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Archive:Meta Olin

2009-03-24T17:52:46Z

70.20.20.16: /* A Longer Description and Some Connections */

== A Short Description ==

MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin
was to apply mental models from several engineering-related and social disciplines in order to develop a holistic
understanding of how engineering and/or social problems interact and depend on each other. Throughout the
semester students researched, read, and discussed appropriate material in multiple disciplines. The course was
structured as a seminar-style class composed of six different modules. Each discipline-focused module of the course
used Olin as a common context to understand how different approaches are critical to gaining a holistic
understanding of a system. Each module finished with some form of deliverable, all of which are brought together in
this binder.

The list of modules in chronological order (and also the sections in this binder) is below, along with the professor
that taught the module and some major themes from the module.

Systems Engineering – Brian Bingham – stocks and flows, diagrams, feedback
*Diversity – Zhenya Zastavker – backpack of privilege, epistemic privilege
*Information Literacy – Dee Magnoni – exponential growth of information, lifelong learning
*Communications – Raymond Yim – transmitters/receivers, linear algebra, applied to pedagogy
*History – Robert Martello – synthesis of narrative and analysis
*Pedagogy – Chris Morse – active learning, grades and assessment, misconceptions

== A Longer Description and Some Connections ==

Many of the fundamental ideas listed above are linked to one another. One possible set of connections is pictured
below, along with some of the deliverables connected to those fundamental models. As can be seen, linear algebra
from wireless communications can be used as a model for learning in the classroom, which is highly related to the
misconceptions that students have that prevents them from learning, which can be corrected by techniques such as
active learning. A misconception in pedagogy is that teaching to “special” students such as ESL students or students
with learning disabilities will only help a small subset of students, but students are actually on a learning continuum
and the teaching (which can be thought of as broadcasting from a transmitter) will reach different students with
different levels of success (think of receivers, with lossy channels). Teachers can take advantage of things such as
peer to peer teaching to improve the system, and can also use the idea of feedback between the students and
themselves. Feedback in systems other than pedagogy can be used along with the concept of stocks and flows to
understand why burnout happens in an institution such as Olin, although we have to recognize that all models are
broken. In fact, “the best model for a cat is a cat; preferably the same cat.”

We all have misconceptions that appear in our personal models of ourselves and the world. One area where we
discovered our misconceptions was during the diversity module, where those with epistemic privilege (authors and
members of the independent study) showed us the areas where we were carrying “backpacks of privilege”. In other
words, it is often the case that we can only see privilege when we are not beneficiaries of it, so we rely on others with
this privileged point of view to kick us out of our mental models. We do this by gaining more knowledge about the
world using information literacy skills, which we try to teach through a co-curricular syllabus that we assembled for
our third module.
See image at: [http://marcotuts.com/i/olindocsimage.bmp]

In addition to learning mental models and making connections between them, we learned a number of skills and
lessons with life-long implications:

*Being passionate about thinking about things can be intensely rewarding
*Discussing and being passionate “about thinking about things” with people with the same passion can be even
more rewarding
*Discussing and working with people with the same passions and work habits can be very time-consuming and
dangerous
*How the transfer of knowledge between classes can be an integral part of the learning process itself
*Learning how to find our balance within a group
*Learning how to find our role within a group
*Learning about organizing a group
*Leadership capabilities
*Founded & Developed relationships with one another and with our professors
*Understanding how each of us communicates to facilitate understanding between one another
*Having a deep sense for each other’s mannerisms, habits, and thoughts
*Burnout
*How to communicate what we’re doing

Archive:Meta Olin

2009-03-24T17:52:02Z

70.20.20.16: /* A Short Description */

== A Short Description ==

MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin
was to apply mental models from several engineering-related and social disciplines in order to develop a holistic
understanding of how engineering and/or social problems interact and depend on each other. Throughout the
semester students researched, read, and discussed appropriate material in multiple disciplines. The course was
structured as a seminar-style class composed of six different modules. Each discipline-focused module of the course
used Olin as a common context to understand how different approaches are critical to gaining a holistic
understanding of a system. Each module finished with some form of deliverable, all of which are brought together in
this binder.

