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Are You Ready to Flip?Responding to Deep Faculty Challengesin an Era of MOOCs & Pervasive Online Expertise Dave Goldberg T...
Check in: With 2 people near you:  • Share name,  • affiliation, &  • one relatively unknown thing about you.     ©	  David	...
Universities & professors date back to 11th century.      ©	  David	  E.	  Goldberg	  2011	  
3 theses©	  David	  E.	  Goldberg	  2011	  
Founded1088©	  David	  E.	  Goldberg	  2011	  
Pair & share views regarding the following:
Traditionally, what has made a professor, a professor?©	  David	  E.	  Goldberg	  2011	  
Debrief©	  David	  E.	  Goldberg	  2011	  
3 theses©	  David	  E.	  Goldberg	  2011	  
1. Faculty expertise in class and research is being challenged.    ©	  David	  E.	  Goldberg	  2011	  
2. Change driver is reduction in    information asymmetry.    ©	  David	  E.	  Goldberg	  2011	  
3. Challenges require a deeperapproach to faculty development.    ©	  David	  E.	  Goldberg	  2011	  
1.  Faculty expertise in class and lab is being challenged.2.  Change driver is reduction in information asymmetry.3.  Cha...
Meet Jack Andraka©	  David	  E.	  Goldberg	  2011	  
Post WW2 professor was©	  David	  E.	  Goldberg	  2011	  
MOOCs©	  David	  E.	  Goldberg	  2011	  
Massive open online courses  ©	  David	  E.	  Goldberg	  2011	  
©	  David	  E.	  Goldberg	  2011	  
©	  David	  E.	  Goldberg	  2011	  
Thursday, 12 July 2012©	  David	  E.	  Goldberg	  2011	  
Rob Rutenbar                                    R	       ©	  David	  E.	  Goldberg	  2011	  
R	                                                     Phyllis Wise©	  David	  E.	  Goldberg	  2011	  
©	  David	  E.	  Goldberg	  2011	  
Tuesday, 17 July 2012©	  David	  E.	  Goldberg	  2011	  
2 things move markets©	  David	  E.	  Goldberg	  2011	  
Fear & Greed ©	  David	  E.	  Goldberg	  2011	  
1.  Faculty expertise in class and lab is being challenged.2.  Change driver is reduction in information asymmetry.3.  Cha...
©	  David	  E.	  Goldberg	  2011	  
Organizations • large, • vertically integrated, • dominated by economies of scale.     ©	  David	  E.	  Goldberg	  2011	  
1956©	  David	  E.	  Goldberg	  2011	  
Information                 • difficult to synthesize,                 • expensive,                 • sequestered.©	  David	...
3 missed revolutions©	  David	  E.	  Goldberg	  2011	  
1.  Quality revolution2.  Entrepreneurial revolution3.  IT revolution
Many organizations • Smaller, leaner, • Stick to core competence, • Dominated by transaction costs.     ©	  David	  E.	  G...
Some organizations getbig, but not all.       ©	  David	  E.	  Goldberg	  2011	  
02                                                2005                  2005     ©	  David	  E.	  Goldberg	  2011	  
Information • easy to synthesize, • free or cheap, • widely shared.     ©	  David	  E.	  Goldberg	  2011	  
Technoeconomics of Change   • Boeing 707   • Fax machine   • PC & internet           ©	  David	  E.	  Goldberg	  2011	  
Ronald Coase &                                           transaction costs©	  David	  E.	  Goldberg	  2011	  
W. Brian Arthur & network effects          ©	  David	  E.	  Goldberg	  2011	  
WW2	  Informa+on	                                   Crea+ve	  Era	  Informa+onHard	  to	  synthesize                      ...
