feedback

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Amplification and Impact

December 5, 2019 Cameron D. Norman 710 Views 5G technology, AI, business, change, communication, complexity, data, design, developmental design, developmental evaluation, evaluation, feedback, innovation, learning, marketing, marketing complexity, mobile phones, Pareto distribution, Peloton, sensemaking, social media, technology, transformation

Transformations are easier to understand retrospectively, not in real time. New technologies are about to upend that, forever. It is

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Design for Movement

September 16, 2019 Cameron D. Norman 640 Views behaviour change, change, complexity, evaluation, feedback, foresight, movement, systems dynamics

Innovation requires learning to design for the changes around us. This involves not treating moving things as if they’re still.

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One leg, two leg, three leg, more?

September 5, 2013September 5, 2013 Cameron D. Norman 563 Views anthropology, developmental design, developmental evaluation, emergence, evaluation, Facebook, feedback, relationships, Robin Dunbar, scale, scaling, shower, social innovation, social psychology, Star Trek

In Orwell’s classic Animal Farm the characters often oscillate between their evaluative assessments on the merits of two or four

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The Developmental Evaluation and Design Imperative

July 15, 2013July 15, 2013 Cameron D. Norman 594 Views art, complexity, design, developmental design, developmental evaluation, evaluation, feedback, program planning, psychology, science, sensemaking, social innovation, strategic foresight, systems thinking

Developmental evaluation is an approach to evaluating programs that takes account of complexity and changing conditions, supports innovation, and serves

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Thinking Developmentally About Social Issues

June 4, 2011 Cameron D. Norman 480 Views complexity, design, developmental design, developmental evaluation, education, feedback, innovation, learning, systems thinking

Thinking developmentally means attenuating oneself to nuance, punctuated learning, ongoing feedback, and inconsistent behaviour. I don’t blame people for wanting to impose a simple cause-and-effect narrative on the world, but doing so doesn’t mean its useful. As I’ve argued elsewhere, unless we consider changing our thinking we may continue to spend time devising ways to do what systems thinker and management leader Russell Ackoff called “the wrong things, righter”.

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Designing Education for Learning

January 8, 2011January 8, 2011 Cameron D. Norman 475 Views Bruce Mau, complexity, continuing medical education, creativity, design thinking, education, educational design, feedback, innovation, learning, systems thinking, teaching

Higher education strives to prepare learners to meet the scientific and technical demands of a changing world, yet does so in a manner that seems antithetical to change. What gives? I explore this in a little further with insights from complexity science.