Beyond Nonlinear (Organisational) Learning. The impact of Sustainable Structure to Teach Sustainability.

Though a case study in which the researchers participated and collected information in the conception - involving the design of the infrastructure, implementation and current operation of a K-12 and High School education project in Colombia. In this study, based on the work previously reported by Medina (2015) the authors used linear analysis, action reach, and defined (organizational) learning as a nonlinear and Complex Adaptive System phenomena. The theoretical framework proposes that when the - organizational - learning process is rationalized, validated and systemically embedded in and through the (infra)structure of the organization, the learning dynamic has a magnifying effect that has the power to transcend the boundaries of the organization. To develop the theoretical framework, following Carroll (2012) and Cleveland et al (1997); we describe learning as a “making connections” process between things we know and things we don’t. In which learning is an experiential network construct that is generated when needed, subjective and individual (not linear) and that presents some features linked to the properties of CAS as: • The learners are provided with a rich variety of inputs; • Different learners follow different paths; • The outcomes are emergent and cannot be foretold; • Learning is self-organized by the learner’s activity in designing it; • Disciplines are integrated and roles are flexible; • There are rapid iterations between the parts & wholes; • People co-evolve together in a learning community. In the case study, aligned with the non-linearity and CAS conception of this project; the principles of multilevel theory exposed by Kozlowski, Chao and Nowakowski (2009) were applied to design a learning environment in which individuals coalesces, amplifies, and crystallizes as collective learning and provides ways to leverage and shape the emergence of collective learning as a multilevel phenomenon. In accordance, a pedagogic model was introduced following the principles suggested by Rootzen (2007), aiming to let the students decide when and how to work with different topics, through the use of a fragmented learning methodology based on discrete learning objects where the use of various media affords the student increased levels of direction and selection. These principles were considered in the early stages of the infrastructure design (School campus) that in coherence with the ethos, identity and educative plan of the institution drove the design towards the implementation of principles aiming to complain with the LEED certification (Leadership in Energy and Environmental Design). The context provided by the ethos of the institution and the infrastructure development conduced to the successful implementation of academic content for sustainability and the development of organizational structures that reflect, enable and reinforce not just the CAS nature of the learning process but its alignment with the intention of the infrastructure by using it as a living textbook that is core for the design and implementation of their green curriculum. The effect of infrastructure in the organizational learning has been discussed from the ethnographic perspective (Leigh, 1999); and recently Sailer (2014) from an architectural and functionalist perspective describes how architecture and space design affects organizational learning and behavior and how this can be purposefully programmed since the stage of design of the infrastructure development. This study contributes to validate the previous theory by providing evidence of the efficiency of such intentional design in the generation of learning process at different levels that transcend the limits of the organization. The case study is supported by some indicators of impact of both, the infrastructure and the organizational learning process through external and independent recognition such as the awards: the Kimberly Clark Foundation – Ekco-Awards as an Exceptional Place to Work in 2013; BIBO-WWF in 2014 as “Academy – Best Environmental Practices”; “Green Project Challenge 2014” - first place; Since 2012 Rochester School is leading “Green Apple Day” in Colombia; “Our Choice”, an integrative K-12 networking initiative based on sustainability educational strategies for schools since 2014; and the LEEDS gold 2015 (first in Latin America for educative institutions – Making the school the nominated hub for this accreditation scheme in South America). The school also generates several community projects in the town where is placed and is both, inspiration and operator of community based projects on local farming, organic agriculture and protection of the local bio-diversity. Its influence is permeating the higher education clusters through the leading participation of the school in forums and research initiatives analyzing the role of infrastructure, the teaching-learning process and greening the curriculum activities.

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