Associate Name: James Edwards
Main Advisor and OP Reviewer: Jennifer Dauksha-English Morgan

Output Packet #:  	3	Year: Capstone MSc
OP Title: Ecosocial Design Methods for Popular Education

Date Submitted: November 26th, 2019
Date Reviewed: December 6th, 2019
Mark: 82
Grade: B
Self Grade: 87
Time Spent on Review: 4 hrs

Dear James,

Thanks for taking the time to revise this Output Packet after the draft review. I saw a number of instances where you incorporated my feedback. This work is so very exciting. I’m so grateful I get to be your advisor and am assigned to read over all these powerful projects.

My review is broken into these sections:
1. Evaluation Form 
2. Comments Per Section

Required next step: 
None for this OP. There are a few comments that I make in evaluation form that are in reference to areas for improvement in either OP 4 or 5. See red text.

Recommended next step:
Go through this review and make changes as you wish to OP 3 (just be certain to note changes were made after review). Utilize my feedback in the design creation of OP 4.

I hope you find my review helpful and supportive.

You’re getting so good at this process James! I respect your integrity in managing your pathway. You’re so close to the end know - I see it on the horizon!

Cheers,
Jennifer

OP REVIEW-------------------------

1. EVALUATION FORM-------------------- 

(attached)

2. COMMENTS PER SECTION---------------

Commentary
- I can already see from a glance that this OP is a powerhouse. Impressive layout. Super smooth.
- The font in facilitator bios very small, hard to read without blowing up screen significantly. Though I love the pictures you provide - super sharp quality and very engaging.
- In the first paragraph you mention two programs in the first two sentences. The third sentence says, “This output package details how we arrived at the decision to create this program, “ I would suggest naming the program instead of using the word ‘this’. 
- Due to the nature of importance given in this OP to the act of intervention, I think it could use defining. I still, like in my previous feedback, think complex adaptive systems needs defining also. Saying a living system, still feels like jargon. Likewise for systems thinking.
- Maybe give an example of dissemination impacting spheres of influence, one that actually happened.
- On navigation - very clear, succinct, and easy to follow instructions for both readers and reviewers.
- Good job on outlining the word count.
- Wonderful abstract. Very crisp and professional language that summarizes the content well. Noticing that you don’t mention the field as something you’re evaluating. Both sections noted are very specific to the project designed and implemented. I’ll comment more on this as I continue reading.
- In design, are you saying that you cross pollinated GaSADIE, Disruptive Design, and unnamed tools you used in undergraduate studies/directing films to come up with your own new model? That’s awesome, and I’d like to hear at least one additional paragraph on how the aforementioned tools impacted or catalyzed this new model. Otherwise, why bother naming them, if you’re not going to make some integrative connection? 
- On the design model you created - in Asset Map you mention design scrums (hyper link to definition).  To go from an Asset Map to and Outline, you would have to include some type of expansion (possibilities) and contraction (choices based on possibilities meeting goals) to narrow down your ideas. Perhaps in this way you can integrate the use of the other models you mention. Without mentioning them, this process if more of a project management practice or technique for writing than it is a design model/process. I’ll paraphrase this with some additional thoughts, what you have listed is a process for implementing an already chosen design. Therefore a design process itself would have proceeded these steps. I’m not going to ask that you go back and redo this section. I just want to make sure that in OP 4 and 5 that you don’t bypass honing your articulation of design. You are getting a degree in design.
- You’ve neglected to mention your design goals for this OP. I definitely appreciate that an implicit design goal is to make this process streamlined. It once as you say was onerous and time consuming, and now it’s more satisfactory. Fine. The mention of your intent is of value. AND, at an absolute minimum, I want to see design goals, design methodologies explained and even compared, but definitely integrated into your OP 4 and 5.
- Did you mean to place the creative commons license midway through OP? For a few seconds I thought this was the end of the page. Fortunately I scrolled further.
- I like how you labeled your un/learnings as unsorted. Like they are inside a digester or incubator - nice. Lovely to hear the reflections on patterns. Also appreciating the list of sorted/distilled integrated thoughts. Such an interesting concept. To gauge where a thought is inside of your inner percolator. I wonder at one point a thought becomes distilled? Fascinating.
- Ok I take it back, you do have design goals. I was anticipating them inside the design section. I wonder then how your chosen design process met these goals? Good to see that you tracked whether you met your goals.
- I’m noticing a few typos on this page. One was I believe #2 of unsorted thoughts, ‘the all’, and here in the feedback section, ‘requests’ and then missing the word ‘from’.
- Valuable to see some examples of incorporation of feedback. I’d like to see you do a more cumulative take on how feedback has impacted your pathway (in OP 5). You’ve collected quite a bit of feedback from me, and also your peers and students from the projects. 
- Wonderful notes on dissemination efforts. I would love to see more quantitative data collected for impact assessment. Example of quantitative data. You provided 7 presentations totaling x number of hrs, spanning 9 months. Good start. You have that. furthermore you could include, your reached x number of students. x number of listeners. You could even provide some demographics on the participants. Are they all white? Are they all students? Mostly women? After noting this data, you could ask - is this my target audience? or why might these types of people be drawn to my work and how can I target others? There are all sorts of questions that can come out of this type of needs/impact assessment. I’m bringing this up because you stated that dissemination was key to this OP, yet your dissemination assessment is actually fairly minimalistic. Here’s another example of really paying attention to what you claim is the focus of the OP in your introduction. You say that through dissemination you will have a ripple effect into the student’s spheres of influence. Well, that brings up all sorts of questions. For instance, which spheres of influence are in fact impacted? That’s going to be determined by the demographics of each student. So looking at the pattern level demographic is going to tell us a lot about who is being reached, and what sectors of society. And does this match the intended intervention? Because you’re focusing on complexity (complex adaptive systems) I think ensuring that the participants were diverse, would be critical to your efforts.
- All pathway reflections are on target. My only suggestion would be to add more specific tools in time management to let us know what you use to manage/track this thread.
- Skillflex tracking - looks great - you might want to consider giving the high-medium-low measures numerical value. It might be easier in OP 5 to use the numbers as a metric, comparing learning over time.

