1. Cybernetics and Education: Insights from the Viable System Model 运用活性系统模型去思考控制论与教育 Professor Oleg Liber Institute for Educational Cybernetics University of Bolton, UK 英国博尔顿大学教育控制论学院院长，奥莱格 . 理博教授

5. The Education System was designed for a world that is passing 现有的教育体系是为正在逐渐成为过去的世界而设计的

6. Reducing knowledge to subjects, losing the benefits of inter-disciplinarity 把知识压缩成不同的学科 , 失去了各学科相互渗透的优势 Physics Chemistry Biology History Philosophy Geography Mathematics Art Music Medicine

7. The education system assumes printing as the dominant technology 现有的教育体系中，印刷仍是占主导地位的技术

8. The practice of education is based on tradition 教育实践是基于传统的模式

9. The traditional focus of education has been to transmit knowledge 传统教育致力于知识的传播

15. Why is it so difficult to change old structures and exploit new technologies? 要改变旧的结构和探索新技术 , 为什么如此困难 ? ? Timetable? Classroom? Lecture? Workplace? Home Online? Collaboration? Learners Teachers

16. We need to model existing educational processes and structures in order to redesign them successfully: The Viable System model provides tools for this 为了重新设计教育过程和结构，我们必须要对他们的现状进行分析。 活性系统模型为我们提供了一个这样的工具。 Stafford Beer 1926-2002

17. The concerns of the teacher are not the same as those of the learners 教师所关注的与学生的是不同的 Environment Teacher Planning and management What to teach New knowledge Requirements of employers Materials Tools How to understand learners Teaching ideas Ways of explaining Suggestions for learning activities Assessment ideas 如：教什么，新知识，用人单位的要求，材料，工具，怎样理解学生，教学思想，用不同的方法去解释，对学习活动的建议和考核的思路。

18. The concerns of the learners are not the same as those of the teacher 学生所关注与老师的也是不同的 Environment . Is this right for me? Do I understand? Am I doing enough? Who can help me? Where can I find materials? Have I got time? Will this get me what I want? What next? 如：这对我合适吗？我懂了吗？我所做的够了吗？谁能帮助我？我到哪里能找到学习材料？我有时间吗？我得到了我所想要学的吗？下一步是什么？

19. Teaching is concerned with the planning and management of learning activities 教学所关注的是计划和管理学习活动 Environment Learning activities & actions Meta-system Planning and management Env.

20. Pedagogy: engagement between teacher and learners 教学方法：教师和学生之间的交互作用 Environment Learner cohort Teacher Planning and management Knowledge, ideas, resources Pedagogy Knowledge, ideas, resources Env. BUT: Variety (Env) >> Variety (Learners) >> Variety (Teacher) 但是：环境的的多样性 >> 多样性学生 >> 教师的多样性

21. Balancing variety: homeostatic loops 平衡多样性：自我平衡的循环 Environment Learners Teacher Planning and management Env. Variety (Env) >> Variety (Learners) >> Variety (Teacher) 环境的的多样性 >> 多样性学生 >> 教师的多样性 Pedagogy: engagement between teacher and learners 教学方法：教师和学生之间的交互作用

22. Managing Variety in the traditional classroom 在传统的教室里对多样性的管理 Environment Learners Teacher Planning and management Env. 教师缩减了教学内容 教师缩减了学生的需求 Teacher attenuates content Teacher attenuates learners’ needs

23. Managing variety for resource-based learning 资源为主的学习对多样性的管理 Environment Learners Teacher Planning and management Env. 教师贡献和管理学习资源 教师提供学习资源以满足学生个体的需求 Teacher contributes to and manages resource-base Teacher responds to individual learners’ needs with resources

24. Managing Variety for Inter-disciplinary, Inquiry-based learning 跨学科的探究式学习对多样性的管理 Environment Learners Teacher Planning and management Env. 教师选择和推荐资源 教师根据学生个体的需要给与辅导 学生在特定的学习环境中相互支持 学生搜索和选择相关的资源 Teacher selects and recommends resources Teacher responds to individual learners’ needs with supervision Learners search and select relevant resources Learners support each other in learning sets

25. Where technology systems and interventions impact 技术和干预的影响所在 Environment Learners Teacher Planning and management Env. VLE/LD OER Web 2.0 PLE

26. The Viable System Model is recursive 活力系统模型的递归性 State The State Education State Dept Programme State Institution Dept. State HE Institution State Education HE

28. Managerial, operational and environmental varieties diffusing through an institutional system, tend to equate; they should be designed to do so with minimum damage to people and cost. 在一个制度化的系统中，管理方面， 操作方面和环境方面的变化的传播，往往是相同的；应该通过设计，使这些变化对人员和成本的影响降到最低。 (Beer, 1979) Teaching, learning and environmental varieties diffusing through an educational system, tend to equate; they should be designed to do so with minimum damage to people and cost. 在一个教育系统中，教学方法，学习方式和环境的变化的传播往往是相同的；应该通过设计，使这些变化对人员和成本的影响降到最低。 (Liber, 2009)