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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  • Complex story, but would like to explore 3 theses to explain these maladies as part of this talk.
  • Complex story, but would like to explore 3 theses to explain these maladies as part of this talk.
  • Complex story, but would like to explore 3 theses to explain these maladies as part of this talk.
  • University of Bologna founded in 1088
  • Professor or lecturer. Teaching-research agent in higher edinstituion is intent
  • Complex story, but would like to explore 3 theses to explain these maladies as part of this talk.
  • Complex story, but would like to explore 3 theses to explain these maladies as part of this talk.
  • One of the reasons students don’t go into engineering is that engineering education is not aligned with the times.
  • Another reason is that when reforms have been made, they have missed the key problems, choosing to reform content and pedagogy and not the key emotional variables.
  • The experiences reported are based on work in the States, that they apply well in Singapore despite cultural differences.
  • Experience
  • Resulting cold war engineer was thus
  • Jack Andraka was 2012 Intel Science Fair Grand Prize winner. https://www.focusforwardfilms.com/films/78/you-don-t-know-jack
  • Resulting cold war engineer was thus
  • Resulting cold war engineer was thus
  • Resulting cold war engineer was thus
  • Resulting cold war engineer was thus
  • Resulting cold war engineer was thus
  • Faculty senate
  • Resulting cold war engineer was thus
  • Experience
  • Story begins after World War 2 in the period of the so-called cold war.
  • Organizations large, vertically integrated, dominated by economies of scale.
  • Workers specialized, worked as individuals, socially captive.
  • Quality revolution, high quality goods through tech and team/human practices.Entrepreneurial revolution made Silicon Valley a household name, and combined finance and networks of human interactionIT revolution connected people in ways from one end of globe to another.
  • Ford sticking to core competence
  • Some organizations still get enormous.
  • Tom Friedman says the world is flat. Richard Florida says there is a rising creative class. Dan Pink says you need a whole new creative mind.
  • Resulting cold war engineer was thus
  • Resulting cold war engineer was thus
  • Resulting cold war engineer was thus
  • In coming to Singapore I heard a story
  • In coming to Singapore I heard a story
  • In coming to Singapore I heard a story
  • In coming to Singapore I heard a story
  • In coming to Singapore I heard a story
  • In coming to Singapore I heard a story
  • Experience
  • Bear with me
  • Complex story, but would like to explore 3 theses to explain these maladies as part of this talk.
  • Complex story, but would like to explore 3 theses to explain these maladies as part of this talk.
  • Notice history of how we got here, some good things going on, the injustice of the current situation
  • Answering it will vary person by person, and will require greater reflection and awareness.
  • What’s a nice genetic algorithmist doing with a title like this.
  • In 2007, sitting with Andreas Cangellaris.
  • Went to Franklin W. Olin College first time February 2008.A moving experience: Talked to freshmen during heat-sink measurements.Pride in design-build prowess: Engineering identity.Confidence.Assertion of personal aspirations & related to engineering education.Envisioned distant day when we got “Olin effect” at Illinois.
  • Unleash our students to learn and develop more on their own.
  • We trusted. They believed.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Experience
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • We trusted. They believed.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • Unleash our students to learn and develop more on their own.
  • 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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