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The Science Behind the Art of Teaching a Science: A Two-fold Vision for 2020 Rob Reilly, Ed.D. IEEE Education Society.

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Presentation on theme: "The Science Behind the Art of Teaching a Science: A Two-fold Vision for 2020 Rob Reilly, Ed.D. IEEE Education Society."— Presentation transcript:

1 The Science Behind the Art of Teaching a Science: A Two-fold Vision for 2020 Rob Reilly, Ed.D. IEEE Education Society

2 MIT Media Laboratory USA, 6 yrs IIS, University Memphis USA, 4 yrs IEEE Education Society Guest Editor, Transactions on Education Chair, Distinguished Lecture Program Chair, Chapters Committee IEEE, Educational Activities Board Computer Education Teacher, 25 yrs My Perspective Comes From….

3 A Meta Thought There were two men fishing…

4 A Meta Thought There were two men fishing… Symptom was identified as problem Cure the problem in addition to dealing w/symptom(s)

5 Meta Abstract Emerging technologies will be what they will be (e.g., nano technology, laser optics, etc.). The new technology-based delivery methods will facilitate critical changes in educational structure and curriculum. And, the changes in curriculum will, in-turn, drive pedagogical changes.

6 Professional organizations will become important stakeholders Focus/shift to view content area as a Model-based Knowledge Domain Meta Abstract (con’t)

7 Abstract o Technology-based delivery methods will force change in educational pedagogy, which will also force a change in organizational structure, o In order for technology changes to become most effective. o Pedagogy: rule-based to model-based o Systemic change in educational structure o Professional organizations co-equal players

8 Intelligence, Curiosity… I’m not that much smarter than anyone else, I just stay with a problem longer. --Albert Einstein

9 Engaging and participatory involving local industries in shaping engineering education. Direction of a Research and Development program at the universities to serve the needs of industries and the community. Building a stronger interaction between universities and local professional societies for the betterment of the engineering profession Elements of Learning

10 Engaging and participatory involving local industries in shaping engineering education. Direction of a Research and Development program at the universities to serve the needs of industries and the community. Building a stronger interaction between universities and local professional societies for the betterment of the engineering profession Elements of Learning

11 Suggested Answer – First Factor Pre-university school curricula should be advocated for, crafted by Professors in collaboration with, and reviewed by professional organizations. K-12/Pre university teachers involved IEEE-TISP

12 Suggested Answer – Second Factor Shift from teaching the Domain Knowledge of subjects as if it were Rule-based to teaching as if it is Model-based

13 “Acquire knowledge, it enables its professor to distinguish right from wrong… it is our friend in the desert, our company in solitude and companion when friendless… it sustains us in misery, it is an ornament amongst friends… armor against enemies." Prophet Mohammed (peace be upon him)

14 “Acquire knowledge…” Over the past 10 years and over the previous century, we have seen mega change in, for example, transportation, medicine, and, communications! What change(s) has there been in Education, in teaching pedagogy in the past 10 years, in the previous century?

15 Learners must understand the process Curiosity  Deep learning  Recursion o Knowledge: o What is it? o Why is it good to have? o How do we acquire it? o What does it do? What is its function? o How can it effectively function? Knowledge

16 Wisdom Intelligence Information Data Anecdote Elements of ‘Learning’

17 Emotions and Learning _ Bricolage with Montana Mouse _ Learning is not a smooth journey _ Examples of relevant emotions Curiosity, Anxiety, Frustration, Bewilderment, Confusion, Dread, Disillusionment, Dispiritedness, Hopefulness, Satisfaction, Anguish, Confidence, Joy...

18 anxiety worry discomfort comfort hopeful confident ennui boredom indifference interest curiosity fascination frustration confusion puzzlement insightful enlightened euphoric dispirited disillusioned dissatisfied wistful hopeful encouraged terror dread apprehension calm enchanted enthralled awe Emotion Axes humiliation embarrassed chagrinned content pleased prideful

19 Bricolage Learning Journey Analogy Ordinary motion (Galileo) Time Distance Velocity Acceleration Jerk Learning Journey Time Knowledge (beliefs) Learning Emotions Shock (astonishment)

20 Constructive Learning Un-Learning Negative AffectPositive Affect III IIIIV +1+1 curiosity disappointment frustration discard misconceptions hopefulnes s fresh research confusion satisfaction investigate diagnose dispiritedness Emotions and Learning Cycle determination

21 Rule-based (e.g., language) learn the rule, you have the knowledge Model-based (e.g., sciences) recursion, deep learning, understand the model and be able to apply it Knowledge Domains

22 Rule-based Learning DataInformation Knowledge Q&A Integrate Focus of modern day educational pedagogy

23 Model-based Learning Data Information Knowledge New focus of attention WisdomAnecdote Values and disvalues insight integration Q&A pairs collection story making It’s a Loop!

24 In conclusion… 1. Professional organizations will become important stakeholders 2. Focus/shift to view content area as a Model-based Knowledge Domain 3. The new delivery methods will facilitate critical changes in educational structure and curriculum. And, the changes in curriculum will, in-turn, drive pedagogical changes.

25 The Science Behind the Art of Teaching a Science: A Two-fold Vision for 2020 Rob Reilly, Ed.D. IEEE Education Society


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