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by Philipina A. Marcelo
Disclaimer, er, Intro
This is something I wrote sometime in November 2011 while taking a break from work, quite sick again, of course... and I've forgotten about it since. Now that I'm taking a big break (from life, in general! Haha...), this suddenly came to mind, particularly after reading these NY Times articles that found their way into my inbox: "Top Universities Test the On-line Appeal of Free" and "Universities Reshaping Education on the Web", both of which seem to suggest that the way to the future of education is via the cyber highway. Luckily, this old piece that never got posted here (until now, that is) is still in my little "cyberspace external thought storage". Ah, the wonders of technology - takes my breath away everytime! :)
So, I gave my old "rant" a little facelift for some "critical update". Hopefully, it makes a little sense.
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Rewind...
Okay, first, let me entice you with this old video...
No, it's not by coincidence that this video features John Taylor of Duran Duran - the iconic "New Romantic" idol of the '80s. I have been waiting for an opportunity to put this up here 'cause this is another "justification" why this man remains to be (one of) the biggest crush(es) of this life of mine - excellent artist, brilliant thinker and absolutely charming (that's the surviving teenager in me talking, obviously)... and very good looking, too (there... I said it! I'm that shallow - then and now.). Not that you care, right? Right! =)
But, yeah, admittedly a chunk of my teenage life was sweetly anchored on Duran Duran - their music and poetry, unique and glamorous style, youthful wisdom and daring... anchored mostly on JT, mainly on JT. :) And that's how the "pop culture" then was a large "part" of my College education... it provided the soundtrack for my College life, and JT was the best part of it all. At some point though, when he's fallen in that notorious show business moral abyss, it kinda broke my heart. But he came around, has evolved... and now, that gorgeous British young man who glamorize playing bass and who has always been a big inspiration for me for years is now giving talks in Engineering events... in the academic world, too - my supposed world! Wow! :) Makes me think about how far I've gone, too, in my own path, and how much I've evolved as an individual... after all these years. See, JT - the prince of the "pop culture" of my teenage and young adult life - has that effect on me... until now. And, I don't mind. :)
As delicious as the idea might be, this post is not about JT though... it's about something else. Boooo! Hey, I'm on a crusade here (ahem, if you must know, I'm trying - very hard - not to laugh), so bear with me, okay? ;)
Alright, folks, ahem, I demand seriousness now... please? Thank you. :)
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What's up in the classroom these days?
"Ordinary 18-year-olds love digital technology because it allows them to construct a reflexive surrounding. The part-time job tires them and the classroom irks them to death, but the blogs, games, shows, videos, music, messages, updates, phone calls... they mirror their woes and fantasies. It's a pre-packaged representation of the world, a "Daily Me," a rendition of things filtered by the disposition of young users. All of them groove the input, and the screen becomes not a vein of truth but a mirror of desire."
- Mark Bauerlein
Author of "The Dumbest Generation"
"The classroom irks them to death"??? Really? Wow! What a scary thought - for an academic!
While the book was written based on observations on American young people, still, reading the book by Mark Bauerlein back in 2010 caused some panic for me. Therefore, I have been trying to understand how so many internet-savvy, pop culture-worshipping University kids these days behave, at least, in this developing country where I am from. It's a bothersome activity that a University professor with more than 20 years of experience can get sucked into these days.
And it's proving to be dangerously close to an activity in futility, too. So, why bother? Well, because it's worth it, our students - our future - are worth it. All the "trouble" is worth it...
(1) ...because there is such a huge change in the "knowledge traffic" in the classrooms and lecture halls these days. It used to be a predominantly easy one-way stream, where the source is the professor and the receivers are the students, and switched to a two-way conversation as the traffic cruised to perfect times. Lately, however, the traffic has been building up to a jarring congestion - mostly, in the minds of the students. But the change, methinks, can be managed into a platform of high productivity.
(2) There are frustrating barriers between the source and the receivers these days that a one-way traffic, where it survives to an aching wreck, has become a robotic sort of activity - devoid of real involvement. And that conjuring a "true" two-way traffic has become close to impossibility. However, I seem to have found another route to reach out to kids on the other side of the conventional learning realm where they hang out mentally... and that's exciting!