The list of modules in chronological order (and also the sections in this binder) is below, along with the professor
that taught the module and some major themes from the module.

Systems Engineering – Brian Bingham – stocks and flows, diagrams, feedback
*Diversity – Zhenya Zastavker – backpack of privilege, epistemic privilege
*Information Literacy – Dee Magnoni – exponential growth of information, lifelong learning
*Communications – Raymond Yim – transmitters/receivers, linear algebra, applied to pedagogy
*History – Robert Martello – synthesis of narrative and analysis
*Pedagogy – Chris Morse – active learning, grades and assessment, misconceptions

== A Longer Description and Some Connections ==

Many of the fundamental ideas listed above are linked to one another. One possible set of connections is pictured
below, along with some of the deliverables connected to those fundamental models. As can be seen, linear algebra
from wireless communications can be used as a model for learning in the classroom, which is highly related to the
misconceptions that students have that prevents them from learning, which can be corrected by techniques such as
active learning. A misconception in pedagogy is that teaching to “special” students such as ESL students or students
with learning disabilities will only help a small subset of students, but students are actually on a learning continuum
and the teaching (which can be thought of as broadcasting from a transmitter) will reach different students with
different levels of success (think of receivers, with lossy channels). Teachers can take advantage of things such as
peer to peer teaching to improve the system, and can also use the idea of feedback between the students and
themselves. Feedback in systems other than pedagogy can be used along with the concept of stocks and flows to
understand why burnout happens in an institution such as Olin, although we have to recognize that all models are
broken. In fact, “the best model for a cat is a cat; preferably the same cat.”

We all have misconceptions that appear in our personal models of ourselves and the world. One area where we
discovered our misconceptions was during the diversity module, where those with epistemic privilege (authors and
members of the independent study) showed us the areas where we were carrying “backpacks of privilege”. In other
words, it is often the case that we can only see privilege when we are not beneficiaries of it, so we rely on others with
this privileged point of view to kick us out of our mental models. We do this by gaining more knowledge about the
world using information literacy skills, which we try to teach through a co-curricular syllabus that we assembled for
our third module.
See image at: [http://marcotuts.com/i/olindocsimage.bmp]

In addition to learning mental models and making connections between them, we learned a number of skills and
lessons with life-long implications:

 Being passionate about thinking about things can be intensely rewarding
 Discussing and being passionate “about thinking about things” with people with the same passion can be even
more rewarding
 Discussing and working with people with the same passions and work habits can be very time-consuming and
dangerous
 How the transfer of knowledge between classes can be an integral part of the learning process itself
 Learning how to find our balance within a group
 Learning how to find our role within a group
 Learning about organizing a group
 Leadership capabilities
 Founded & Developed relationships with one another and with our professors
 Understanding how each of us communicates to facilitate understanding between one another
 Having a deep sense for each other’s mannerisms, habits, and thoughts
 Burnout
 How to communicate what we’re

Archive:Meta Olin

2009-03-24T17:51:25Z

70.20.20.16: /* A Longer Description and Some Connections */

== A Short Description ==

MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin
was to apply mental models from several engineering-related and social disciplines in order to develop a holistic
understanding of how engineering and/or social problems interact and depend on each other. Throughout the
semester students researched, read, and discussed appropriate material in multiple disciplines. The course was
structured as a seminar-style class composed of six different modules. Each discipline-focused module of the course
used Olin as a common context to understand how different approaches are critical to gaining a holistic
understanding of a system. Each module finished with some form of deliverable, all of which are brought together in
this binder.

The list of modules in chronological order (and also the sections in this binder) is below, along with the professor
that taught the module and some major themes from the module.