Information asymmetry reduced. ©	  David	  E.	  Goldberg	  2011	  
Returns to expertise reduced.©	  David	  E.	  Goldberg	  2011	  
Witnessing: 10 century consensus of professor’s role undermined.    ©	  David	  E.	  Goldberg	  2011	  
Centrality of expertise diminished.    ©	  David	  E.	  Goldberg	  2011	  
If profs no longer valued primarily     for expertise, what then?    ©	  David	  E.	  Goldberg	  2011	  
“THE question”©	  David	  E.	  Goldberg	  2011	  
1.  Faculty expertise in class and lab is being challenged.2.  Change driver is reduction in information asymmetry.3.  Cha...
Exercise
Exercise: Pause Practice•  Close eyes.•  Take 3 deep   breaths.•  Notice your   emotional-   mental state.
What do you notice right now?                                             Discuss with a partner.©	  David	  E.	  Goldberg...
Debrief©	  David	  E.	  Goldberg	  2011	  
Centrality of Noticing to Change•  The range of what we   think and do is limited by   what we fail to notice. And   becau...
Future of the professor uncertain.
“THE question” demands an answer.
3 Stories
Story #1: The first flips.
Eric Mazur, Harvard,Peer Instruction, 1991
“As a result, my teaching assistants and I canaddress several common misconceptions that      would otherwise go undetecte...
Story #2: Curious Georges
Georges Harik, UIUC,extended compactgenetic algorithm, 1993
I “knew” Georges should have been an academic.
George went on to be employee #8 at Google.
Story #3: Being coached & being a coach
Illinois GeneticAlgorithms Laboratory
Illinois Foundry for Innovation in Engineering Education                www.ifoundry.illinois.edu   ©	  David	  E.	  Goldb...
Bev Jones,PCC
Dave, what’s your plan B?
31 December 2010
31 December 2010
The Morning: Friday, March 18, 2010
What’s common in the 3 stories?
Move from expert  something else.
Guide, coach, mentor
Trusting yourself trusting another
Imposter syndrome Real trust yourself
Goodbye UIUC    ©	  David	  E.	  Goldberg	  2011	  
Hello NUS©	  David	  E.	  Goldberg	  2011	  
Deep faculty development approach        pioneered at NUS
TUDelftExercise
i2e2.olin.edu©	  David	  E.	  Goldberg	  2011	  
laspau.harvard.edu
Work began at NUS                       to help Design Centric Curriculum                   instructors connect better wit...
www.bigbeacon.org                                           Anything But Engineers©	  David	  E.	  Goldberg	  2011	  
Experience with the material:                         Brings about bigger change than intended.©	  David	  E.	  Goldberg	 ...
Professor as expert                         Professor as coach or servant leader©	  David	  E.	  Goldberg	  2011	  
Bigger flip than we thought©	  David	  E.	  Goldberg	  2011	  
Flipping profs, not classrooms.©	  David	  E.	  Goldberg	  2011	  
©	  David	  E.	  Goldberg	  2011	  
Fernando Flores,                            Management and                            Communication in                    ...
John Searle                                           Speech Acts,                                           1969©	  David...
Hubert Dreyfus,                     Heidegger scholar©	  David	  E.	  Goldberg	  2011	  
Modern coaching amalgam of                    speech acts, continental philosophy,                     positive psych, min...
Deep faculty development (DFD)©	  David	  E.	  Goldberg	  2011	  
Iceberg of Faculty DevelopmentAbove	  the	  waterline	                     Pedagogical	  skills	  	                       ...
Invitation to 3 x 2-hour                   workshops over semester break©	  David	  E.	  Goldberg	  2011	  
Seven Topics•    Noticing•    Listening•    Questioning•    Speech acts in coordinating action•    Speech acts in interpre...
Key Sources
E-mail sent out after session.                                Seating is limited.©	  David	  E.	  Goldberg	  2011	  
1.  Faculty expertise in class and lab is being challenged.2.  Change driver is reduction in information asymmetry.3.  Cha...
