Are You Ready to Flip? Responding to Deep Faculty Challenges in an Era of MOOCs & Pervasive Online Expertise
Dave Goldberg
ThreeJoy Associates, Inc. & Big Beacon [email protected] & [email protected]
© David E. Goldberg 2013
© David E. Goldberg 2011
Check in: With 2 people near you: • Share name, • a!liation, & • one relatively unknown thing about you.
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Universities & professors date back to 11th century.
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3 theses
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Founded1088
Pair & share views regarding the following:
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Traditionally, what has made a professor, a professor?
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Debrief
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3 theses
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1. Faculty expertise in class and research is being challenged.
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2. Change driver is reduction in information asymmetry.
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3. Challenges require a deeper approach to faculty development.
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.
© David E. Goldberg 2011
Meet Jack Andraka
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Post WW2 professor was
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MOOCs
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Massive open online courses
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Thursday, 12 July 2012
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R Rob Rutenbar
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R Phyllis Wise
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Tuesday, 17 July 2012
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2 things move markets
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Fear & Greed
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.
© David E. Goldberg 2011
© David E. Goldberg 2011
Organizations • large, • vertically integrated, • dominated by economies of scale.
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1956
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Information • di!cult to synthesize, • expensive, • sequestered.
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3 missed revolutions
1. Quality revolution 2. Entrepreneurial revolution 3. IT revolution
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Many organizations • Smaller, leaner, • Stick to core competence, • Dominated by transaction costs.
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Some organizations get big, but not all.
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2005
2005
2002
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Information • easy to synthesize, • free or cheap, • widely shared.
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Technoeconomics of Change • Boeing 707 • Fax machine • PC & internet
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Ronald Coase & transaction costs
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W. Brian Arthur & network e"ects
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WW2 Informa+on Crea+ve Era Informa+on
Hard to synthesize East to synthesize
Expensive Free or cheap
Sequestered Widely shared
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Information asymmetry reduced.
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Returns to expertise reduced.
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Witnessing: 10 century consensus of professor’s role undermined.
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Centrality of expertise diminished.
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If profs no longer valued primarily for expertise, what then?
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“THE question”
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.
Exercise
Exercise: Pause Practice
• Close eyes. • Take 3 deep
breaths. • Notice your
emotional-mental state.
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What do you notice right now? Discuss with a partner.
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Debrief
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)
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 can address several common misconceptions that
would otherwise go undetected.”
Story #2: Curious Georges
Georges Harik, UIUC, extended compact genetic 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 Genetic Algorithms Laboratory
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Illinois Foundry for Innovation in Engineering Education www.ifoundry.illinois.edu
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
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Goodbye UIUC
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Hello NUS
Deep faculty development approach pioneered at NUS
Exercise
TUDelft
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i2e2.olin.edu
laspau.harvard.edu
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Work began at NUS to help Design Centric Curriculum
instructors connect better with students.
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Anything But Engineers
www.bigbeacon.org
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Experience with the material: Brings about bigger change than intended.
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Professor as expert Professor as coach or servant leader
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Bigger flip than we thought
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Flipping profs, not classrooms.
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© David E. Goldberg 2011
Fernando Flores, Management and Communication in
the O!ce of the Future, 1982
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John Searle Speech Acts, 1969
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Hubert Dreyfus, Heidegger scholar
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Modern coaching amalgam of speech acts, continental philosophy,
positive psych, mindfulness brain science & other influences.
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Deep faculty development (DFD)
Pedagogical skills
Research skills
Domain experLse
DisLncLons in language, body, & emoLon
NoLcing & awareness
Learning & development
Purpose & meaning
Iceberg of Faculty Development
Above the waterline
Below the waterline
© David E. Goldberg 2011
Invitation to 3 x 2-hour workshops over semester break
Seven Topics
• Noticing • Listening • Questioning • Speech acts in coordinating action • Speech acts in interpreting & reframing stories • Presence in body • Presence to events
Key Sources
© David E. Goldberg 2011
E-mail sent out after session. Seating is limited.
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.
© David E. Goldberg 2011
Inviting you to take action with 3x2-hour workshops.
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www.twitter.com/deg511
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www.hu!ngtonpost.com/david-goldberg
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Anything But Engineers
www.bigbeacon.org
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1-3 Takeaways
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Questions?
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Manifesto: www.bigbeacon.org FB: www.facebook.com/bigbeacon Twitter: www.twitter.com/bigbeacon Email: [email protected]
Are You Ready to Flip? Responding to Deep Faculty Challenges in an Era of MOOCs & Pervasive Online Expertise
Dave Goldberg
ThreeJoy Associates, Inc. & Big Beacon [email protected] & [email protected]
© David E. Goldberg 2013
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