ict education : evolution and revolution workshop on innovations in ict education beijing, china
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ICT Education : Evolution and Revolution Workshop on Innovations in ICT Education Beijing, China Oct . 22, 2012. Michael Lightner, Prof. and Chair ECEE University of Colorado, Boulder 2012 VP EAB IEEE 2006 IEEE President Moshe Kam , Prof. and Head ECE Drexel - PowerPoint PPT PresentationTRANSCRIPT
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ICT Education:
Evolution and Revolution
Workshop on Innovations in ICT Education
Beijing, ChinaOct. 22, 2012
Michael Lightner, Prof. and Chair ECEEUniversity of Colorado, Boulder
2012 VP EAB IEEE2006 IEEE President
Moshe Kam, Prof. and Head ECE Drexel2012 IEEE Past President
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OutlineCaveats and disclaimersEngineering education and previous reformsEvolution
– The fundamentals may be shifting– The profession is changing
Revolution– The tsunami facing higher education
At least in the US
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The Beginning of European Engineering Education
By the mid-1600s, artillery and fortifications had grown so complex that European armies began training officers in math and mechanics
The term “Engineer” has been in use (in the current sense) only for the last 200 years
Engineering education was formalized in France – School of Bridges and Highways, 1775
(Jean Parronet)– École Polytechnique, 1794
(Lazare Carnot and Gaspard Monge)
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First Engineering Schools in the USRevolutionary America had to rely on Civil Engineers from Europe for major projects
In 1802 the Army established the U.S. Military Academy at West Point to train artillery and engineering officers
Sylvanus Thayer, commandant after 1817, transformed West Point into the nation's first engineering school by copying the École Polytechnique
After 1825 courses in Civil Engineering were became available in Washington College, Princeton, New York University, and VanderbiltRPI (1828); University of Virginia (1833)
http://www.answers.com/topic/engineering-education-1#ixzz1CZzjL7Fn
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EE education in the US and Europe: the first 50 years in a glance
Early EE departments were established in the last 20 years of the 19th century– Most grew out of Physics departments– Curricula focused on AC and DC circuits and power
distribution– B.Sc. Degree was the norm for faculty
Plus hands-on training in industry
– After World war I communication options appear – Little academic research
In 1925 only one MIT EE faculty member had a Ph.D. Half of the faculty had a B.Sc degree + practical
experience
Terman 1976
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The Impact of World War II
The rise of new technology found the field unprepared– Most “EE work” was performed by scientists
from other disciplines, especially Physics
– Radar, microwaves, control systems, guided missiles, proximity fuses
The case was reform was clear
Terman 1976
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The First Reform (1945-1955)
Overhaul of textbooks and courses– A new book shelf
Focus on the fundamentals– Mathematics and Physics– Introducing Physics-based Calculus as the basic
first step of the engineering curriculum
De-emphasis of classes on “engineering practice” and apprenticeship– Drafting, surveying, practicum
Impetus for reform: new technology
Terman 1976
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The First Reform (1945-1955)
Large expansion of graduate programs– Beginning of federal funding of academic
engineering research
Emergence of new requirements and expectations from engineering faculty members – At least an M.S. degree– In many institutions – demonstration of ability to
conduct independent research Educate new Ph.D. students Obtain external support for research
Painful transition in many institutions
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The emergence and rise of graduate programs in engineering 1960-1975
Significant growth in the number of graduate engineering programs
Differentiation between the objective and nature of MS and PhD programs
The impact of strong graduate programs is being felt in industry…– Strong graduate programs start developing their
own industries
In 1962 the first US Computer Science program is established
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High Tech Industry is linked to availability of strong and well-trained engineer corps
Silicon Valley would not exist without Stanford University and the University of California, Berkeley
Boston Route 128 would not be possible without MIT and Harvard
Austin’s Silicon Gulch is there because of the University of Texas – Austin
DSP Valley is around the University of Leuven, Belgium
Kansai Science City is linked to Osaka University
Numerous examples in China
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The “Axioms”
The post-WWII model of interlinked teaching and research in engineering academic programs continues to be dominant around the world– The best “stand-alone” research labs
continue to have strong links to universities
The connection between engineering and economic development has now become axiomatic both in developed and developing countries– A key justification for continued support of
engineering programs
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Differentiation and Compartmentalization1975-1985
Many engineering programs develop “tracks” – Often available only in the Senior year– EE: “Signal processing” “Power and Control” “Biomedical
Devices” “Computers” “Antennas and Propagation”
Computer Engineering programs proliferate– The emergence of the ECE department
‘Secession’ of Computer Science is complete
New programs emerge in Biomedical Engineering
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The impetus for the second US reform (1990-2003)
Desire to use emerging technology to improve instruction– Personal computer, digital communication and
networking–
The sense that the pendulum has swung too much toward Engineering Science
High attrition rate of students in the early years– Attributed to the abstract nature of preparatory
classes – in US only slightly more than 50% of students entering engineering graduate with an engineering degree
Graduates perceived to be deficient in communication and presentation skills
Serov 1997
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The impetus for the second US reform (1990-2003)
Graduates perceived to be unable to take into consideration economic, social, and ethical considerations; can’t work in teams
Increased economic gap between engineering and practitioners of the ‘professions’
Continued failure to attract minorities and women to engineering
A plethora of new proposals for better pedagogical approaches for engineering
Serov 1997
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General Outline of the Second Reform in the US
Started with the 1988 NSF-funded E4 experiment at Drexel University
Continued by establishment of NSF coalitions of schools, which operated 1992-2002– Gateway, SUCCEED
The coalitions developed new curricular materials, ideas and structures– Implementation and scaling proved difficult– Adoption of coalition-created instructional
material and methods outside home institutions was limited
