This presentation explores the historical foundations of our current conference presentation practices as well as propose ways to “re-theorize” the conference itself. The question is not simply why do we “do” our presentations the way we do, but whether we have a professional obligation to be crafting and delivering them differently.
Building a community of practice around higher ed for sustainabiltiy in asia ...Michelle Merrill
A multi-disciplinary community of higher education practitioners and advocates has formed to share information and ideas on how Asian HEIs can better serve the need for innovation and continuous improvement in Education for Sustainability (EfS). This talk was to support our EfS Asia community as it continues to grow. We discuss some of the existing research and philosophy around communities of practice. We provide details on the kinds of opportunities available and challenges faced as we formed such a geographically extensive community of practice, with recommendations for ways to ease or enhance the process for others interested in developing such communities.
Building a community of practice around higher ed for sustainabiltiy in asia ...Michelle Merrill
A multi-disciplinary community of higher education practitioners and advocates has formed to share information and ideas on how Asian HEIs can better serve the need for innovation and continuous improvement in Education for Sustainability (EfS). This talk was to support our EfS Asia community as it continues to grow. We discuss some of the existing research and philosophy around communities of practice. We provide details on the kinds of opportunities available and challenges faced as we formed such a geographically extensive community of practice, with recommendations for ways to ease or enhance the process for others interested in developing such communities.
Improving Assessment Through Communities of PracticeLTAatLUC
This presentation describes how several institutions for higher education in the Chicago area improved their assessment efforts by creating a Community of Practice with other assessment colleagues from different institutions in the area.
Presentation at the “Open Science: connecting the actors” event on the 21st of November 2022:
Share best practices, foster community, and encourage knowledge-sharing on Open Science.
At the heart of the Open Access Belgium community is the ambition to open up the way we organize and conduct scientific research.
The Open Science teams of the Belgian universities have developed and tested a wide range of training methods, training materials, networking activities
and data solutions to facilitate and foster Open Science. Achievements, tools and lessons learned by different institutions will be shared in this networking event.
Programme can be found here: https://openaccess.be/2022/10/04/open-science-connecting-the-actors/
More information on the community of practice: https://www.openaire.eu/cop-training
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
This presentation is from the Podcasting for Pedagogic Purposes Special Interest Group meeting held at Glasgow Caledonian University on 7th May 2009. It suggests some thoughts and examples for how podcasting produced or sourced by academics can be embedded into learner-centred practice
Educational Podcasting: digital voices as media interventionsAndrew Middleton
This presentation is based on an earlier one and includes updated design principles and tips. This was used at the Belfast MELSIG meeting, 18 January 2010
Action Learning Sets: An Innovative Way to Facilitate Writing for Publication Self Employed
Presentation given by Maria J Grant, Research Fellow, University of Salford, UK at the 7th International Evidence Based Library and Information Practice (EBLIP7) conference, University of Saskatchewan, Saskatoon, Canada, 15th-18th July 20013.
www.eblip7.library.usask.ca
The Open Access movement has gained ground and spread widely. However, it is time that we also consider the future of OA movement, less emotionally and more pragmatically. Moving from rhetoric to return on investment, let us focus on sustainable business models
Improving Assessment Through Communities of PracticeLTAatLUC
This presentation describes how several institutions for higher education in the Chicago area improved their assessment efforts by creating a Community of Practice with other assessment colleagues from different institutions in the area.
Presentation at the “Open Science: connecting the actors” event on the 21st of November 2022:
Share best practices, foster community, and encourage knowledge-sharing on Open Science.
At the heart of the Open Access Belgium community is the ambition to open up the way we organize and conduct scientific research.
The Open Science teams of the Belgian universities have developed and tested a wide range of training methods, training materials, networking activities
and data solutions to facilitate and foster Open Science. Achievements, tools and lessons learned by different institutions will be shared in this networking event.