Inviting you to take action with                            3x2-hour workshops.©	  David	  E.	  Goldberg	  2011	  
www.twitter.com/deg511©	  David	  E.	  Goldberg	  2011	  
www.huffingtonpost.com/david-goldberg©	  David	  E.	  Goldberg	  2011	  
www.bigbeacon.org                                           Anything But Engineers©	  David	  E.	  Goldberg	  2011	  
1-3 Takeaways©	  David	  E.	  Goldberg	  2011	  
Questions?©	  David	  E.	  Goldberg	  2011	  
Manifesto: www.bigbeacon.orgFB: www.facebook.com/bigbeaconTwitter: www.twitter.com/bigbeaconEmail: deg@bigbeacon.org  ©	  ...
Are You Ready to Flip?Responding to Deep Faculty Challengesin an Era of MOOCs & Pervasive Online Expertise Dave Goldberg T...
Are You Ready to Flip?
Are You Ready to Flip?
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Are You Ready to Flip?

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The blogosphere is abuzz with MOOCs, massive, open, online courses, in which lectures are conveyed to thousands or tens of thousands of students around the globe, and the possibility of the flipped classroom, where such widely available online content is assigned outside the classroom, and classroom time is used for active learning and reflective activity. These most recent changes come at a time when the role of the professor as research authority is challenged 24/7 by ubiquitous online resources and expertise available to graduate students at the push of an internet button

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Are You Ready to Flip?

  1. 1. Are You Ready to Flip?Responding to Deep Faculty Challengesin an Era of MOOCs & Pervasive Online Expertise Dave Goldberg ThreeJoy Associates, Inc. & Big Beacon deg@threejoy.com & deg@bigbeacon.org © David E. Goldberg 2013
  2. 2. Check in: With 2 people near you: • Share name, • affiliation, & • one relatively unknown thing about you. ©  David  E.  Goldberg  2011  
  3. 3. Universities & professors date back to 11th century. ©  David  E.  Goldberg  2011  
  4. 4. 3 theses©  David  E.  Goldberg  2011  
  5. 5. Founded1088©  David  E.  Goldberg  2011  
  6. 6. Pair & share views regarding the following:
  7. 7. Traditionally, what has made a professor, a professor?©  David  E.  Goldberg  2011  
  8. 8. Debrief©  David  E.  Goldberg  2011  
  9. 9. 3 theses©  David  E.  Goldberg  2011  
  10. 10. 1. Faculty expertise in class and research is being challenged. ©  David  E.  Goldberg  2011  
  11. 11. 2. Change driver is reduction in information asymmetry. ©  David  E.  Goldberg  2011  
  12. 12. 3. Challenges require a deeperapproach to faculty development. ©  David  E.  Goldberg  2011  
  13. 13. 1.  Faculty expertise in class and lab is being challenged.2.  Change driver is reduction in information asymmetry.3.  Challenges require deeper approach to faculty development.
  14. 14. Meet Jack Andraka©  David  E.  Goldberg  2011  
  15. 15. Post WW2 professor was©  David  E.  Goldberg  2011  
  16. 16. MOOCs©  David  E.  Goldberg  2011  
  17. 17. Massive open online courses ©  David  E.  Goldberg  2011  
  18. 18. ©  David  E.  Goldberg  2011  
  19. 19. ©  David  E.  Goldberg  2011  
  20. 20. Thursday, 12 July 2012©  David  E.  Goldberg  2011  
  21. 21. Rob Rutenbar R   ©  David  E.  Goldberg  2011  
  22. 22. R   Phyllis Wise©  David  E.  Goldberg  2011  
  23. 23. ©  David  E.  Goldberg  2011  
  24. 24. Tuesday, 17 July 2012©  David  E.  Goldberg  2011  
  25. 25. 2 things move markets©  David  E.  Goldberg  2011  
  26. 26. Fear & Greed ©  David  E.  Goldberg  2011  
  27. 27. 1.  Faculty expertise in class and lab is being challenged.2.  Change driver is reduction in information asymmetry.3.  Changes require deeper approach to faculty development.
