title: Emergence: complexity pedagogy in action.
abstract: Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, "What is emergent learning?" and "How do we, as educators and learners, engage a community so that new learning surfaces?" We integrated the arts, creative play, and perturbations within a complexity approach.
authors.affiliation: School of Nursing, Faculty of Health, York University, Toronto, ON, Canada M3J 1P3 ; York-UHN Academy, University Health Network, 200 Elizabeth Street, Toronto, ON, Canada M5G 2C4.
authors.forename: Christine
authors.initials: C
authors.lastname: Jonas-Simpson
authors.affiliation: School of Nursing, Faculty of Health, York University, Toronto, ON, Canada M3J 1P3.
authors.forename: Gail
authors.identifier: 0000-0003-2101-9643
authors.initials: G
authors.lastname: Mitchell
authors.affiliation: York-UHN Academy, University Health Network, 200 Elizabeth Street, Toronto, ON, Canada M5G 2C4.
authors.forename: Nadine
authors.identifier: 0000-0002-6154-3493
authors.initials: N
authors.lastname: Cross
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