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The paper frames drying as a “wicked problem” and links learning challenges to record dry years, over-committed rivers, and progressive basin drying tied to climate change. It argues that solutions require social-domain learning—shared knowledge, acceptance of risks, and new community and learning spaces—because responses must handle multidimensionality, uncertainty, value conflicts, mistrust, and urgency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/wicked-learning-reflecting-on-learning-to-be-drier/593448/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/wicked-learning-reflecting-on-learning-to-be-drier/593448.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define “wicked learning” in relation to drying?","Question",{"text":112,"@type":113},"It treats both drying and the needed adult learning as “wicked” in the sense of being highly resistant to resolution, due to incomplete, contradictory, changing requirements and limited, fragmented learning opportunities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research questions guide the four-site study?",{"text":117,"@type":113},"The study asks how and what adults learn in response to changes in water availability, how learning is experienced by different stakeholders, and how stakeholders are learning to respond.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper argue that solutions must be social rather than purely technical?",{"text":121,"@type":113},"Because the drying challenge is multidimensional and involves scientific uncertainty, value conflict, mistrust, and urgency; the narratives point to the importance of social learning to survive, live with uncertainty, and remain sustainable.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593448,1792208570,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Adult Learning Wicked learning: Reflecting on Learning to be drier 545  \nVolume 49, Number 3, November 2009  \nWicked learning:  \nReflecting on Learning to be drier  \nBarry Golding, Mike Brown, Annette Foley and Erica Smith University of Ballarat  \nCoral Campbell, Christine Schulz, Jennifer Angwin and Lauri Grace  \nDeakin University  \nIn this final, collaborative paper in the Learning to be drier edition, we reflect on and draw together some of the key threads from the diverse narratives in our four site papers from across the southern Murray-Darling Basin. Our paper title, Wicked learning, draws on a recent body literature (Rittel & Webber 1973) about messy or ‘wicked problems’ as characterised by Dietz and Stern (1998). It picks upon our identification of the difficulty and enormity of the learning challenges being faced by communities, associated, at best, with a decade of record dry years (drought) and severely over-committed rivers. At worst, drought is occurring in combination with and asa precursor to recent, progressive drying of the Basin associated with climate change. Our research is suggestive of a need for much more learning across all segments of the adult community about‘… the big picture, including the interrelationships among the full range of causal factors …’ (Australian Public Service Commission,  \nAPSC 2007: 1) underlying the presenting problem of drying. We conclude that solutions to the messy or wicked problem of drying in an interconnected Basin will lie in the social domain.  \nThis will include building a wider knowledge and acceptance of the problems and likely future risks across the Basin including all parts of communities. The problem of drying as well as its causes and solutions are multidimensional, and will involve comprehensive learning about all five key characteristics of other ‘wicked’policy problems identified in previous research in the environmental arena. The narratives that we have heard identify the extreme difficulty in all four sites of rational and learned responses to being drier as the problem has unfolded. All narratives about being drier that we have heard involve a recognition of a combination of the five characteristics common to wicked problems: multidimensionality, scientific uncertainty, value conflict and uncertainty, mistrust as well as urgency. All narratives identify the importance of social learning: to be productive, to be efficient, to survive, to live with uncertainty, to be sustainable and to share. Combating the extent and effects of drying, causality aside, will require new forms of learning through new community, social and learning spaces, apart from and in addition to new technological and scientific learning.  \nIntroduction  \nOur first paper (Golding & Campbell 2009) set out the parameters and presuppositions of our research including our research questions, method and literature that help inform our method. Our first research question was about how and what adults learn in response to changes in water availability in the southern Murray-Darling Basin. Our second question was about how the learning is experienced by the different stakeholders. Our third question was about how stakeholders are learning to respond. The team papers (Foley & Grace 2009; Golding & Angwin 2009; Brown & Schulz 2009; Smith & Campbell 2009) answer the questions using interview data collected from each of four sites (alpine, mid-river, lower river and dryland  \n546 Barry Golding, Mike Brown, Annette Foley, Erica Smith, Coral Campbell, Wicked learning: Reflecting on Learning to be drier 547 Christine Schulz, Jennifer Angwin and Lauri Grace  \nrespectively). In this collaborative paper we look back on and draw together some of the key threads from the diverse narratives in the four site papers.  \nWhile there has been much recent research into the significantly changed water regime and climate-related parameters associated with change in the Basin, there has been very ","cbCaifCjnwF97kZn","https://ap.wps.com/l/cbCaifCjnwF97kZn","pdf",243516,12,"English","# Introduction\n## Wicked learning framework and research focus\n## Reflecting on limitations (and strengths) of the method","[{\"question\":\"How does the paper define “wicked learning” in relation to drying?\",\"answer\":\"It treats both drying and the needed adult learning as “wicked” in the sense of being highly resistant to resolution, due to incomplete, contradictory, changing requirements and limited, fragmented learning opportunities.\"},{\"question\":\"What research questions guide the four-site study?\",\"answer\":\"The study asks how and what adults learn in response to changes in water availability, how learning is experienced by different stakeholders, and how stakeholders are learning to respond.\"},{\"question\":\"Why does the paper argue that solutions must be social rather than purely technical?\",\"answer\":\"Because the drying challenge is multidimensional and involves scientific uncertainty, value conflict, mistrust, and urgency; the narratives point to the importance of social learning to survive, live with uncertainty, and remain sustainable.\"}]","Wicked learning - Reflecting on Learning to be drier | PDF",1792077281]