  28. 28. ©  David  E.  Goldberg  2011  
  29. 29. Organizations • large, • vertically integrated, • dominated by economies of scale. ©  David  E.  Goldberg  2011  
  30. 30. 1956©  David  E.  Goldberg  2011  
  31. 31. Information • difficult to synthesize, • expensive, • sequestered.©  David  E.  Goldberg  2011  
  32. 32. 3 missed revolutions©  David  E.  Goldberg  2011  
  33. 33. 1.  Quality revolution2.  Entrepreneurial revolution3.  IT revolution
  34. 34. Many organizations • Smaller, leaner, • Stick to core competence, • Dominated by transaction costs. ©  David  E.  Goldberg  2011  
  35. 35. Some organizations getbig, but not all. ©  David  E.  Goldberg  2011  
  36. 36. 02 2005 2005 ©  David  E.  Goldberg  2011  
  37. 37. Information • easy to synthesize, • free or cheap, • widely shared. ©  David  E.  Goldberg  2011  
  38. 38. Technoeconomics of Change • Boeing 707 • Fax machine • PC & internet ©  David  E.  Goldberg  2011  
  39. 39. Ronald Coase & transaction costs©  David  E.  Goldberg  2011  
  40. 40. W. Brian Arthur & network effects ©  David  E.  Goldberg  2011  
  41. 41. WW2  Informa+on   Crea+ve  Era  Informa+onHard  to  synthesize East to synthesizeExpensive Free or cheapSequestered Widely shared ©  David  E.  Goldberg  2011  
  42. 42. Information asymmetry reduced. ©  David  E.  Goldberg  2011  
  43. 43. Returns to expertise reduced.©  David  E.  Goldberg  2011  
  44. 44. Witnessing: 10 century consensus of professor’s role undermined. ©  David  E.  Goldberg  2011  
  45. 45. Centrality of expertise diminished. ©  David  E.  Goldberg  2011  
  46. 46. If profs no longer valued primarily for expertise, what then? ©  David  E.  Goldberg  2011  
  47. 47. “THE question”©  David  E.  Goldberg  2011  
  48. 48. 1.  Faculty expertise in class and lab is being challenged.2.  Change driver is reduction in information asymmetry.3.  Challenges require deeper approach to faculty development.
  49. 49. Exercise
  50. 50. Exercise: Pause Practice•  Close eyes.•  Take 3 deep breaths.•  Notice your emotional- mental state.
  51. 51. What do you notice right now? Discuss with a partner.©  David  E.  Goldberg  2011  
  52. 52. Debrief©  David  E.  Goldberg  2011  
  53. 53. Centrality of Noticing to Change•  The range of what we think and do is limited by what we fail to notice. And because we fail to notice that we fail to notice, there is little we can do to change; until we notice how failing to notice shapes our thoughts and deeds. R.  D.  Laing  (1927-­‐1989)  
  54. 54. Future of the professor uncertain.
  55. 55. “THE question” demands an answer.
  56. 56. 3 Stories
  57. 57. Story #1: The first flips.
  58. 58. Eric Mazur, Harvard,Peer Instruction, 1991
  59. 59. “As a result, my teaching assistants and I canaddress several common misconceptions that would otherwise go undetected.”
  60. 60. Story #2: Curious Georges
  61. 61. Georges Harik, UIUC,extended compactgenetic algorithm, 1993
  62. 62. I “knew” Georges should have been an academic.
  63. 63. George went on to be employee #8 at Google.
  64. 64. Story #3: Being coached & being a coach
  65. 65. Illinois GeneticAlgorithms Laboratory
  66. 66. Illinois Foundry for Innovation in Engineering Education www.ifoundry.illinois.edu ©  David  E.  Goldberg  2011  
  67. 67. Bev Jones,PCC
  68. 68. Dave, what’s your plan B?