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Formalization of Second Reform in US
ABET Engineering Criteria 2000, EC 2000 was the formalization of the concerns of the second reform
Maintain high level of engineering science while including/emphasizing new elements …– Team work– Capstone design– Ethics and societal impact– Globalization– Communication– Quality control assessment/feedback mechanisms
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Impetus for a Third Reform – Evolution and Revolution
The fundamentals may be shifting– Modern computing is not integrated properly in
engineering education– Life sciences becoming more important– Web 2.0 and internet causing fundamental shifts
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The Fundamentals may be shifting
– Modern computing is not integrated properly in engineering education
Impetus for a Third Reform
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Computing is Changing the Nature of Engineering Work
The use of computing tools has pervaded almost all areas of engineering – Look under the hood of your car– Look under the hood of your Spectrum Analyzer
Engineering education did not yet catch up– For us it is still “computer aided design”– For industry this is the only design that there is
We continue to teach many subjects as if symbolic computation and computers do not exist
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A Few ExamplesWe continue to teach again and again how to find, guess and synthesize integrating factors
We still teach students how to use approximations and rules of thumb most of which will never ever be used– Think about Bode Plots and Root Locus Methods– How about Karnaugh maps
Fundamentals of software writing and software testing are often left for self exploration– And yet these are of increasing significance for
engineers on the job
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Cloud Computing
Obvious impacts– Change CS/IT education to understand
requirements for cloud implementations– Institutions using cloud-based approaches
for email, learning management systems, social computing
Non-obvious impacts– Data, both large and small, from real sources
allow new, real world, authentic problems to be explored at all levels of engineering education
– Resources available globally reducing barriers to access
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Computing vs. Programming (1)
Computing, herein, refers to use of specialized packages for computing certain results and for symbolic manipulation– Could be within more general packages such as
Matlab, Mathematica, Alpha, LTSpice– Allows larger and real world problems to be
done by students– Obviates the need for many specialized
techniques that reduce dimensionality of large problems
Students need to use these computational tools as tools to think with, not just tools to complete an assignment
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Computing vs. Programming (2)
Programming focuses on developing code for particular purposes– An important discipline and skill which is
not taken seriously enough in most current engineering curricula
– The erroneous assumption is that this is an add-on that students can learn on their own
– Another erroneous assumption is that programming for production is not done by engineers
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Thoughts for the Future
The role of computing in the education of engineers needs to be re-thought
Computing skills can no longer be add-ons and nice-to-haves
As analytical skill needed by engineers, computing may have become as least as fundamental as Calculus
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The Fundamentals may be shifting
– Integrating Life Sciences into the ECE Curricula
Impetus for a Third Reform
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Intersection of Life Sciences & ECE
Data and Image analysis– Medical Image analysis– All the –omics (genomics, proteomics,
glucomics, etc)
Optics and advanced microscopyTelemedicine/TelehealthHealth InformaticsProstheses – Robotics, cognitive, sensory (cochlear, visual)
In vivo sensorsBiochipsBionanophotonics
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Student Interest
Significant student interest in bio-x engineering– Bioengineering, biomedical engineering,
biological engineering
Other departments are pushing strongly into these areas– Biomedical and Bioengineering departments– Mechanical engineering departments– Chemical engineering departments– Biological engineering departments
ECE often challenged to have significant bio-presence in the curriculum
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And there is more …
New approaches to education in Power and Energy
Engineering as enhancer of quality of life– Entertainment engineering, media, games
Grand Challenge Problems in the curriculum
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The Profession is Changing…
– Geographically
Impetus for a Third Reform
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A Global Challenge
Educate future engineers to work in a transnational environment – E.g., encourage “a semester abroad” and
exchange programs– Introduce pertinent international trends into the
curriculum Including education in business and law
Provide resources to engineers to understand industrial and economical trends that affect the professionDevelop a global system of credential and accreditation recognition
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The Profession is Changing…
– The Rise of the Service Economy
Impetus for a Third Reform
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The Role of Service Economy is Increasing
Increased importance of the service sector in industrialized economies
Look at the Fortune 500 – …more service companies– …fewer manufacturers
The old dichotomy between product and service has been replaced by a service-product continuum
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“Servitization of products”
• Today we have the commodization of our products tomorrow we will have the servitization of our products
• Products today have a higher service component than in previous decades
• Virtually every product today has a service component to it
• Many products are being transformed into services
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Revolution
• Collective learning• New tools changing the idea of labs• Internet and Machine Learning are providing the
basis for revolutionary changes in higher education, with engineering and computer science as the clear first targets
• This is made even more compelling as more is known about how we learn– Note that we professors are the best model for
didactic learning – after all we succeeded in the traditional system
– Can be hard for us to accept new perspectives – seems like either coddling the students or cheating
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Collective Learning
• Solutions to all textbook problems available online
• Many blogs and forums on engineering topics more responsive and informative than professors and TAs
• Makers movement– Online communities using tools such as
Arduino, small embedded processors, 3D printers, and more
– Authentic communities supporting the design and building of exciting projects
– Much more engaging than typical university labs
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National Instruments MyDAQ• A lab in your pocket
– EE, ME, Control….