Programme can be found here: https://openaccess.be/2022/10/04/open-science-connecting-the-actors/
More information on the community of practice: https://www.openaire.eu/cop-training
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
This presentation is from the Podcasting for Pedagogic Purposes Special Interest Group meeting held at Glasgow Caledonian University on 7th May 2009. It suggests some thoughts and examples for how podcasting produced or sourced by academics can be embedded into learner-centred practice
Educational Podcasting: digital voices as media interventionsAndrew Middleton
This presentation is based on an earlier one and includes updated design principles and tips. This was used at the Belfast MELSIG meeting, 18 January 2010
Action Learning Sets: An Innovative Way to Facilitate Writing for Publication Self Employed
Presentation given by Maria J Grant, Research Fellow, University of Salford, UK at the 7th International Evidence Based Library and Information Practice (EBLIP7) conference, University of Saskatchewan, Saskatoon, Canada, 15th-18th July 20013.
www.eblip7.library.usask.ca
The Open Access movement has gained ground and spread widely. However, it is time that we also consider the future of OA movement, less emotionally and more pragmatically. Moving from rhetoric to return on investment, let us focus on sustainable business models
2. Practicing What We Preach? Rhetorically Analyzing Conference Performance Andrea L. Beaudin, Texas Tech University
3. The Challenge “ A year ago, I asked each of you to take responsibility for your part in making the culture of our discipline…I urged you to consider how the indigenous concept of ‘all my relations’ might help us build a conference where our diversity becomes the heartbeat of a vital and vibrant discipline. —Malea Powell, “Greetings from the2011 Program Chair” (5) „
4. Purpose Generative What do we do? Why do we do it? Should we be doing it differently? If so, why? How?
5. The Question Do Our Methods Match Our Purpose(s)? Pedagogy Practice Profession
6. Format Current CCCC Conference design Intersections: Pedagogy, Practice, and the Profession Re-Theorizing
8. Current CCCCs Format Live Conference 26 “Pre-Conference” Workshops Opening General Session 8 Featured Speakers 500+ Concurrent Sessions (typically panels and individuals) Forums (RNF, QRN, etc.), SIGs, Business and Committee Meetings, Caucuses 18 Posters; 16 Computer Connection Presentations (through 7Cs) Virtual Conference Six, 60-minute virtual sessions Recording of Gwendolyn D. Pough's Address eGroup Access (Conference on College Composition and Communication, n.d., 2011)
10. Pedagogical Foundations 1 Gardner’s (1983) theory of multiple intelligences: Linguistic Logical-mathematical Musical Bodily-kinesthetic Spatial intelligence Interpersonal intelligence Intrapersonal intelligence (Smith 2008)
11. Pedagogical Foundations 2 “ In contrast to the transmittal model illustrated by the classroom lecture-note-taking scenario, the constructivist model places students at the center of the process—actively participating in thinking and discussing ideas while making meaning for themselves. And the professor, instead of being the ‘sage on the stage,’ functions as a ‘guide on the side’… (King 1993) „
15. Re-Theorizing the Conference Different modes of presenting Posters Discussion groups “Deliverators” Different media for / within presentations Twitter visualizers Expansion of the “virtuality” of the conference
17. References Conference on College Composition and Communication. (2011, March 30). 2011 CCCC Virtual Conference. NCTE: National Council of Teachers of English. Retrieved April 8, 2011, from http://www.ncte.org/cccc/2011ccccvirtualconf Conference on College Composition and Communication. (n.d.). NCTE - CCCC Searchable Program. NCTE: National Council of Teachers of English. Retrieved April 8, 2011, from http://www1.ncte.org/cccc/program/ King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35. Metiri Group. (2008). Multimodal learning through media: What the research says. CISCO Systems, Inc. Powell, M. (2011). Greetings from the 2011 Program Chair. All our relations: Contested space, contested knowledge. CCCC Convention, Atlanta 2011. Selfe, C. L. (2009). The movement of air, the breath of meaning: Aurality and multimodal composing. College Composition and Communication, 60(4), 616-663. Smith, M. K. (2008). Howard Gardner and multiple intelligences. the encyclopedia of informal education. Retrieved April 8, 2011, from http://www.infed.org/thinkers/gardner.htm
Editor's Notes
Thank you for coming today.It may seem that title indicates a challenge, and in a sense, it does.
