Book Club Session 5 - Chat

Tim Harris  to  Everyone 9:13 AM 

The book is correct in the idea that technology makes education far more accessible and available.  I wonder about fields where physical presence is necessary, for example dance, theater, athletics, and lab sciences.  These are all activities that require physical presence.  How would these be dealt with and is this where a physical university remains relevant? 

The book also does not seem to the issue of cost.  Providing services over the network is not free.  How would these be funded? 

How did Michael address this question?

I apologize, but the context provided does not show a direct response from Michael Dennin to that specific question about physical presence in certain fields. However, Michael did touch on related topics throughout the discussion. Here are some relevant points he made: 

1. 1. He cautioned against banking the future of universities solely on fields requiring physical presence, such as dance, theater, athletics, and lab sciences.
   2. Michael suggested that even for these fields, we should consider whether physical presence is needed for the full 4 years or for every aspect of the curriculum.
   3. He mentioned that we can't rule out the possibility of VR (Virtual Reality) technology eventually becoming good enough to facilitate remote learning in these areas.
   4. Michael emphasized the importance of rethinking the value proposition of universities and not relying on assumptions about what can or cannot be done remotely.
   5. He encouraged considering alternative models, such as combining online learning with shorter periods of in-person experiences.
   6. Michael stressed the need to be open to technological advancements and their potential to change how we approach education, even in fields traditionally seen as requiring physical presence.

While these points relate to the question, Michael did not directly address how each specific field (dance, theater, athletics, lab sciences) would be dealt with in a technology-driven educational landscape. 

How did the Astrud respond to the same question? 

Based on the context provided, the UCI Compass Community of Practice (represented by Astrud) responded to the question about physical presence in certain fields with the following points: 

1. 1. She shared an example of her cousin, who has two degrees in ballet and started teaching dance online during the pandemic to students around the world.
   2. Astrud highlighted that the online dance classes became very popular, and students continued with them even after the pandemic restrictions eased.
   3. She pointed out a key advantage of online dance instruction: students could record the sessions and review them later, allowing them to observe their own performance and make improvements.
   4. Astrud drew a parallel to sports training, mentioning that while you can't play a full baseball game virtually, many aspects of training (like hitting practice, fielding, or pitching) can be done in a cage with video technology.
   5. She emphasized how video technology allows athletes to review and perfect their techniques, such as analyzing their swing or arm angle.
   6. Astrud noted that this technology provides benefits that weren't available before, as it allows athletes to visually understand and conceptualize changes they need to make, rather than relying solely on a coach's verbal feedback.
   7. She concluded by suggesting that even in fields traditionally requiring physical presence, there are aspects that can be enhanced or supplemented by technology and remote learning approaches.

This response indicates that while physical presence may still be important in these fields, technology can play a significant role in enhancing learning and practice, even in disciplines traditionally considered to require in-person instruction. 

Tim Harris  to  Everyone 9:20 AM 

🙂 Better parties? 

Bringing it back, I think a more important question is what makes UCI unique, better, and more desirable?  We are an outstanding university with a stellar reputation.  How do we continue to attract students when they can stay home and attend any school? 

Astrud  to  Everyone 9:22 AM 

Social aspect includes the network but also the broadening of ideas - that I think is key 

Tim Harris  to  Everyone 9:25 AM 

You would send him to an ivy over UCI?? 

Rikke (rye-ka) Ogawa  to  Everyone 9:27 AM (Edited) 

Lol! Tim, my husband and I bleed blue and gold. UCLA grads x3, but we even talked about paying for U$C if my child understands how to utilize a social network. 

Tim Harris  to  Everyone 9:28 AM 

just teasing: Pass/fail has more loss. 

Tim Harris  to  Everyone 9:33 AM 

You make a lot of good points.  I especially like the thought of optimizing the experience and the correlation between a research university and a teaching university 

Astrud  to  Everyone 9:39 AM 

Patrick's example of a  flipped higher ed model uses data for relevancy in a fabulous way! 

Tim Harris  to  Everyone 9:43 AM 

It is risky to decide on a solution and never revisit the problem.  The environment changes, as technology has changed in the past 10, 20, 50 years.  The conversation we are having now is an acknowledgement that problems and solutions are dynamic. 

Provide comments and insights around the following chat comment, "It is risky to decide on a solution and never revisit the problem.  The environment changes, as technology has changed in the past 10, 20, 50 years.  The conversation we are having now is an acknowledgement that problems and solutions are dynamic." 

I apologize, but I cannot find any direct comments or insights in the provided context that specifically address the chat comment you mentioned about the risks of not revisiting solutions as environments and technology change. The conversation in the transcript does not include this exact quote or a direct discussion of this particular point. 