 Systems Engineering – Brian Bingham – stocks and flows, diagrams, feedback
 Diversity – Zhenya Zastavker – backpack of privilege, epistemic privilege
 Information Literacy – Dee Magnoni – exponential growth of information, lifelong learning
 Communications – Raymond Yim – transmitters/receivers, linear algebra, applied to pedagogy
 History – Robert Martello – synthesis of narrative and analysis
 Pedagogy – Chris Morse – active learning, grades and assessment, misconceptions

== A Longer Description and Some Connections ==

Many of the fundamental ideas listed above are linked to one another. One possible set of connections is pictured
below, along with some of the deliverables connected to those fundamental models. As can be seen, linear algebra
from wireless communications can be used as a model for learning in the classroom, which is highly related to the
misconceptions that students have that prevents them from learning, which can be corrected by techniques such as
active learning. A misconception in pedagogy is that teaching to “special” students such as ESL students or students
with learning disabilities will only help a small subset of students, but students are actually on a learning continuum
and the teaching (which can be thought of as broadcasting from a transmitter) will reach different students with
different levels of success (think of receivers, with lossy channels). Teachers can take advantage of things such as
peer to peer teaching to improve the system, and can also use the idea of feedback between the students and
themselves. Feedback in systems other than pedagogy can be used along with the concept of stocks and flows to
understand why burnout happens in an institution such as Olin, although we have to recognize that all models are
broken. In fact, “the best model for a cat is a cat; preferably the same cat.”

We all have misconceptions that appear in our personal models of ourselves and the world. One area where we
discovered our misconceptions was during the diversity module, where those with epistemic privilege (authors and
members of the independent study) showed us the areas where we were carrying “backpacks of privilege”. In other
words, it is often the case that we can only see privilege when we are not beneficiaries of it, so we rely on others with
this privileged point of view to kick us out of our mental models. We do this by gaining more knowledge about the
world using information literacy skills, which we try to teach through a co-curricular syllabus that we assembled for
our third module.
See image at: [http://marcotuts.com/i/olindocsimage.bmp]

In addition to learning mental models and making connections between them, we learned a number of skills and
lessons with life-long implications:

 Being passionate about thinking about things can be intensely rewarding
 Discussing and being passionate “about thinking about things” with people with the same passion can be even
more rewarding
 Discussing and working with people with the same passions and work habits can be very time-consuming and
dangerous
 How the transfer of knowledge between classes can be an integral part of the learning process itself
 Learning how to find our balance within a group
 Learning how to find our role within a group
 Learning about organizing a group
 Leadership capabilities
 Founded & Developed relationships with one another and with our professors
 Understanding how each of us communicates to facilitate understanding between one another
 Having a deep sense for each other’s mannerisms, habits, and thoughts
 Burnout
 How to communicate what we’re

Archive:Meta Olin

2009-03-24T17:51:04Z

70.20.20.16: /* A Longer Description and Some Connections */

== A Short Description ==

MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin
was to apply mental models from several engineering-related and social disciplines in order to develop a holistic
understanding of how engineering and/or social problems interact and depend on each other. Throughout the
semester students researched, read, and discussed appropriate material in multiple disciplines. The course was
structured as a seminar-style class composed of six different modules. Each discipline-focused module of the course
used Olin as a common context to understand how different approaches are critical to gaining a holistic
understanding of a system. Each module finished with some form of deliverable, all of which are brought together in
this binder.

The list of modules in chronological order (and also the sections in this binder) is below, along with the professor
that taught the module and some major themes from the module.

 Systems Engineering – Brian Bingham – stocks and flows, diagrams, feedback
 Diversity – Zhenya Zastavker – backpack of privilege, epistemic privilege
 Information Literacy – Dee Magnoni – exponential growth of information, lifelong learning
 Communications – Raymond Yim – transmitters/receivers, linear algebra, applied to pedagogy
 History – Robert Martello – synthesis of narrative and analysis
 Pedagogy – Chris Morse – active learning, grades and assessment, misconceptions

== A Longer Description and Some Connections ==

Many of the fundamental ideas listed above are linked to one another. One possible set of connections is pictured
below, along with some of the deliverables connected to those fundamental models. As can be seen, linear algebra
from wireless communications can be used as a model for learning in the classroom, which is highly related to the
misconceptions that students have that prevents them from learning, which can be corrected by techniques such as
active learning. A misconception in pedagogy is that teaching to “special” students such as ESL students or students
with learning disabilities will only help a small subset of students, but students are actually on a learning continuum
and the teaching (which can be thought of as broadcasting from a transmitter) will reach different students with
different levels of success (think of receivers, with lossy channels). Teachers can take advantage of things such as
peer to peer teaching to improve the system, and can also use the idea of feedback between the students and
themselves. Feedback in systems other than pedagogy can be used along with the concept of stocks and flows to
understand why burnout happens in an institution such as Olin, although we have to recognize that all models are
broken. In fact, “the best model for a cat is a cat; preferably the same cat.”

