'Implementing' critical social learning systems

a) Explain, using examples. See: Bawden, 2009, 'The nature of critical social learning systems', in Blackmore, 2010, pp. 94-95).
b) Develop a learning community, "facilitating institutional design of the kind that would lead to social learning".
c) Critique, for example;

• Bawden’s ‘checklist’ of systems characteristics at the end of Chapter 3.
• Woodhill’s eight principles for facilitating institutional design (Chapter 4). 
• Ison’s Table 5.2 (of two independent sets of design considerations for the design of learning systems).

"Engaging with a range of perspectives besides your own is an important part of systems practice, particularly in this context of social learning systems, where you need to think critically about the kind of interactions that lead to social learning for managing systemic change."

Note: Focus on community, cf. Communities of practice.

The case for CSLS;

"Criticality" is vital;

• the condition
• own structure and functions
• boundary judgements
  (Bawden, 2009, in Blackmore, 2010, pp. 95, 94).

There is a strong theme of critique of the status quo [with perhaps questionable offerings for concrete solutions] - a "lot of 'why?' questions (OU, 2010, pp. 122-123).

(OU, 2010, pp. 121-123).

[The factors for 'best-practice' argued for- are these able to be 'created' or must they be (somehow) already developed or existing', for example willingness to dialogue?]

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