Dear Peter ! Thank you for such interesting topic to discuss.

Yes, depending on what the purpose of Education, you can include closed loop systems of training. These work better for practical technical training. 

Other types of education would demand the broadening of minds, such as through multidisciplinary and interchange programs.

http://www.bcg.com/expertise/industries/education/closed-loop-instructional-system.aspx

Adaptation is really a key to survive in the modern dynamically changing facilities. Present day life style or education system is really affected by the development of the modern technologies. A better future will be there if the available technologies will be utilized properly in every possible area. I really feel happy as the modern education system in my county is using these modern available technologies at some extent. 

A major initiative in this regard is National Programme on Technology Enhanced Learning (NPTEL, http://nptel.ac.in/), started in year 2006 jointly by the seven Indian Institute of Technologies and Indian Institute of Science, Bangalore.

This website is having more than thousand of lectures (Video or Web page) on almost all type of engineering and humanities studies. 

http://nptel.ac.in/

https://en.wikipedia.org/wiki/National_Programme_on_Technology_Enhanced_Learning

Dear Mahamad,

thank you for your encuraging answer. Could you please give one or some detailed example for the Integration of the item into a certain School or University. Do you have a link to look at the contents of a lecture or manuscript?

Peter

Dear Prof. Peter Eyerer

Thanks for appreciating my answer to this nice question. I have added more information to it according.

The simple fact that these new educational tools exist and have advanced so significantly does not guarantee a revolution in student outcomes—neither does it mean that schools will adopt these novel technologies in a meaningful way. To truly reap the full benefits that tech- nology has to offer, the stakeholders in education must overcome a full range of barriers—from the lack of an ap- propriate information and communications technology (ICT) infrastructure to the much more human challenge of changing entrenched practices in education.

Where have we heard that before? (At almost every ICT conference I can recall). So what does this report suggest that may be different? Well, the key finding appears to be that a closed-loop instructional system is the most effective way to maximize technology's potential to improve learning and overall student outcomes. I had to check that my understanding of this was correct, as the notion of closed-loop instruction isn't really something in common usage in New Zealand, but I am familiar with it from an engineering perspective, where it can be summarised simply as a system involving feedback. An open-loop system is one where there is no feedback system to check whether intended responses have been achieved, while closed-loop systems are very powerful and accurate because they are capable of monitoring operating conditions through feedback subsystems and automatically compensating for any variations in real-time.

http://blog.core-ed.org/derek/2011/08/a-closed-loop-instruction-system.html

Dear Peter ! Thank you for such interesting topic to discuss.

Yes, depending on what the purpose of Education, you can include closed loop systems of training. These work better for practical technical training. 

Other types of education would demand the broadening of minds, such as through multidisciplinary and interchange programs.

http://www.bcg.com/expertise/industries/education/closed-loop-instructional-system.aspx

Dear Subdash,

thank you (how often did I say this to you!!!!)again for your valuable link.

For me closed loop thinking is just a informal description of all these new methodologies around ecobalancing. My coworkers and I developed Ganzheitliche Bilanzierung over the last 27 years. And for me it is important as a retired person to develop now an easy to understand methodology for Kids. The aim is to show and learn them the principle of sustainable thinking and how can I apply it and quantify it for my problems in daily life.

In this context I am very happy about your Responses and hints.

Best Peter

Here is the 2005–2014 report of our country, Japan, on the education for sustainable development:

http://www.cas.go.jp/jp/seisaku/kokuren/pdf/report_h261009_e.pdf

Dear Maria and dear Tatsuo

thank you both for you kind answer and the very useful links.I will begin with working through them.

nice weekend

Peter

Dear @Peter, using feedback in education is a MUST. There is no closed loop thinking in education without feedback! 

Some references about the issue are attached.

Article Sustainable development in technological and vocational high...

Article Sustainability: The View from a Practitioner's Perspective

Chapter Closed loop production models in Environmental Education: Te...

Dear Peter,

Here is an interesting paper from a conference in Berlin (September 2013):

Jawahir IS, Badurdeen F, Rouch KE ( University of Kentucky). Innovation in sustainable manufacturing education. In: Seliger G (Ed.). Proceedings of the 11th Global Conference on Sustainable Manufacturing - Innovative Solutions. 2013. http://www.gcsm.eu/Papers/28/0.3_Jawahir.pdf

Have a good day, Martin

GÜNTHER OSSIMITZ / UNIVERSITÄT KLAGENFURT: THE DEVELOPMENT OF SYSTEMS THINKING SKILLS USING SYSTEM DYNAMICS MODELLING TOOLS. http://www.fmd.uni-osnabrueck.de/ebooks/gdm/PapersPdf1996/Ossimitz.pdf

Dear Jjubomir and dear Martin,

also toyou my best appreciation for sending the very usefull links to me.