We all have misconceptions that appear in our personal models of ourselves and the world. One area where we
discovered our misconceptions was during the diversity module, where those with epistemic privilege (authors and
members of the independent study) showed us the areas where we were carrying “backpacks of privilege”. In other
words, it is often the case that we can only see privilege when we are not beneficiaries of it, so we rely on others with
this privileged point of view to kick us out of our mental models. We do this by gaining more knowledge about the
world using information literacy skills, which we try to teach through a co-curricular syllabus that we assembled for
our third module.
See image at: Http://marcotuts.com/i/olindocsimage.bmp

In addition to learning mental models and making connections between them, we learned a number of skills and
lessons with life-long implications:

 Being passionate about thinking about things can be intensely rewarding
 Discussing and being passionate “about thinking about things” with people with the same passion can be even
more rewarding
 Discussing and working with people with the same passions and work habits can be very time-consuming and
dangerous
 How the transfer of knowledge between classes can be an integral part of the learning process itself
 Learning how to find our balance within a group
 Learning how to find our role within a group
 Learning about organizing a group
 Leadership capabilities
 Founded & Developed relationships with one another and with our professors
 Understanding how each of us communicates to facilitate understanding between one another
 Having a deep sense for each other’s mannerisms, habits, and thoughts
 Burnout
 How to communicate what we’re

Archive:Meta Olin

2009-03-24T17:49:59Z

70.20.20.16: /* A Longer Description and Some Connections */

== A Short Description ==

MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin
was to apply mental models from several engineering-related and social disciplines in order to develop a holistic
understanding of how engineering and/or social problems interact and depend on each other. Throughout the
semester students researched, read, and discussed appropriate material in multiple disciplines. The course was
structured as a seminar-style class composed of six different modules. Each discipline-focused module of the course
used Olin as a common context to understand how different approaches are critical to gaining a holistic
understanding of a system. Each module finished with some form of deliverable, all of which are brought together in
this binder.

The list of modules in chronological order (and also the sections in this binder) is below, along with the professor
that taught the module and some major themes from the module.

 Systems Engineering – Brian Bingham – stocks and flows, diagrams, feedback
 Diversity – Zhenya Zastavker – backpack of privilege, epistemic privilege
 Information Literacy – Dee Magnoni – exponential growth of information, lifelong learning
 Communications – Raymond Yim – transmitters/receivers, linear algebra, applied to pedagogy
 History – Robert Martello – synthesis of narrative and analysis
 Pedagogy – Chris Morse – active learning, grades and assessment, misconceptions

== A Longer Description and Some Connections ==

Many of the fundamental ideas listed above are linked to one another. One possible set of connections is pictured
below, along with some of the deliverables connected to those fundamental models. As can be seen, linear algebra
from wireless communications can be used as a model for learning in the classroom, which is highly related to the
misconceptions that students have that prevents them from learning, which can be corrected by techniques such as
active learning. A misconception in pedagogy is that teaching to “special” students such as ESL students or students
with learning disabilities will only help a small subset of students, but students are actually on a learning continuum
and the teaching (which can be thought of as broadcasting from a transmitter) will reach different students with
different levels of success (think of receivers, with lossy channels). Teachers can take advantage of things such as
peer to peer teaching to improve the system, and can also use the idea of feedback between the students and
themselves. Feedback in systems other than pedagogy can be used along with the concept of stocks and flows to
understand why burnout happens in an institution such as Olin, although we have to recognize that all models are
broken. In fact, “the best model for a cat is a cat; preferably the same cat.”