(3) Most kids these days care more about their physical image rather than cultivating a culture of brilliance in their personalities - symptoms of overdose of that venomous Hollywood concoction, also known as "pop culture v. 2k" - that version that is mostly the frustratingly shallow and sex-crazed spin-off of the old ones, and it's so potent and far-reaching that it can invade many societies via a mere click - of the mouse, that is! But an overdose can be fixed... if we do the right thing - quickly.
No, I'm not complaining nor am I criticizing. I'm just talking about an honest observation, which, for all I know, could be downright idiotic and misinformed - so forgive me - and finding a way to contribute in dealing with it, so the University does not become irrelevant in educating kids these days. Heavens forbid!
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Is there a way out of this... or around this knowledge traffic congestion?
It might be worthwhile for "old" University pillars to realize some of the benefits of "web reading", the most important of which, is that it "permits non-linear strategies of thinking" (Sutherland-Smith, The Reading Teacher, 2002).
For the serious academics, that should sound exciting - an unknown territory to be explored and conquered. Alas, one-way and two-way traffic is no longer the route of
Generation Y: exciting, challenging generation.choice by this internet-savvy, wired generation. They are the "here and now - right now!" generation. They prefer the "randomness" of things... the swift and constant movement, and turning about of discussion - on the internet... and in the classroom! They want greater participation, in fact - in their own terms - in the classroom, the way they get to conduct their activities in the internet independently - with considerable freedom. The taste of independence on-line is like taking a bite of the proverbial apple... the effect is permanent and irreversible. The "biter" can only be "saved" from "eternal damnation" by a "legitimate redeemer". The question is, are University educators willing to play the role of "redeemers"? How does one redeem this generation, in the first place? Do they need redeeming at all... especially when their world - hooked up mostly to the world wide web - is now the "real world"? Perhaps, it is us, educators, and our "antiquated" methods of teaching that needed redeeming? Perhaps, it is the educational institution on this side of the planet, as a whole, that needed some sprucing up? Tough!
While granting these kids the "permission" to take the helm of dicussion in the classroom may not be wise, and in fact, spells all sorts of danger for "chaos", it might be worthwhile for the professors to try stepping back and let the kids weave their own thread of intelligent spell. Of course, much of the success of that depends on the educator's ability to moderate the "weaving" of thoughts in the "random traffic"... and that requires an extensive know-how and massive updating in one's field of expertise. The
Dedicated and committed faculty: key to
addressing the issue.question is, are educators willing to do that? And the even bigger questions are: Is the University willing to allot a big chunk of its resources to assist its faculty members along this line to ensure long-term impact towards excellent education? Are University administrators willing to dedicate their energies to explore these areas of "new approaches" that will turn this massive internet influence and internet-inspired behavior as vehicle for success rather than obstacle? Are Universities willing to acknowledge the end of the "traditional" one-way and two-way approaches in the classroom? While, I admit, that these are not easy questions to answer, especially for some universities where faculty members view the Academic profession as a mere 8-h a day job, they need to be answered nevertheless - and quickly, too!
In the hope of making students feel at home, rather than "irked to death", in the classroom as they do in their personal "cyber spaces", I tried a few things to give a sense of "randomness in the classroom". I tried to provide the "we're in charge here" feeling to the students as well, while we all managed to stick to the contents of the syllabus.
(1) Injecting the lectures with interesting here-and-now goings on in the specific
Multi-media-enhanced lectures.topic - providing multi-media illustrations via Powerpoint slides in a lecture so designed that all components appeared random, unplanned and unexpected... they "just came up" - 'cause the topic is that cool, practical and very relevant to what they do everyday, and what they hope to do later professionally... and that is true, too! Most of the materials are a mix of those from on-line scientific resources and pop media centers that I enroll in, which provide updated materials relevant to courses I'm teaching, be it, Thermodynamics, Fluid Mechanics or Membrane Technology. The key is blending "serious science" with "pop culture" in a formula that inspires curiousity. I found that it's very effective to put these blends in front of the lecture because that stirs students' interests and compels them to willingly "commit" themselves to the topic on hand. Why? Because the lecture was set on a backdrop that's familiar to them, a fabric they consider "non-allergenic" - their beloved www.
