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Leadership by Learning Design: Embrace Complexity Where It Exists

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Title: Leadership by Learning Design: Embrace Complexity Where It Exists
Language: English
Authors: Ray O’Brien, Samuel Mann, Richard Mitchell
Source: Journal of Learning Development in Higher Education. 2025 (36).
Availability: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Instructional Design, Social Problems, Leadership Training, Futures (of Society), Guidelines, Climate, Decolonization, Educational Change, Problem Solving, Ethics, Pacific Islanders, Ethnic Groups, Sustainable Development, Foreign Countries, Indigenous Knowledge, Metacognition, Systems Approach
Geographic Terms: New Zealand
ISSN: 1759-667X
Abstract: There is a mismatch between established practice in Learning Design and the increasingly complex nature of the challenges the world is facing. This article connects Learning Design to complexity science so learners can be better equipped to create a thriving future. Learning Design methods have traditionally leant heavily upon the reduction of learning into consumable units of knowledge, skill, or understanding that constructively align to create higher-level learning. Those structured and predetermined outcomes assume a level of order and predictability that is not applicable to all contexts, and even less applicable the more volatile, unpredictable, and rapidly changing our world becomes. This practice places the learning designer as passive and complicit in perpetuating those challenges. Learning Design can lean upon complexity science to treat learning as a complex, adaptive system of interrelated and co-dependent parts. When the anthrocomplexity approach of the Cynefin framework is applied to the design of learning experiences for climate action and decolonisation, this sense-making framework identifies opportunities to change praxis so that the learners are better prepared to address wicked problems in an increasingly complex world. These are changes that learning designers need to lead in an ethical and considered fashion.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480399
Database: ERIC
FullText Text:
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  Data: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
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  Data: There is a mismatch between established practice in Learning Design and the increasingly complex nature of the challenges the world is facing. This article connects Learning Design to complexity science so learners can be better equipped to create a thriving future. Learning Design methods have traditionally leant heavily upon the reduction of learning into consumable units of knowledge, skill, or understanding that constructively align to create higher-level learning. Those structured and predetermined outcomes assume a level of order and predictability that is not applicable to all contexts, and even less applicable the more volatile, unpredictable, and rapidly changing our world becomes. This practice places the learning designer as passive and complicit in perpetuating those challenges. Learning Design can lean upon complexity science to treat learning as a complex, adaptive system of interrelated and co-dependent parts. When the anthrocomplexity approach of the Cynefin framework is applied to the design of learning experiences for climate action and decolonisation, this sense-making framework identifies opportunities to change praxis so that the learners are better prepared to address wicked problems in an increasingly complex world. These are changes that learning designers need to lead in an ethical and considered fashion.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
    Subjects:
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Social Problems
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      – SubjectFull: Leadership Training
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      – SubjectFull: Educational Change
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      – SubjectFull: Problem Solving
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      – SubjectFull: Ethics
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      – SubjectFull: Pacific Islanders
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      – SubjectFull: Ethnic Groups
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      – SubjectFull: New Zealand
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