We all have misconceptions that appear in our personal models of ourselves and the world. One area where we
discovered our misconceptions was during the diversity module, where those with epistemic privilege (authors and
members of the independent study) showed us the areas where we were carrying “backpacks of privilege”. In other
words, it is often the case that we can only see privilege when we are not beneficiaries of it, so we rely on others with
this privileged point of view to kick us out of our mental models. We do this by gaining more knowledge about the
world using information literacy skills, which we try to teach through a co-curricular syllabus that we assembled for
our third module.
[[File:http://marcotuts.com/i/olindocsimage.bmp]]
[[Image:Http://marcotuts.com/i/olindocsimage.bmp|300px|The logo for this Wiki]]

In addition to learning mental models and making connections between them, we learned a number of skills and
lessons with life-long implications:

 Being passionate about thinking about things can be intensely rewarding
 Discussing and being passionate “about thinking about things” with people with the same passion can be even
more rewarding
 Discussing and working with people with the same passions and work habits can be very time-consuming and
dangerous
 How the transfer of knowledge between classes can be an integral part of the learning process itself
 Learning how to find our balance within a group
 Learning how to find our role within a group
 Learning about organizing a group
 Leadership capabilities
 Founded & Developed relationships with one another and with our professors
 Understanding how each of us communicates to facilitate understanding between one another
 Having a deep sense for each other’s mannerisms, habits, and thoughts
 Burnout
 How to communicate what we’re

Archive:Meta Olin

2009-03-24T17:49:43Z

70.20.20.16: /* A Longer Description and Some Connections */

== A Short Description ==

MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin
was to apply mental models from several engineering-related and social disciplines in order to develop a holistic
understanding of how engineering and/or social problems interact and depend on each other. Throughout the
semester students researched, read, and discussed appropriate material in multiple disciplines. The course was
structured as a seminar-style class composed of six different modules. Each discipline-focused module of the course
used Olin as a common context to understand how different approaches are critical to gaining a holistic
understanding of a system. Each module finished with some form of deliverable, all of which are brought together in
this binder.

The list of modules in chronological order (and also the sections in this binder) is below, along with the professor
that taught the module and some major themes from the module.

 Systems Engineering – Brian Bingham – stocks and flows, diagrams, feedback
 Diversity – Zhenya Zastavker – backpack of privilege, epistemic privilege
 Information Literacy – Dee Magnoni – exponential growth of information, lifelong learning
 Communications – Raymond Yim – transmitters/receivers, linear algebra, applied to pedagogy
 History – Robert Martello – synthesis of narrative and analysis
 Pedagogy – Chris Morse – active learning, grades and assessment, misconceptions

== A Longer Description and Some Connections ==

Many of the fundamental ideas listed above are linked to one another. One possible set of connections is pictured
below, along with some of the deliverables connected to those fundamental models. As can be seen, linear algebra
from wireless communications can be used as a model for learning in the classroom, which is highly related to the
misconceptions that students have that prevents them from learning, which can be corrected by techniques such as
active learning. A misconception in pedagogy is that teaching to “special” students such as ESL students or students
with learning disabilities will only help a small subset of students, but students are actually on a learning continuum
and the teaching (which can be thought of as broadcasting from a transmitter) will reach different students with
different levels of success (think of receivers, with lossy channels). Teachers can take advantage of things such as
peer to peer teaching to improve the system, and can also use the idea of feedback between the students and
themselves. Feedback in systems other than pedagogy can be used along with the concept of stocks and flows to
understand why burnout happens in an institution such as Olin, although we have to recognize that all models are
broken. In fact, “the best model for a cat is a cat; preferably the same cat.”

We all have misconceptions that appear in our personal models of ourselves and the world. One area where we
discovered our misconceptions was during the diversity module, where those with epistemic privilege (authors and
members of the independent study) showed us the areas where we were carrying “backpacks of privilege”. In other
words, it is often the case that we can only see privilege when we are not beneficiaries of it, so we rely on others with
this privileged point of view to kick us out of our mental models. We do this by gaining more knowledge about the
world using information literacy skills, which we try to teach through a co-curricular syllabus that we assembled for
our third module.
[[File:http://marcotuts.com/i/olindocsimage.bmp]]
[[Image:Wttp://marcotuts.com/i/olindocsimage.bmp|300px|The logo for this Wiki]]

In addition to learning mental models and making connections between them, we learned a number of skills and
lessons with life-long implications:

