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.

A convenient blindness; sessional contracts in higher ed

http://www.mngt.waikato.ac.nz/departments/Strategy%20and%20Human%20Resource%20Management/airaanz/proceedings/melbourne2008/nonref/papers/R.%20May,%20L.%20Gale,%20I.%20Campbell.pdf

May,R., Gale, M., and Campbell, I.(2008). Casually appointed, permanently exploited: How is NTEU responding to the casualisation of academia in the current climate? Paper presented at AIRAANZ. Melbourne.

Many in the university community take comfort in the idea that sessional academic employment is a privilege and an opportunity – a kind of apprenticeship that leads to tenure. It may once have been so. However the data and the qualitative experience of sessional staff demonstrates that this is not the case in Australia in 2007, and has not been the case for many years. The illusion of the sessional apprenticeship, like the illusion that young people prefer casual employment, contributes to a convenient blindness that allows extreme exploitation to continue. That exploitation is not accidental or self-imposed. It is the necessary outcome of
decisions taken by governments, university administrations and staff in supervisory positions throughout a devolved budgetary structure.

This is an excellent article, that needs wider discussion.

It is so easy to attribute blame, but there are a myriad of factors that have resulted in the current situation.
An ANT analysis, without using the language of ANT comes through.
Revisiting the relational aspects in improving the current scenario would also be useful. For things can always be otherwise.
If you work with sessional staff, start with valuing them :)
The stories pointed to here are of unpleasant experiences; offensive and devaluing, largely invisible, but always personal.

Issues identified:
Not being provided the necessary conditions of work.
Being seen as being part of the problem.
A misleading terminology of flexibility and choice-

Most people do not like being seen as a disposable section of the workforce. Citing a large survey of general and academic casual staff by Junor (2004:284) found that over 80 percent of the casual academic staff who responded wanted ongoing employment.

The article cites Evans (2007)

As one casual academic noted: ‘It used to be that tutoring was a kind of indenture, a poorly paid but pleasant part of post graduate study, valuable experience on the path to an academic career... (now it) leads to nothing’.

Taking a 'relational turn' (Kenneth Gergen, 2009) is worth further consideration;
to approach human beings exclusively as seperate or bounded units- whether individual selves, communities...-is to threaten our future well-being ... It is through relational process that whatever we come to view as independent beings are given birth. ...whatever we think, remember, create and feel, we participate in relationship ...We carry with us traces of myriad relationships, past and present, existing or imagined. These traces equip us with multiple and often conflicting potentials for action. (p,397)

It is in relating, rather than avoiding or in pointing elsewhere a finger of blame, that there is potential for movement.

meantime, leading nowhere sounds like a potential paper...
Must finish the phd...

learning surfing; connectivism CCK08

Today's connecting had me combine this with that, and provided me with a soloution to the large class teaching.
One of many to come, I hope.
Large class teaching just needs innovation, optimism and bodaciousness.
Works for Che Fu, Rove and Princess Leia.
Next step hologram the students?
ROFL
For some more serious review, the first link had me prompted me to revisit an educator I enjoyed when i met him a couple of years back, Stephen Brookfield. The post was with regard to imposter theory. Which I dont think he has written of, or at least I couldnt find it, but I did find wikipedia on imposter syndrome insufficient.

Stephen does write of imposter syndrome in Brookfield, Stephen D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

teachers often feel like impostors (p.227)

He quotes deVries’ (1993, p. 129) summary:

These people have an abiding feeling that they have fooled everyone and are not as competent and intelligent as others think they are. They attribute their success to good luck, compensatory hard work, or superficial factors. Some are incredibly hardworking, always overprepared. However, they are unable to accept that they have intellectual gifts and ability. They live in constant fear that their imposturous existence will be exposed – that they will not be able to measure up to others' expectations and that catastrophe will follow.

Keeping it real is sometimes a struggle.