Cool presentation, but what’s the point of conferences again?

First and most important, take a look at Daniel Anderson’s video of his presentation for the CCCC in San Francisco:


Mix and Mash Literacy from Daniel Anderson on Vimeo.

I’m not sure if this has happened already or if it is going to happen, but I thought it was well-done. Dan made some good points, which is pretty much all I ask out of a conference presentation. I passed it along as a link in my grad class, so maybe some of them will comment on Dan’s talk too.

But for me, it also raises the question I ask in the title of this post: what’s the point of conferences nowadays? Sure, it’s about networking, having meetings in person (always more efficient than meetings online, I will admit), getting “away” in the sense of a retreat, getting “away” in the sense of an opportunity to go out with friends, etc. It’s fun. But now that it is possible– even pretty easy– to put a presentation like this up on the web, I’m not sure if the pros of a face to face meet-up outweigh the cons of conferences– the costs of registration/lodging/food, the time away from work/family/friends/home, the damage to the earth resulting from air travel, the bad eating/drinking habits, etc.

Of course, maybe I’m just bitter for not being in San Francisco right now….

NCTE/CCC Online Web Editor Positions (or, I still don’t think they quite get the internets and that worries me)

I found out via Jenny Edbauer Rice on Facebook that the NCTE is searching for two web editor positions: one for CCC Online and one for CCCC MemberWeb. It is the latest in a curious saga, one where I have even had a very minor role.
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Online conferencing

There is not one but two online conferences of sorts going on right now that are kind of interesting to me. The first is the online portion of Computers and Writing, which features sessions spread out over the next week or so via a Sakai site (asynchronous), SecondLife (though there doesn’t seem to be that much going on there), and AdobeConnect. Actually, with the AdobeConnect synchronous sessions, there was one yesterday and one today.

The other one, which I found here via elearnspace, is the Association for the Advancement of Computing in Education. The theme of this conference is on improving online conferences, which probably isn’t a bad idea for a discussion.

In theory, online conferencing ought to be one of those things that I ought to be all for: I like teaching online, I like interacting online, I like reading and writing online, and I’ve published more online than not online; what’s not to like about the online conference? Well, so far at least, online conferences seem like the sad second cousin of the face to face conference, with fewer presentations and less “prestige” or weight as something to list on a CV. I mean, I could count it at EMU, but I can imagine many places where the response of a tenure and review committee to an online conference presentation would be a laughing snort.

But besides that, one of the reasons I go to conferences is to travel someplace else: you know, to see colleagues and friends and to attend sessions in a “real” time and space that is not the same as every other day. Often enough, part of conference going is sight-seeing and socializing, which is why Computers and Writing in Hawaii was well-attended, and which is why the CCCCs is not likely to hold its annual meeting in a town like Omaha anytime soon (even though maybe they should). But beyond the junket factor, going to a conference is a way of doing “work” while simultaneously getting away from the usual work routine.

And we already have on-going “online conferencing” of sorts: mailing lists and, increasingly more important IMO, blog spaces. The blog post is in some ways like an online conference presentation. I write a post, and it shows up in various people’s RSS feeds, kind of like a promised article/presentation in a program schedule. Some folks come by and take a look, but most don’t, which is also very much like a conference. In fact, judging by some of the small audience numbers at some conferences I go to, it sure seems like a lot of folks’ idea of “attending” a conference is going someplace, thumbing through the program, and then doing all the fun stuff of conference going.

Don’t get me wrong– I like the idea of an online conference for the same reason I like online everything, and sometimes the travel is simply not realistic. But maybe the format has to be different somehow. Maybe the blog carnival or some kind of wiki-based exchange is more viable than just mapping the traditional conference presentation onto an online space. Or maybe I just need to attend some online presentations and see how it goes.

“Why blogging is hard” (or “infrequent blogging”)/the “other” category of faculty work

Both Alex Reid and Will Richardson recently wrote about the difficulty of keeping a blog going after so much time and so many entries. I would work harder at trying to summarize them now, but instead I’ll just point out that the main reason I am linking to this is because I am going to have to start working on a chapter/presentation on “infrequent blogging” or ending blogging altogether for the “Blogs as Writerly Spaces” project. Anyway, I think that both Richardson and Reid have good points, both introspective and theoretical, and I will hopefully remember to come back to them once I get on the stick again with that project.

Speaking only for myself (though probably also for others in academia, judging from my blogroll), I haven’t been writing much of anything lately because of an insanely busy couple of weeks at work. I might go into some details about this particular project eventually here, but suffice it to say that I have been super-duper busy with one of the many things faculty have to do that inevitably take time away from teaching or scholarship. These kind of duties are obvious to me now; after all, I have been a college professor someplace since 1996. But I remember vividly at the end of my first semester of my first job at Southern Oregon University (the toughest semester of my life, by the way) how surprised by and unprepared for I was by all of the other stuff that faculty do, stuff that does not fit well into a CV, and that stuff that confirms for me that academia really is a “job.”

Don’t get me wrong; it isn’t quite like the too-close-to-home comedy of The Office or Dilbert. And I’m also really REALLY happy to be engaging in this latest project that falls somewhere between “service” and “other.” But at the same time, it’ll be nice to remind myself that what I am supposed to be spending most of my time on is teaching and scholarship. With a little bit of blogging squeezed in here and there.

Scott McCloud at TED

Via Johndan’s blog, I came across Scott McCloud’s talk at TED:

I only got a chance to watch the first few minutes of it (another crazy busy day ahead of me, though soon the craziness will end and it will settle back to just busy), but it looks a lot like the talk McCloud gave at EMU a few years back. I may very well have to teach this in English 328 or English 516 this term. Maybe both.