I know Prof. Seliger in Berlin personel very close and we developd together educational steps.

Nice WE

Peter

The improvement of quality involves the design of an educational system that not only optimizes the relationship among the elements but also between the educational system and its environment. In general, this means designing a system that is more open, organic, pluralistic, and complex.

http://www.ascd.org/publications/educational-leadership/nov92/vol50/num03/How-Systems-Thinking-Applies-to-Education.aspx

https://www.researchgate.net/publication/261050815_From_global_to_local_Investigation_of_necessary_engineering_skills_for_KBE_transformation_in_Qatar_in_the_context_of_global_engineering_attributes/figures?lo=1

Conference Paper From global to local: Investigation of necessary engineering...

In the pure definition of a closed loop system in education, I do not see any better way to achieve positive results through feedback. Education has operated as a closed loop system to some degree for decades. A teacher who gets sanctioned or fired because of their students' poor performance, or makes changes to improve student performance, is in a closed loop. In the United States we currently have student achievement tests that are used to make adjustments in order to improve student performance. This, by definition, is a closed loop system of education.

Repetition, resolution and perfection are the key factors for sustainable education. Application oriented education is long lasting. Use of novel techniques and instrumentation will empower it.

You can teach all you want, but if you do not know if that teaching is reaching the student, then how can you improve your methods? even tests represent a type of closed loop.

In Romania, as far as I know, deep environment study did not enter in the educational system in any form. We are just trying to allign with the european legislation, and we let environment protecting activities to the extracurricular organisations. It is not well so, but it is now the state of art.

Dear Colleagues,

Good Day,

"Closed-loop Education

 4 Jun 2012 Luther Tychonievich

How many brains are needed to facil­i­tate learn­ing?

Humans like trends and fads no mat­ter the dis­cip­line. One of the current trends in edu­ca­tion is toward auto­mated instruc­tion. Recorded lec­tures, inter­ac­tive prob­lem sets with auto­mated feedback, auto­mated grad­ing programs for larger assign­ments, the use of forums and video chat to facil­i­tate inter-stu­dent inter­ac­tion… the one thing all of these share is less instructor-stu­dent inter­ac­tion.

1- Teaching and (elementary) Control Theory

Con­trol the­ory mod­els many sys­tems with a simple pair of black boxes. In one box we put the thing we are trying to con­trol. In the other box we put the thing that is trying to con­trol it. When I drive a car, I am in the con­troller box and the car, the road, the laws of physics, and most every­thing else is in the “‍world‍” box. If I drive blind, accel­er­at­ing and turn­ing based on a pre-deter­mined sequence, I’m what’s called an “‍open-loop‍” con­troller. If I instead react to what the car does in response to my actions I’m a “‍closed-loop‍” or “‍feedback‍” con­troller.

Let’s now con­sider a few mod­els of teach­ing. The “‍con­troller‍” is the teacher and the “‍world‍” is the stu­dent; the goal of the teacher is to have the stu­dent think in a par­tic­u­lar way.

The communication I’m engaged in right now is open-loop. I create this post, you read it. Information flows from me to you, with no feedback.

Tutor­ing is closed-loop. The instructor speaks, the stu­dent responds, the instructor sees and (hopefully) reacts to that respon­se, etc.

Lec­tur­ing can vary on the open/closed spectrum. Some lec­tur­ers are lit­tle more than performance text­books: ani­mat­ed, even exc­it­ing, but not even sens­ing (let along react­ing to) stu­dent under­stand­ing. Oth­ers are large-group tutor­ing ses­sions, where stu­dents candrive the class by pro­vid­ing the same kinds of feedback they do in tutor­ing ses­sions.

Auto­mated class­rooms introduce a third black box. From the instructor’s view, it’s open-loop: con­tent is cre­ated with­out inter­ac­tion with the stu­dent. From the stu­dent’s view, the best of it is closed-loop: the stu­dent inter­acts with the course con­tent, and it behaves differ­ently depend­ing on what the stu­dent does.

2- How Many Minds?

Let us assume for the sake of argu­ment that open-loop instruc­tion is infe­r­ior to closed-loop instruc­tion. This assump­tion seems to be backed up in the gen­eral feel that small classes are good, that tutors are worth more money than text­books are, etc.

