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Conference Connections: Rewiring the Circuit Conference Connections Rewiring theCircuit By George Siemens, Peter Tittenberger, and Terry Anderson n late 1971, several “entirely forgettable” messages were sent between two machines (today we would call them computers, but the word machines more accurately reflects their size at that time) located only a few feet from each other.1 Like the first telephones and televisions, e-mail would soon grow in popularity, astonishing even the most optimistic proponents of the new technology. The I rudimentary origins of a new medium often belie the substantial shift in perspective and practice afforded to subsequent researchers and users. George Siemens is Associate Director, Learning Technologies Centre, at the University of Manitoba and is Founder and President of Complexive Systems Inc. Peter Tittenberger is Director, Learning Technologies Centre, at the University of Manitoba. Terry Anderson is Professor and Canada Research Chair in Dis- tance Education at Athabasca University. 14 EDUCAUSE review March/April 2008 © 2008 George Siemens, Peter Tittenberger, and Terry Anderson Illustration by Hank Osuna, © 2008 The real emphasis should be less on technology to play an important role in conferences, and more on the affordance of the open the more informal discussions and pre- sentations at “unconferences” offer valu- dialogue that now defines the primary value able exposure to cutting-edge ideas. The real emphasis should be less on of conferences. technology and more on the affordance opportunity costs when professionals are of the open dialogue that now defines the not performing their normal work. The primary value of conferences. Whether a high ecological footprint of air travel can small-table discussion, a chat at the bar, also be added to the expenses associated or a contribution to the conference wiki, Educators who have experimented with face-to-face conferences. Finally, blog session, or Twitter-fest, the common with using technologies in classrooms will the personal cost of time away from fam- defining theme centers on control. Instead likely recall the domino of possibility effect of ily and community must be included to of listening passively, conference attend- providing a web page with reading mate- calculate the true costs of attending and ees in each of these scenarios experience rials. Access creates possibilities, which also organizing this form of professional a high level of engagement and owner- in turn shape students’ expectations. The development. ship. Web technology, to date, has best course web page developed into learning These high—and increasing—confer- symbolized this important shift, since its management systems, which have since ence costs are intersecting with the en- decentralized structure does not reflect as morphed into increasingly decentralized, hanced interaction, the shift in perspec- strong a central position for the speaker distributed, and modular teaching tools. tive, and the greater opportunities offered or teacher. The plethora of tools—blogs, wikis, pod- by the new social technologies. Anyone Thomas Kuhn’s focus on concept- casts, social bookmarking, Skype, Twit- can now create and distribute content/ induced innovations by thinkers like ter, Facebook—can be intimidating. But information with free online tools. In field Newton and Einstein represents only part for many educators, these tools form the after field, the barriers of participation in of the change experienced in information basis of new approaches to, and means of, global conversations have fallen: radio and knowledge environments. Freeman interacting with students, each other, and is giving way to podcasts, newspapers to Dyson states that tool-based innovations information. online journalism, and geographical rela- are far more common. Although certain Having gained prominence in geek tionships to online social networking. So advances in science and society may well culture, e-mail and social tools have too are conferences being “remade,” with be driven by conceptual and theoretical moved into classrooms, corporate train- the decline in barriers and the addition shifts in thinking, the development of ing programs, and more recently, spaces of technology influencing not only how new tools creates new affordances and of academic dialogue including journals, attendees participate but also how orga- possibilities of use.3 Consider how the books, and—our focus here—confer- nizers host conferences today. following two elements are currently in- ences.2 Conferences are designed to meet fluencing conferences: the ongoing educational and training Adding Technology to Conferences needs of professionals. A secondary and, Conference attendees often desire a n The process of creating, validating, some would argue, primary function is voice—the ability to comment on key- and disseminating information: who to facilitate networking, informal learn- notes and sessions and to discuss subjects knows, who organizes, who speaks, ing, and socialization among profession- that interest them. The voice of attendees who validates (i.e., Kuhn’s conceptual/ als. Conferences are short-term (time- has traditionally been shuttled into the philosophical change) bounded), in contrast to ongoing work hallway, where the rich conversation van- n The use of technology to extend dia- programs or distributed mailing lists. ishes as rapidly as the words are spoken. logue beyond barriers of time, space, They are often paid for by the employers A critical concern arises: “How can these and related cultural variables (i.e., of professionals, with the expectation discussions be captured so that they can Dyson's tool-based change) that both the formal and the informal spiral into increased dialogue and under- sessions will enhance the professionals’ standing for others not present?” These parallel changes are also re- performance in the workplace. Confer- In his 2004 book The Wisdom of Crowds, flected in traditional classrooms: the ences are accessible (usually for a fee) to James Surowieki captured the spirit of knowledge-authority of the instructor is all members of the profession and often the collaborative trends in media and so- increasingly balanced with the awareness to the general public as well. ciety. The combined individual activities of the social developments in learning. Conferences are also expensive. of many can provide an accurate under- The social basis of learning is extended Attending face-to-face conferences is standing of even the most complex issues. through pedagogies of exploration costly not only because of the high and “We all know something” is the underly- (problem-based learning, experience- increasing price of hotels, transportation, ing theme driving much technological based learning) instead of through an conference center bookings, and meals and societal change. Although the well- exclusive emphasis on presentation and but also because of the disruption and crafted reasoning of experts will continue lecture. These trends in learning theories 16 EDUCAUSE review March/April 2008 Computers, mobile phones, podcasts, blogs, The power to collaborate... and the pedagogy of exploration follow a progressive trend in education since the Second Life, RSS, Google Reader, and many late nineteenth century. Though subject 4 no matter where you are to criticism, the shift in our understand- similar tools afford new ways of interacting ing of learning and our approaches to teaching runs parallel to the growth of before, during, and after conferences. technology use in minimizing traditional These days, exchanging ideas and information happens control-based barriers. additional resources, and connect with Technology as a tool for transforming conference colleagues. off campus as often as in the classroom. Empower your practice in conferences is largely our focus Along with the greater control offered here. Computers, mobile phones, pod- to attendees by the inclusion of technol- sage, via a wiki or podcast, and enable institution with web-enabled collaboration from Xythos casts, blogs, Second Life, RSS, Google ogy, participation is similarly increased. corresponding conversation ahead of Reader, and many similar tools afford For example, Australia’s eLearning06 and following the conference event. The and keep everyone in the game. new ways of interacting before, during, conference used mobile technology to additional opportunities to engage with and after conferences. Like general ap- more fully involve participants in con- presenters and other conference attend- proaches to teaching and learning with ference presentations.5 Questions were ees before, during, and after the confer- technology, technology use in confer- posed to participants via SMS (each at- ence constitute the primary attribute of ences runs on a continuum: augmented, tendee provided his/her mobile phone a blended conference. Wikis can be used blended, simultaneous-blended, online, information at registration), and keynote for sharing conference resources with at- Almost half of our campus population was and unconferences—with a correspond- presenters responded, with aggregated tendees, as was done by the Ohio Digital “ ing level of participant control. questions and comments projected for Commons for Education 2007 Confer- underserved because we did not provide a others to see. Similar results could be ence (http://www.oln.org/conferences/ web-enabled document collaboration service. With Augmented Conferences achieved through the use of “clicker” ODCE2007/ODCE2007.php). During
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