A few teacherly links

I perhaps should be posting this over at the web site/blog for the grad class I’m teaching right now, but since they are things I’ll want to come back to again later anyway and for perhaps other purposes, I guess I’ll post them here:

  • “Teachers’ lessons go viral on education video web site,” which is a Dallas News article about teacher videos “going viral” on sites like Teacher Tube. The example of “Dr. Loopy” is a lot less interesting to me than the Teacher Tube stuff.
  • “At MIT, large lectures are going the way of the blackboard” in the New York Times. Surprise surprise: small and interactive classes teach students better than lecture halls. But also surprise surprise (which is buried in the story): these classes are really expensive, and this format was made possible in part because of a $10 million grant from an alum.
  • Alec Couros at the U of Regina has invited here participants in his “open access” undergrad and grad courses. The idea, as I understand it, is if students from elsewhere want to follow along and become at least kind of a part of the community, they are more than welcome. Sounds like it might be fun for someone in 516.

I’d write more now, but there is that whole dinner thing, and I believe that Will and I are going to watch Get Smart! this evening….

Some cool links for the iTouch, BAWS, and teaching (maybe)

More or less in the order of the subject here:

The Agrippa archive

This is very cool: The Agrippa Archive is UC-Santa Barbara project about and reproducing (sort of) William Gibson’s experimental work Agrippa, which was a book/poem/story that was on a diskette which would, upon being put into a computer, start to scroll by. You had to read it then and there because it would vanish after one reading. That’s a really simple explanation– I’ve got to get out my office and disappear onto other things myself. But this has always been a project I’ve thought was very cool in that artsy-fartsy way, and it might yet find its way back into something like English 516 or 444.

Someone in Tehran likes my (free and web-based) textbook

I was checking some Google analytics stuff this morning (mostly as a way of procrastinating on actually doing the mountain of work I pretty much absolutely and positively finish in the next 48 hours or so) and that including perusing the hits on my (defunct, free, and/or web-based) textbook project, The Process of Research Writing. Two little fun-facts: In the last year, my textbook site has had about 1200 or so “visits,” and in the last month, six of them have been from Tehran, Iran.

This was on my mind a bit at the gym in part because I learned the other day that I will indeed be presenting about this at the upcoming Computers and Writing Conference in Davis “right next to wine country” California in late June 2009. (Actually, I’ll be giving two presentations: the other one is going to be about “ending” and/or giving up on blogging.) This is the panel on alternatives to traditional publishing that I originally proposed for the CCCCs and that I wrote about some time ago here, and my spiel is going to be about my “do it yourself” approach with this project.

At the end of my McGraw-Hill experience in 2006, when it was officially “dead” to them and when they didn’t want to give me back the rights, I kind of felt like my book was being packed away into a crate to be deposited into that same warehouse that’s at the end of Raiders of the Lost Ark: gone forever, and I wasn’t exactly expecting a sequel (ala Crystal Skull) to change the situation. So, my theory was that in publishing the project online, I would automatically receive some version of an audience, certainly more than if I had just shelved it entirely. And this has turned out to be very true.

Now, 1200 visits in a year is not a lot– this blog received ten times that many in the same time-frame, and technorati ranks this site 278,352– and I don’t have a lot of evidence as to what those 1200 or so visitors did with the site. But that is about 1200 more people doing something with this project– even if it is just glancing at the main page– than would have seen it otherwise. And I’m pretty sure that no one in Tehran would have thought about it much.

When I was at the gym this morning, I was reading Clay Shirky’s book and the chapter “Publish, then Filter,” and one of the point he makes in there is about the difference between an “audience” and “friends.” I don’t quite agree with what he’s getting at there, but he is kind of saying something that a lot of other theorist have said about audience and internet technologies: you don’t have to have a big audience to be a “success.” I’m thinking here in particular to something that Chris “The Long Tail” Anderson said in an interview someplace about how an audience of 100 is a good thing if it is the right 100 people. For me, it turns out that at least a few of them are in Iran.

Now, it’s easy for Shirky and Anderson to say these things of course, especially when they are saying them in books that have reached very large audience and which have undoubtedly made each of them a lot of money. In fact, the cynic in me says that this is all part of some twisted con, kind of like one of those “get rich” books where the advice really ought to be to write a book about getting rich quick, only the pitch here is a little different: “Buy my book about how big audiences or big organizations don’t matter, and pay no attention to the fact that you are joining a big audience and contributing dollars to a big organization.”

Still, it’s pretty cool that by forgoing dead tree print and the money that could have come from it (had I been able to convince McGraw-Hill, of course), I’ve been able to produce a resource that is at least kind of interesting to someone somewhere. That doesn’t pay the bills, but it is satisfying in a small way.

MIT Libraries weigh in on the dispute between EndNote and Zotero

This is one of those entries that falls into the category of “probably only useful to me/reminder:” “Thomson Reuters vs. George Mason University (or EndNote vs. Zotero): the Business End of Citation Management Software.” The short version is that EndNote (which is a citation software that costs money) is suing Zotero (which is free) claiming trademark infringement and the like.

I include this here because I think it would be worthwhile to introduce this stuff into the discussion in English 516 this coming winter, though this prompts two other thoughts for now. First, I really gotta get on the stick and figure out what I’m doing in that course in a couple of months. Second, perhaps I should make some use of these kinds of resources. I am more or less “old school” when it comes to this stuff, preferring instead to just keep track of stuff in MS Word files or Scrivener or something. What I don’t like particularly about EndNote or Zotero is that they aren’t portable. Perhaps more useful for me would be to revive my citeulike account, and since there is a “group” function with this site, maybe it’d be a good route to take in 516 for the research project. Or English 121 for that matter….