Promoting Creative Interdisciplinarity in a Disciplinary World:  Part 3: Lessons from/for IT Landscape David E. Goldberg I...
Promoting Creative Interdisciplinarity <ul><li>Difficult to overcome tyranny of departments/disciplines. </li></ul><ul><li...
Lessons from/for the IT Landscape <ul><li>Human networks trump electronic networks. </li></ul><ul><li>IT does have importa...
E-mail is Dead <ul><li>You’re a postmodern.  You use e-mail. </li></ul><ul><li>Your kids don’t. </li></ul><ul><li>Sharethi...
Why Facebook Rules & Wikis Drool <ul><li>Social networking (SN) & Facebook exploded onto scene. </li></ul><ul><li>Wiki usa...
DISCUS & Active Collaborative Systems <ul><li>DISCUS project between Illinois Genetic Algorithms Lab and Automated Learnin...
Overcoming NIH Disease <ul><li>NIH = not invented here. </li></ul><ul><li>Universities are secretive, prideful entities. <...
Credit Assignment <ul><li>How do research, teaching dollars flow to different units? </li></ul><ul><li>Same problem in com...
Bottom Line <ul><li>Have considered </li></ul><ul><ul><li>Framework for understanding change. </li></ul></ul><ul><ul><li>H...
Promoting Creative Interdisciplinarity in a Disciplinary World:  Part 3: Lessons from/for IT Landscape David E. Goldberg I...
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Promoting Creative Interdisciplinarity in a Disciplinary World: Part 3, Lessons from/for the IT Landscape

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avid E. Goldberg explores how to promote interdisciplinary collaboration in universities that have strong disciplinary underpinnings. The third part considers key lessons from and for the IT landscape to support creative interdisciplinarity.

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Promoting Creative Interdisciplinarity in a Disciplinary World: Part 3, Lessons from/for the IT Landscape

  1. 1. Promoting Creative Interdisciplinarity in a Disciplinary World: Part 3: Lessons from/for IT Landscape David E. Goldberg Illinois Foundry for Innovation in Engineering Education University of Illinois at Urbana-Champaign Urbana, IL 61801 [email_address] ; www.Ifoundry.illinois.edu
  2. 2. Promoting Creative Interdisciplinarity <ul><li>Difficult to overcome tyranny of departments/disciplines. </li></ul><ul><li>Human networks, not electronic networks, as primary: </li></ul><ul><ul><li>Understand disciplines as religion. </li></ul></ul><ul><ul><li>Linguistic naiveté and how to overcome. </li></ul></ul><ul><ul><li>Pairwork grows networks. </li></ul></ul><ul><ul><li>Networks need mesolevel institutional support. </li></ul></ul>
  3. 3. Lessons from/for the IT Landscape <ul><li>Human networks trump electronic networks. </li></ul><ul><li>IT does have important role to play. </li></ul><ul><li>Some inobvious lessons: </li></ul><ul><ul><li>E-mail is dead. </li></ul></ul><ul><ul><li>Facebook rules & wikis drool. </li></ul></ul><ul><ul><li>Mining, learning, & the future of active collaboration. </li></ul></ul><ul><ul><li>Overcoming NIH disease. </li></ul></ul><ul><ul><li>Lessons from reinforcement learning for credit assignment. </li></ul></ul>
  4. 4. E-mail is Dead <ul><li>You’re a postmodern. You use e-mail. </li></ul><ul><li>Your kids don’t. </li></ul><ul><li>Sharethis did study of twentysomethings & there’s demographic wave moving through. </li></ul><ul><li>Computer usage: </li></ul><ul><ul><li>AIM box </li></ul></ul><ul><ul><li>Facebook page </li></ul></ul><ul><ul><li>Give e-mail password to parents to check. </li></ul></ul><ul><li>What they seek: Immediacy, publc/private persona, relationships & sharing as primary values. </li></ul><ul><li>IT lesson: E-mail is commodity service & not central to creativity-interdisciplinary enhancement. </li></ul>
  5. 5. Why Facebook Rules & Wikis Drool <ul><li>Social networking (SN) & Facebook exploded onto scene. </li></ul><ul><li>Wiki usage in industry and academy hit and miss (4 dreaded words: “We have a wiki.”). </li></ul><ul><li>Key differences: </li></ul><ul><ul><li>Facebook offers rooted public/private identity to individuals & groups emerge from individual interactions. </li></ul></ul><ul><ul><li>Wikis offer largely private group identity & groups are often primary centralized focus. </li></ul></ul><ul><ul><li>Facebook powered enthusiastically by participants (Linkedin, too) & Wikis die when creator loses interest. </li></ul></ul><ul><ul><li>Wikis exhibit tragedy of the commons. </li></ul></ul><ul><li>IT lesson. Model future IT after SN model </li></ul>
  6. 6. DISCUS & Active Collaborative Systems <ul><li>DISCUS project between Illinois Genetic Algorithms Lab and Automated Learning Group at NCSA. </li></ul><ul><li>Distributed innovation and scalable collaboration in uncertain settings. </li></ul><ul><li>Use text mining, social network analysis, and genetic algorithms to model semantics & networks. </li></ul>Semantic Visualization w/ KeyGraph
  7. 7. Overcoming NIH Disease <ul><li>NIH = not invented here. </li></ul><ul><li>Universities are secretive, prideful entities. </li></ul><ul><li>Seek competitive advantage by “owning” systems, content, IP, curricula, etc. </li></ul><ul><li>Leads to closed systems & reduction in influence. </li></ul><ul><li>Internet is open world. OCW, open-source software, and commercial sharing sites. </li></ul><ul><li>Offer advantages in traffic, convenience & influence. </li></ul><ul><li>IT lesson. Move toward openness on multiple fronts, including use of commercial systems. </li></ul>
  8. 8. Credit Assignment <ul><li>How do research, teaching dollars flow to different units? </li></ul><ul><li>Same problem in computer science: credit assignment problem of machine learning. </li></ul><ul><li>How do you set up triple jump in checkers? </li></ul><ul><li>Reinforcement learning (Q-learning) solves problem as iterative approximation to dynamic programming. </li></ul><ul><li>Notion of state critical. </li></ul><ul><li>Contributions to state: </li></ul><ul><ul><li>Who hired. </li></ul></ul><ul><ul><li>Who invested in startup. </li></ul></ul><ul><ul><li>Who provides office. </li></ul></ul><ul><ul><li>External reputation. </li></ul></ul><ul><li>IT lesson. Use ideas from reinforcement learning to get beyond distorting formulae in use. </li></ul>
  9. 9. Bottom Line <ul><li>Have considered </li></ul><ul><ul><li>Framework for understanding change. </li></ul></ul><ul><ul><li>Human dimensions of creative interdisciplinarity. </li></ul></ul><ul><ul><li>Lessons from and for IT landscape. </li></ul></ul><ul><li>Times demand greater support of interdisciplinary research, education, and service. </li></ul><ul><li>Organizational (human) problem comes first. </li></ul><ul><li>IT has supporting role for creating mesolevel support of dot-connectors. </li></ul><ul><li>Universities that “get it” will prosper, and those that don’t risk falling in stature to those that do. </li></ul>
  10. 10. Promoting Creative Interdisciplinarity in a Disciplinary World: Part 3: Lessons from/for IT Landscape David E. Goldberg Illinois Foundry for Innovation in Engineering Education University of Illinois at Urbana-Champaign Urbana, IL 61801 [email_address] ; www.Ifoundry.illinois.edu
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