Core Report
- Love the quote and the explanation provided. Beautiful.
- I’m excited to read more about designing interventions!
- Lovely opening introduction that provides context for the course. There’s no summary of what you’re sharing however on this page.
- Maybe consider telling us a little bit more about this void that you mention in the first sentence of Statement of Need.
- Nice comparison to the PDC. After reading the entire section, I think here would be a wonderful place to add some facts. For example, further state the need by researching and sharing the amount of hours students receive ecological literacy in public school. Maybe talk about the type of person who wakes up to wanting more ecological literacy in their life. Duane Elgin’s book on voluntary simplicity is a good example of explaining the common process a person takes to step out of current world views into something more ecologically and socially integrated. My purpose for stating all of this is to say, I think providing some additional background that gets us to the focal point of A (people are uneducated about ecological literacy) + B (there are large population of people waking up to a need for this information) + C (those who seek this literacy have limited choices).
- Good point on memorization versus understanding a system. Parts versus whole. It’s such a drastic shift in worldview - I feel very saddened by how our children are raised to not flex their holistic/integrative muscles. Everything from delivery of education to video games is focused on isolated memorization. 
- I still want to know why you came up with systems thinking, ecological literacy, and personal development as the three pillars. How do patterns emerge from integrating these three pillars? Do you mean instead of via memorization? Lovely how you say our personal ecosystems come into view.
- This is such a fantastic project James. I’m loving reading this, truly.
- In core team section you use first and third person language.
- Fantastic paragraph explaining the need for interconnection though collaboration. Looks like a wonderful group of people. Eutimia fascinates me. I would love to meet her.
- Great that you provided context to the origins of the course.
- Wonderful overview of your design process, utilizing Theory U as the core model and container. I appreciate how you overviewed the model and then provided more detail about its application, step by step, through the process. I appreciate how you pose questions within, and reached out to colleagues/peers.
- My only suggestion to improve this section would be to deferential text within each step. Having a pattern where you define the step according the Theory U, and then expand on that - which it means to you, and then the specific way in which it manifested in your project. I think as a reader I’d love to see that at a pattern glance so I could be like ok all the bolded font is the definitions/explanation of the step. 
- I think it’s important that you shared that stages overlap. I like that you gave an immediate example of what you meant (presenting section).
- Love the stakeholders assessment. The Earth!
- Conclusion is telling of the successes you accomplished - well done!
PAGE 2 of report
- Gorgeous image. I love the fact that trees in the amazon are the lungs of the earth. It’s so sad they are burning.
- You have the core outline for the daily flow of content delivery. Did that come about through prototyping, research into the curriculum of other content providers in the field, or incorporating feedback from students each day? Or was Theory U the sole structure for space holding? If you’re using Theory U, then I would suggest naming each type of delivery within the Theory U model so the integration is more evident.
- Thank you for defining that you mean by each of these threads.
- You do well at giving examples on each of the three core curriculum threads.
- Good overview of curriculum format. Did you do any comparative research to how others deliver similar content?
- Ok so when you said in abstract that this page covers implementation, you meant moving from design of process and collection of ideas, to the creation of the curriculum, course schedule, and marketing. At first I thought you were going to dive into the details of the delivery. I would love to hear more reflections on that - what you learned. How the students learned most?  What were the best sessions? What would you keep/change?

Appendices
- Between the draft review and the original OP I edited and marked on Theory U, I’m going to skip giving feedback on these attachments (I’m almost out of time). 
- Very impressive! I look forward to having this as a resource for other students. It’s very well organized and presented.

Supporting Evidence
- Nice that you moved 5 P’s out of project specification area.
- Wonderful annotated resource review.
- Awesome inclusion of slide presentations, and lesson plans. Great work!
- Very wonderful level of evidence provided to validate your competence and attention to this project and corresponding skills you employed.
- Wish I had more review time allocated to give feedback on the attachments.