What is not so clear is this: can the advantages of closed-loop instruc­tion be cod­i­fied and wrapped up in an auto­mated tutor? Can I cre­ate a data­base of stu­dent feedback and proper responses large enough to do as well as a human? Do I need two minds in the loop, or is one mind (the stu­dent) and one tool enough?

Please, see the link...

https://www.cs.virginia.edu/luther/blog/posts/272.html

Dear Dr Eyerer,

I am not sure I can differentiate sustainable model vs studies in terms of multifaceted scope of technology. It hovers around feasibility and some stages of product life cycles that are a part of system design.

Is it relevant in all Universities ,not really !!

Should it be , Yes .

Integrated to the syllabus , to some extent .  In Canada , I have very little clue the PEO does accreditation for Universities , it is obvious as to why !!!

Product cycle designing and development is needed in the curriculum but difficult to train 

The concept of feedback loop I understand education on information systems in two ways, one as a closed cycle another as an open system that is retroalimenta.y epicicla and also retroinforma:

1.- When in a closed loop system technologies of information and communication technologies (ICT), such as computing, telecommunications, micro-computers, television and video-recording, can apply that information in analog, digital or mixed flow in the circuit without leaving it and always go through the same faces or relay interface to get back to the starting point.

If students are engaged in a process of teaching and learning (EA) and if they use these ICT, will be able to feed back to the system and determine the degree of approach to the goals of information or learning objectives, ie they know their performance and They learn to improve yourself; however, the efficiency of the closed system has a limit of efficiency, precisely because it is closed and not be open to the average general educational, cultural and social environment.

2.- If students are immersed in an EA process and use ICT but the information system and promotion of learning is open, will have feedback and learn from their mistakes to improve their academic performance, but with the great advantage that the system information epicicla for being open and feed formation from the average educational, social and cultural environment, so that academic performance and development will always be better or higher than in the closed system.

Of the two systems, healthier, ecologically and economically sustainable is the second educational information system open to epicicla and develops improvement and greater efficiency.

regards

Dr. Jose Luis Garcia Vigi

To maximise the learning environmental benefit, it is required to create a Industry-Institution chain that formed a closed loop, then we can customise LCA, LCE, DFE etc.,

Students are encourage to have one (or more) majors, i.e. specialize in some subjects. This is not bad if you know where you are headed. However, most end up somewhere they had no intention to be.  I am wondering if this approach serves any purpose. This is not a closed loop education where everybody surely ends up where they are majored  to be. Most graduates (not all) struggle to fit within what is on offer in the job market. In fact the loop is wide open.

A closed loop education is to encourage students to follow their dreams. This puts a lot of burden on the academic staff, but student most probably would end up where they wish to be and I hope happier. So, instead asking student what subject they wish to major, ask them “where you are trying to end up, i.e. what is the purpose of studying”.  This would create a long list and some universities may not be able to cope. Courses are designed for the convince of staffs not students. 

The attitude that “we give the young people the right tool which they can build on them” is incorrect. Some subjects taught in universities tend to go obsolete mid carrier of a graduate.  My suggestion is let them to take charge of their own destiny. This idea is not new, even some fast food outlets allow you to build your own sandwich, why not your own future. 

This suggestion helps to reduce the life cycle cost of people seeking university education. 

Yes specialization students and study related to parallel directions is now widespread. Of course, we're talking about units that are capable of such a study, although their year-on-year more. It widens the horizons of doubt and allows the two planes look at the problem.

dear all,

everybody of us mostly has his special items in head. So do I. My question was misleading with the word closed Loop thinking. I wanted to wright Close Loop balancing. B ut now I am really happy about that mistake because you gave me answers I did not expect but they help me a lot futher on.

If you are not too angry with me I ask those of you to give an modified answer to the new meaning: closed Loop balancing and the refering methodologies like LCA, LCE. DfE. Some of you refered allready to this subject.

Thank you a lot for your pacience.

Peter

Thank you Prof Jacono, I need it ...

Dear @Peter, regarding your change in question (closed-loop balancing...) please do find enclosed the following resource: Industrial Ecology: An Introduction!

http://www.umich.edu/~nppcpub/resources/compendia/INDEpdfs/INDEintro.pdf

Intersecting question. I do agree with @Barbara Sawicka. 

Dear Sir 

I hope you ll get benifit from this link:

A unique international conference on closed loop thinking

http://www.brad.ac.uk/ten-plus-one/media/tenplusone/documents/TEN+ONE_brochure.pdf

Dear Rid,

thank you very much for your valuable link!!

Peter