  69. 69. 31 December 2010
  70. 70. 31 December 2010
  71. 71. The Morning: Friday, March 18, 2010
  72. 72. What’s common in the 3 stories?
  73. 73. Move from expert  something else.
  74. 74. Guide, coach, mentor
  75. 75. Trusting yourself trusting another
  76. 76. Imposter syndrome Real trust yourself
  77. 77. Goodbye UIUC ©  David  E.  Goldberg  2011  
  78. 78. Hello NUS©  David  E.  Goldberg  2011  
  79. 79. Deep faculty development approach pioneered at NUS
  80. 80. TUDelftExercise
  81. 81. i2e2.olin.edu©  David  E.  Goldberg  2011  
  82. 82. laspau.harvard.edu
  83. 83. Work began at NUS to help Design Centric Curriculum instructors connect better with students.©  David  E.  Goldberg  2011  
  84. 84. www.bigbeacon.org Anything But Engineers©  David  E.  Goldberg  2011  
  85. 85. Experience with the material: Brings about bigger change than intended.©  David  E.  Goldberg  2011  
  86. 86. Professor as expert  Professor as coach or servant leader©  David  E.  Goldberg  2011  
  87. 87. Bigger flip than we thought©  David  E.  Goldberg  2011  
  88. 88. Flipping profs, not classrooms.©  David  E.  Goldberg  2011  
  89. 89. ©  David  E.  Goldberg  2011  
  90. 90. Fernando Flores, Management and Communication in the Office of the Future, 1982©  David  E.  Goldberg  2011  
  91. 91. John Searle Speech Acts, 1969©  David  E.  Goldberg  2011  
  92. 92. Hubert Dreyfus, Heidegger scholar©  David  E.  Goldberg  2011  
  93. 93. Modern coaching amalgam of speech acts, continental philosophy, positive psych, mindfulness brain science & other influences.©  David  E.  Goldberg  2011  
  94. 94. Deep faculty development (DFD)©  David  E.  Goldberg  2011  
  95. 95. Iceberg of Faculty DevelopmentAbove  the  waterline   Pedagogical  skills     Research  skills     Domain  experLse     DisLncLons  in  language,  body,  &  emoLon   NoLcing  &  awareness  Below  the  waterline   Learning  &  development   Purpose  &  meaning  
  96. 96. Invitation to 3 x 2-hour workshops over semester break©  David  E.  Goldberg  2011  
  97. 97. Seven Topics•  Noticing•  Listening•  Questioning•  Speech acts in coordinating action•  Speech acts in interpreting & reframing stories•  Presence in body•  Presence to events
  98. 98. Key Sources
  99. 99. E-mail sent out after session. Seating is limited.©  David  E.  Goldberg  2011  
  100. 100. 1.  Faculty expertise in class and lab is being challenged.2.  Change driver is reduction in information asymmetry.3.  Challenges require deeper approach to faculty development.
  101. 101. Inviting you to take action with 3x2-hour workshops.©  David  E.  Goldberg  2011  
  102. 102. www.twitter.com/deg511©  David  E.  Goldberg  2011  
  103. 103. www.huffingtonpost.com/david-goldberg©  David  E.  Goldberg  2011  
  104. 104. www.bigbeacon.org Anything But Engineers©  David  E.  Goldberg  2011  
  105. 105. 1-3 Takeaways©  David  E.  Goldberg  2011  
  106. 106. Questions?©  David  E.  Goldberg  2011  
  107. 107. Manifesto: www.bigbeacon.orgFB: www.facebook.com/bigbeaconTwitter: www.twitter.com/bigbeaconEmail: deg@bigbeacon.org ©  David  E.  Goldberg  2011  
  108. 108. Are You Ready to Flip?Responding to Deep Faculty Challengesin an Era of MOOCs & Pervasive Online Expertise Dave Goldberg ThreeJoy Associates, Inc. & Big Beacon deg@threejoy.com & deg@bigbeacon.org © David E. Goldberg 2013

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