one.
 Comparing abstract conceptualizations to grounded realities generates insights to
better align technological ideals with practical constraints.
 Insights from comparative analysis can inform identification of interventions to
improve technology integration in support of learning goals.
 SSM fosters shared understanding and commitment to ongoing collaborative
exploration critical to tackling open-ended challenges.
Cont…

In conclusion, while not offering a direct solution, SSM was presented as a valuable
approach directing participatory investigation toward understanding and designing
personalized learning environments from a learning process viewpoint
Thank you

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