(2) Giving students their sure "five-minute shot to fame" in the classroom through Problem Set discussions, and paper presentations that are relevant to the subject matter in the syllabus. It's amazing how that turns out each time!
Group presentation/thesis
defense.Many of those who first struck me as shy or aloof take the helm of discussion with inspired gusto... unleashing highly insightful ideas that astonish me to speechlessness - in a very good way, I assure you! Obviously, their hours and hours of "practice" in their very own cyberspace give them all that "raw intellectual ammunition"... all educators have to do is point them to the target so they get their shot to fame right. Once their "fame" is established, the students become more confident in actively participating in the "randomness" environment... and they move on to the next semester owning a part in their class's collective brilliance. None of that can be achieved in the "traditional one-way going two-way" approach where only the "most confident" and born-to-privileged-life people shine and the "shy ones" are constantly pushed to the rear and stay in the shadows until the end of their stay in the University... their potentials never tapped and groomed to perfect bloom.
(3) Using laboratory courses as a platform for "innovation" where the students are largely in-charge. "Boring" lab courses where "recipe-type" experiments are followed in activities that effectively box intelligent thinking to coma-like sleep can be resuscitated
Innovation Challenge.to life by dangling a huge challenge on your students faces! This "internet kids" are highly competitive... that's why they spend sleepless nights trying to win on-line games, or best their peers in their blogs' design and contents, or outdo everyone else with the most witty tweet. Their competitive nature could be channeled to productivity in the classroom. Discuss the basics... and then have them work on their own projects where you discreetly see to it that the basic lab skills are incorporated. They work to perfect their prototypes, competing for the prize of the most innovative project... not realizing how skilled and creative they have become once their prototypes are perfected. And they only have themselves to thank for it... they are in-charge, right? :)
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Is there a way to reach these kids in their hangout?
They hang out in the cyberspace... and professors need to figure out how to gain access into their "strong passworded" psyches. And I'm not talking about faculty members (ahem, especially administrators!) hanging out on Facebook and Twitter (and blogs! hehe...) 24/7 with no worthwhile intention... they just want to be considered "in" and "cool", and be popular with students! My friends, there are better things to laser point our energies to - seriously! I should know... right?! ;)
Kids these days seem reluctant to accept an "invitation" to go deeper into the heart of a subject matter presented to them. They want a "personalized" approach... like the "invite" was exclusively for them.
Peer-assisted activities in
the lab and in the classroom. They need to identify themselves with the subject matter before they let themselves engage with it. This is why, the subject matter, no matter how technical, say vena contracta effect or pump cavitation, has to be "spinned" to a pop culture ("the culture of now") language when the invite is issued to them. Sometimes, it helps to solicit the assistance of their more "learned" peers whom they look up to as well, to issue the invitation. And when they accept, guide them in by talking in a more "experiential language" until they become interested and decide to try things out for themselves. And then when they're involved already, and have reached the point-of-no-return, "pull a trick on them" with learned subtlety - without them knowing it - and bathe them with pieces of new knowledge, using technical language this time.
Later, when they leave the classroom or the lab with new information gained, they had the feeling that whatever new things they know now, they discovered on their own - via their own decision to learn, too - and it's cool! Once again, that feeling of being in-charge, of being given the free reins to steer their learning experience in a way that is meaningful to them.
Sure, I admit, none of these is an easy task. It can be physically, emotionally and mentally taxing... why do you think do I get sick so often these days??! It's hard! This is why it is imperative that Universities must be very careful in recruiting faculty members... while absolutely necessary, it is not enough for a prospective faculty to just have a scholarly track record and/or stellar industry experience because teaching is more about the ability, willingness, passion and the humility to keep working hard to convince these kids that learning is an integral part of their personal development - the most fun part, in fact! It is through learning that they could continuously evolve as individuals... and they learn learning best in the campus. Faculty members should be willing to demonstrate this by seizing every opportunity to learn new things themselves as well... because how do they teach about learning and the positive and joyful impact of sustained learning, not only in the personal level, but in the societal level as well, when they've stopped learning a long time ago? That is why, it makes sense that: (1) generally, PhD - the ultimate test to withstand the initially enormous pressure of systematic learning, that later empowers one to conjure up and acquire that "sixth sense" to enjoy and share the true beauty and bliss of learning - is the minimum requirement for University professors, and that (2) sustained research - the "direct line" to learning - must be a part of the faculty's work program.