 Being passionate about thinking about things can be intensely rewarding
 Discussing and being passionate “about thinking about things” with people with the same passion can be even
more rewarding
 Discussing and working with people with the same passions and work habits can be very time-consuming and
dangerous
 How the transfer of knowledge between classes can be an integral part of the learning process itself
 Learning how to find our balance within a group
 Learning how to find our role within a group
 Learning about organizing a group
 Leadership capabilities
 Founded & Developed relationships with one another and with our professors
 Understanding how each of us communicates to facilitate understanding between one another
 Having a deep sense for each other’s mannerisms, habits, and thoughts
 Burnout
 How to communicate what we’re

Archive:Meta Olin

2009-03-24T17:48:32Z

70.20.20.16: Created page with '== A Short Description == MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin was to apply mental models from several e…'

== A Short Description ==

MetaOlin was an independent study taken by six students during the Spring 2007 semester. The goal of MetaOlin
was to apply mental models from several engineering-related and social disciplines in order to develop a holistic
understanding of how engineering and/or social problems interact and depend on each other. Throughout the
semester students researched, read, and discussed appropriate material in multiple disciplines. The course was
structured as a seminar-style class composed of six different modules. Each discipline-focused module of the course
used Olin as a common context to understand how different approaches are critical to gaining a holistic
understanding of a system. Each module finished with some form of deliverable, all of which are brought together in
this binder.

The list of modules in chronological order (and also the sections in this binder) is below, along with the professor
that taught the module and some major themes from the module.

 Systems Engineering – Brian Bingham – stocks and flows, diagrams, feedback
 Diversity – Zhenya Zastavker – backpack of privilege, epistemic privilege
 Information Literacy – Dee Magnoni – exponential growth of information, lifelong learning
 Communications – Raymond Yim – transmitters/receivers, linear algebra, applied to pedagogy
 History – Robert Martello – synthesis of narrative and analysis
 Pedagogy – Chris Morse – active learning, grades and assessment, misconceptions

== A Longer Description and Some Connections ==

Many of the fundamental ideas listed above are linked to one another. One possible set of connections is pictured
below, along with some of the deliverables connected to those fundamental models. As can be seen, linear algebra
from wireless communications can be used as a model for learning in the classroom, which is highly related to the
misconceptions that students have that prevents them from learning, which can be corrected by techniques such as
active learning. A misconception in pedagogy is that teaching to “special” students such as ESL students or students
with learning disabilities will only help a small subset of students, but students are actually on a learning continuum
and the teaching (which can be thought of as broadcasting from a transmitter) will reach different students with
different levels of success (think of receivers, with lossy channels). Teachers can take advantage of things such as
peer to peer teaching to improve the system, and can also use the idea of feedback between the students and
themselves. Feedback in systems other than pedagogy can be used along with the concept of stocks and flows to
understand why burnout happens in an institution such as Olin, although we have to recognize that all models are
broken. In fact, “the best model for a cat is a cat; preferably the same cat.”

We all have misconceptions that appear in our personal models of ourselves and the world. One area where we
discovered our misconceptions was during the diversity module, where those with epistemic privilege (authors and
members of the independent study) showed us the areas where we were carrying “backpacks of privilege”. In other
words, it is often the case that we can only see privilege when we are not beneficiaries of it, so we rely on others with
this privileged point of view to kick us out of our mental models. We do this by gaining more knowledge about the
world using information literacy skills, which we try to teach through a co-curricular syllabus that we assembled for
our third module.
[[File:http://marcotuts.com/i/olindocsimage.bmp]]

In addition to learning mental models and making connections between them, we learned a number of skills and
lessons with life-long implications:

 Being passionate about thinking about things can be intensely rewarding
 Discussing and being passionate “about thinking about things” with people with the same passion can be even
more rewarding
 Discussing and working with people with the same passions and work habits can be very time-consuming and
dangerous
 How the transfer of knowledge between classes can be an integral part of the learning process itself
 Learning how to find our balance within a group
 Learning how to find our role within a group
 Learning about organizing a group
 Leadership capabilities
 Founded & Developed relationships with one another and with our professors
 Understanding how each of us communicates to facilitate understanding between one another
 Having a deep sense for each other’s mannerisms, habits, and thoughts
 Burnout
 How to communicate what we’re