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MyDAQ
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Altera DE0-Nano
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Arduino
• Simple and inexpensive microcontroller
• MANY peripherals (shields)
• HUGE community of hobbyists
• Great online help
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Collective learning - MOOCs
• Challenges from for-profit institutions• Challenges from certificate programs• If continuous education is the norm for a working
professional, how does that manifest in the classroom?
• Is the lecture still relevant? The classroom?• Important reading (there are many more)
– A New Culture of Learning: Cultivating the Imagination for a World of Constant Change Douglas Thomas, John Seely Brown
– From Abelard to Apple, Richard DeMillo.– DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher
Education Anya Kamenetz– Disrupting the Classroom: How Disruptive Innovation Can Deliver Quality
and Affordability to Postsecondary Education, Clayton M. Christensen, Michael B. Horn, Louis Caldera, Louis Soares, Innosight Institute, Feb 2011
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04/21/2344
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http://pcpp.zyante.com
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http://pcpp.zyante.com• Interactive animated content for C and C++• Developed by experienced faculty at three campuses
of the Univ. of California and Univ. of Arizona• Partnered with CodeLab
– Each sections has assignments that can be graded automatically
• Built in learning management system• The material has been used by about 200 students in
five courses at three universities, – and feedback has been outstanding, both from
instructors and students. – Fall 2012 another 300+ students. – Spring 2013 800 students multiple universities.
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04/21/2348
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04/21/2349
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04/21/2350
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04/21/2351
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04/21/2352
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04/21/2353
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04/21/2354
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04/21/2361
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Flippedclassroom
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What will happen? Evolution and Revolution
• We will evolve – already seeing changes in undergraduate programs– Math/computing still has a long way to go– Mixing disciplines more likely, especially in bio areas– Labs will become much more personal
• There will be a revolution– Why lecture when you can have an interactive class?
Students get lecture from the web – flipped classroom Problems/HW, labs, designs, all supported locally
– Labs and design teams can be more global Grades and degrees given locally
– Could see professional organizations offering some type of degree or certification based on testing material learned online
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The Flipped Classroom• Interactive Learning Online at Public
Universities: Evidence From Randomized Trials • The study compared how much students at six
public universities learned after taking a prototype introductory statistics course in the fall of 2011 in either a hybrid or a traditional format.
• Randomly assign a diverse group of 605 students to either– a hybrid group, with computer-guided
instruction and one hour of face-to-face instruction each week,
– or a traditional format, with three or four hours of face-to-face instruction per week.
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The Flipped Classroom
• The result? “We find that learning outcomes are essentially the same—that students in the hybrid format pay no ‘price’ for this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy,”
• Purdue has conducted similar experiments for a number of years– Essentially no difference, except, students in
the flipped classroom performed better on more demanding conceptual problems than those in the traditional classroom
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What will happen?• Prediction – engineering education in 2020 will look
quite different than it does today.• Changes?
– MS degrees – radically changed done online from many sources with a variety of
assessments – even from IEEE???
– Lecturers in large undergrad courses challenged by available online lectures Flipped classroom becomes common Student communities become global
– Personal labs become more common Online help, and hobbyist communities become an integral
part of basic engineering education
– Role of, and economic value of, many universities will be called into question
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What do Universities provide?
Collection of experts Community of learners
Gateway to Industry and Profession
Definition of DegreesExpensive labs
Sanctioned Validation of Success
Face-to-face interactions
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What part of Universities cannot be replaced?
Collection of experts Community of learners
Gateway to Industry and Profession
Definition of DegreesExpensive labs
Validation of Success
Face-to-face interactions
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We Live in Exciting Times
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We Live in Exciting Times
Thank youQuestions and Comments…