Uh-oh... I think I just drove right into the parade of those who believe otherwise. Oh, well... we all choose our battles, and I choose this!
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Physical image vs. personal image is decided via role models
It is a pity that kids these days have to live in a culture of shallowness - the kind of culture conjured up irresponsibly by the Hollywood media... and annoyingly being "championed" by local TV/Cinema outfits through their own Programs/movies. Gah! From Paris Hilton to the out-of-control Lindsay Lohan - why the media has to exploit and exaggerate reports on their misconduct and sad down spiral is appalling. Why the media won't focus on what ever talent Lady Gaga, Katy Perry, Rihanna or Madonna had rather than their eccentric ways and/or their penchant for exposing their underwear (and what's beneath it) is not helping either. Ugh, and don't get me started with the Kardashians - please!! Local media and local TV/Cinema outfits follow suit, of course - all for the love of money! Tsk! The media influence is so freakishly huge and hard to avoid, even when parents cut-off TV/cable services, because of the limitless accessibility to just about everything through the internet. And the poor misguided kids tend to confuse the message with the physical image they see, and follow those sick images instead rather than striving to polish their own talents and be good at what they do.
But vanguards of the "old pop culture" can provide a bridge between the "then and now" divide, and bring back the idea that pop culture is not necessarily a dumbed down, sex-crazed collage of real artistry, and intellectual and scientific adventures! Fortunately, most professors these days lived back in the days when pop culture was still highly respectable. Therefore, once in a while, Sting gets into the discussion of sound waves in Physics, or the film "The Hunt for Red October" in discussions on sonic, subsonic and supersonic flows in Fluid Mechanics, or even "The Real Genius" when discussing the ethics of research. :)
Being there when confusion creeps in will help these kids significantly. Educators must not be afraid to lose "popularity" with their students by pointing out the good message behind the confusing images that assault their impressionable minds... because that's what they're there for in the first place.
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So what now?
As JT pointed out, pursuing a passion at an early age, was a test of manhood for him, and it was through the constant and ardent pursuit of this passion that he followed his dream... and succeed, too! Kids these days, while highly competitive, have everything at the tip of their fingers - via internet. Very little challenge, and therefore, they rarely experience the truly exhilarating joy of success. Therefore, educatorss must strive to make them feel that exhilaration... because that can be "addicting", too - in a very good way.
With my research students, I usually create a huge challenge to them... by "using myself" as the biggest "obstacle" to their success... and yet, might hold the "key" to
The excitement and fulfillment
of working hard in the lab.their success, too, at the same time. Therefore, they have no choice but to figure out this obstacle while keeping the key within their reach. Without being obvious, I steer the "project ship" to safe waters... while they see me as a perilous iceberg! And because, they want to steer clear from the peril, they try to work out a plan and execute it, trying desperately to avoid mistakes by the painstaking attention to details, all the while keeping their eyes on the key... not realizing the tremendous training and discipline they are getting as they go along. Once the research project becomes successful, I let them bask in the glory of success, so they experience the wonderful feeling, and get convinced that the struggle to reach it is just a small price to pay. And then, that realization becomes a learning experience, which firms up their character, a constant reservoir of energy and inspiration when the going gets tough, and it becomes a part of themselves... a transformation, which is what education is really all about.
Care must be taken when this approach is employed though... there is no one-size-fits-all to this. Students have different characters. Others can take the heat, others breakdown at the slightest pressure. Therefore, the balance between the obstacle and key to success must be calibrated and re-calibrated to obtain the same outcome each time. There is a simple technique: sincere and deep caring. Therefore, this approach is strictly not recommended for the educator with unhealthy ego and prone to power tripping... it can ruin both the educator and the student... and, perhaps, the learning institution. That could be tragic.
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Another note: I originally planned to write this in a three-part series of posts, and this is the first, but things changed. So, this might just be the first and the last post on this topic... but things are in a flux these days, so we'll see....
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