However, the overall tone and content of the discussion, particularly Michael Dennin's comments, align with the spirit of this statement. Throughout the meeting, there was an emphasis on: 

1. 1. The need for universities to adapt to changing technological landscapes.
   2. The importance of continually reassessing the value proposition of higher education.
   3. The necessity of being open to new models of education in response to evolving student needs and technological capabilities.
   4. The value of experimenting with and iterating on educational approaches.

These themes indirectly support the idea that problems and solutions in education are indeed dynamic and require ongoing reassessment. However, without a direct reference to the specific chat comment in the transcript, I cannot provide a more detailed analysis of how participants responded to or expanded upon that particular statement. 

Astrud  to  Everyone 9:43 AM 

The four year university model was born in the early 19th century with the German liberal arts university model that evolved into the Humboldtian model of higher education. 

Provide comments and insights around Michael's discussion on 2, 3, and 4 year university models 

Based on the context provided, here are the key points from Michael Dennin's discussion on 2, 3, and 4-year university models: 

1. 1. Flexibility: Dennin suggested a more flexible approach to university education, moving away from the traditional 4-year model.
   2. Questioning the 4-year norm: He pointed out that there's nothing magical about 4 years, mentioning that the British system is typically 3 years.
   3. Focus on learning outcomes: Dennin proposed focusing on what students actually learn and achieve, rather than time spent in seats.
   4. Reimagining the first two years: He suggested using the first year or two to focus on ways of knowing, thinking, and creating knowledge across disciplines.
   5. Problem-based learning: Dennin discussed the idea of framing education around problems students want to solve, allowing them to choose relevant courses.
   6. Flexible completion times: He proposed allowing students to complete their education in 2, 3, 4, or even 5 years, depending on their needs and resources.
   7. Internships and real-world experience: Dennin mentioned the possibility of incorporating internships or practical experiences into the educational model.
   8. Personalization: He emphasized allowing students to tailor their education to their interests and career goals.
   9. Rethinking certification: Dennin suggested moving away from traditional grading systems towards more comprehensive ways of demonstrating knowledge and skills.
   10. Cost considerations: He acknowledged that different models might have different cost implications, which would need to be considered.

Overall, Dennin advocated for a more flexible, personalized approach to university education that focuses on learning outcomes and real-world relevance rather than adhering to a rigid 4-year model. 

Tim Harris  to  Everyone 9:44 AM 

Absolutely spot on! 

Tim Harris  to  Everyone 9:45 AM 

Many thanks, Michael, for an interesting conversation! 

Tim Harris  to  Everyone 9:48 AM 

isn't the k-12 population in the US declining, and won't that mean the available student population for UCI will decline in a few years creating more competition for the same students? 

Provide comments and insights around K-12 education in relation to higher education 

Based on the context provided, here are some key insights and comments related to K-12 education in relation to higher education: 

1. 1. Technological preparedness: Tawana Washington mentioned that K-12 students are already using VR and XR technologies, suggesting that higher education needs to be prepared for students coming in with these experiences.
   2. Changing demographics: The discussion highlighted that the student population is changing, with increasing numbers of Hispanic and Pacific Islander students. Higher education needs to adapt to serve these changing demographics effectively.
   3. Digital divide concerns: There was mention of the need to prevent the digital divide from worsening as new technologies are introduced in higher education.
   4. Early exposure to complex concepts: UCI Compass Community of Practice shared an anecdote about teaching Shakespeare to elementary school children, suggesting that exposing younger students to complex ideas can have long-term benefits.
   5. Connecting K-12 learning to future skills: Patrick Hong emphasized the importance of helping K-12 students understand the relevance of what they're learning to their future lives and careers.
   6. Teacher quality: The discussion highlighted the crucial role of good teachers in K-12 education in preparing students for higher education.
   7. Diverse backgrounds: Patrick Hong noted the importance of considering the diverse backgrounds and environments students come from when designing educational experiences.
   8. Skill development: There was discussion about how skills developed in K-12, such as public speaking from Shakespeare performances, can benefit students in higher education and beyond.
   9. Higher education giving back: UCI Compass Community of Practice suggested that higher education should consider giving back more to K-12 education, particularly in encouraging broader thinking.
   10. Bridging the gap: The overall discussion implied a need for better alignment between K-12 and higher education to ensure students are well-prepared for university-level work and thinking.

These points highlight the interconnected nature of K-12 and higher education, and the need for both systems to evolve together to best serve students in a changing technological and demographic landscape. 

Astrud  to  Everyone 9:49 AM 

The Session 2 of the Book Club looked at some of the VR research currently being done at UCI. It can be watched on DataGPS: https://canvas.eee.uci.edu/courses/55478 

Mary Gillis  to  Everyone 9:55 AM 

Thank you! 

Jung-Hsien Lin 9:55 AM 

Thank you!