Flipping teaching in a flipped classroom

Flipping teaching is suggestive of expletives not too dissimilar to flipping the bird, and i am aware that i am writing this having become angry about the 'latest solution' to an under-resourced teaching and learning environment in higher ed.
I want to start by saying i am not adverse to many of the concepts integral to an authentic flipped classroom approach, but what i need to say first is that i am hugely averse to having smoke blown in my face.

I currently teach in higher ed where quality teaching is not sufficient for promotion but multiple journal article production is. Chasing the research dollar has become some form of a holy grail....even though the substantive part of university funding comes from student enrolment and the likelihood of gaining funding for research is very small (like chasing 1% of government funding that comes to universities for humanities research in Aus)
This shapes the pedagogy of learning and teaching that is/isn't supported and can be distilled to teach less and research more; publish or perish.
I do not deny research importance; my problem is when it erodes teaching and learning.
Back to the flipped classroom.
What i have had blown in my face: If the teaching from this semester is filmed in front of a 'live' audience, this can then be shown to classes later in the day, and becomes the resource for using for all venues in 2014 where there is not a 'live' performance.
See the problem? This is not a flipped classroom.
This is education being delivered like pizzas.
And as for the live class or the live lecturer, it actually makes no difference, dead or alive the 'performance' will go on.
Blow the smoke away. Take it out of my face. I am not convinced.
I am flipping angry.

If it is going to be flipped, it needs resourcing, it's not the panacea for having no live bodies for students to engage with.
If we havent got 5 lecturers for 5 venues for a total of 1000 students, each timetabled to a max of 2hrs a week and 6 tutorials a semester, in what universe can we have a model of 1 hr live filmed, watch it here or wherever at your own time and place, and have classes that are engaging with twice as many tutorials instead... where are the smaller class tutorials being resourced from?
Dont waste your smoke filled breath telling me i need a lesson in flipped classrooms. I know how.
See here http://usergeneratededucation.wordpress.com/2013/05/13/education-3-0-and-the-pedagogy-andragogy-heutagogy-of-mobile-learning/ and here http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/ I am already enamored of authentic student centred learning. I'm not resistant. I'm just not convinced. And telling me to be quiet on education just gets me riled.
So
Repeat
after
me:

Pizzas get delivered; babies get born, and education is about engagement.

I am not ready to play dead on this, so dont tell me to be quiet. Talking louder or talking over me will not make this go away. The smoke and mirrors are not working. Take your obfuscation and shove it somewhere else. When you are ready to engage realistically on this, I am more than happy to flip the learning and teaching, meantime i do not want to further enable an already suspect curriculum where students learn from the hidden agenda that faculty staff do not want to engage. Given that 'we' make our realities, 'we' do not have to accept the dark side of flipping classrooms, anymore than the dark side of moocs. There is so much more to aspire to.

Managing change in educational contexts

A presentation pointed to via Stephen Downes, and traced down to Andrew Churches
at educational origami, where there is further acknowledgment to a paper by J. Thousand and R. Villa, called Managing complex change towards inclusive schooling.

Nice thing about the model is in pointing toward what gaps might be addressed.
As with any model it oversimplifies.
There can, of course, be combination effects and compounding effects.
And how gaps get addressed will be more important than diagnosing or pathologising.

So I've reread some Latour and reconsidered change in terms of design/ and redesign.
"Drawing things together takes a work of alchemy."
There is some gold in here, but its not within a model that is deficit oriented.
The model depicted would fit with a top down led model such as diffusion of innovation where hastening a change is also based on the premise all change is good...
There might be good reason for being anxious...

Its not what I had planned

What might I have learned if i had listened to students (or their music) instead of to managerial directives in higher education?

The living end has caught up with me, and its not pretty.
I've been buried in the sand
I've come down with no place to land
I (don't) need you to understand
It's not what I had planned....

Suicidal education
It got sold to our generation
Wake up to the manipulation
Wake up to the situation
...
(ref Aussie grunge band, The living end circa 2006)

So Ive downloaded the ringtone for my mobile phone, it might help me stay grounded in reality.

Pink Floyd's 'Teacher leave them kids alone' seems to have been taken literally. Beaming content from one venue to four others is a fiscal driven curriculum rather than an educational philosophically driven one. Let us not delude ourselves.

In working with new technologies these can be integrated for better or for worse. Measuring worse is of course difficult. As is measuring better no doubt. Both requires one first of all to think better or worse for whom. The second part of the question can then be considered, what is the measure of better? And is doing as much as possible with as little as possible a valid measure? Is efficiency valid when it is also accompanied by accidental learning that could include:
Your lecturer does not want to 'see' you.
Class time is engaging only if one considers engagement in the same way one might watch a film.
Enculturation into university studies means a lack of presence...

If your an educator with doubts you might like to take up the ringtone option as a way of at least reminding yourself that there was, and is, another way. Ghandi's approach of civil disobedience at least keeps me saner in the insane places of academic practice. Meantime i am directed(!!!) to teach to a formuleic template, x mins of ppt no less, followed by x mins of expert videos...followed by x mins of breakout time. Heavens.

I'm writing this on a table made from the floor of a chapel where Mary McKillop once walked, so i figure in hope and faith, that given things changed once they can change again. And being a devotee of actor-network theory, i know things can always be otherwise... enrolling a saint's help amongst one's allies will surely help in the restoration...