It’s a response to the challenge of the CFP—to contest space, to contest knowledgeThis challenge led to a questioning of how we have shaped the conference, and how we have created “the culture of our discipline”This leads me to a desire to clarify what this presentation is not– it’s not a snarky graduate student condemnation of what the conference is, nor is it intended to chastise those who, for a variety of reasons, do not present well. So what is this presentation?
Simply, to question, to analyze how the culture of the conference has evolved and perhaps generate (that’s where you come in!) ideas on our direction, specifically as regards to how we both create and can shape it in the future
One of my main questions in composing this was whether our methods match our purpose.Quite simply, are we modeling the instructional means we value in the ways that envision and construct our conference?
(Explain diagram)For the purposes of this presentation, I would like to focus on two parts—one half– of this illustrated relationship:[click]Learning and Action
Currently, yes, we have a lot going on. Before the “official” conference begins to SIGs and meetings that seem to go into the wee hours. This year, we also have a virtual conference that will take place the following week, which offers…[read]The bulk of our conference, of course, is the [click]Which leads me to question, how, in these spaces…
Pedagogically, how would we evaluate the format of the conference as a means for… Learning and Action?
Ok– I’m taking us into some ancient history here, but I wish to cite two foundational learning concepts. Howard Gardner’s theory of multiple intelligences, oft used and abused, posits that individuals have ways of knowing that extend to body, music, etc. His theory has morphed to encompass what is often referred to as “learning styles,” meaning individualized ways people best process information.
In 1993, Allison King wrote “From sage on the stage to guide on the side,” which argued that active participation and discussion in order to move from “transmission of information” to “construction of meaning.”This theory of learning is still touted/ modeled/ idealized some twenty years later
Fast forward to 2008; research conducted and compiled by the Metiri Group for CISCO points to dramatic improvements in comprehension and retention when integrating multimodal materials with instruction. To quote, “In general, multimodal learning has been shown to be more effective than traditional, unimodal learning. Adding visuals to verbal (text and/or auditory) learning can result in significant gains in basic and higher-order learning.” As this figure demonstrates, basic skills increased substantially with non-interactive multimodal learning, while higher order skills increased dramatically with interactive multimodal learning.
If we’re attending and presenting at sessions for learning and action, how would we gauge the rhetorical efficacy of the methods employed by typical session format? More precisely, The question is not simply why do we “do” our presentations the way we do, but whether we have a professional obligation—as educators, as rhetoricians—to be crafting and delivering them differently. I would argue that we should consider, at the very least, if there are ways to re-theorize how we construct and conduct our main sessions in order to be most instructive and rhetorical
Posters– DickieSelfe has been instrumental in bringing poster sessions into the CCCC’s, but these posters, as yet, do not have a formal “home” within the conference. Poster sessions have been held as free sessions during the pre-conference workshop times, within the time slot of a formal conference session, and this year, will be under the auspices of the 7Cs. Discussion group formats may develop with a more formalized pre-session outline/ overview that would be made available to attendees in advance; after a brief (5 min.) review, the audience would engage with the presenters in a discussion format. In a sense, this is similar to asking students to read before class and then be prepared to discuss, analyze, and/or argue based on readingsDeliverators are a format used for the past two years at the Computers and Writing conference. Fashioned after TED talks, in this format, a high-powered, dynamic speaker presents on stage and then engages with the audienceTo encourage more multimodal approaches and interactivity, may integrate “Tweet walls” with specific hashtags for sessions so that audience can pose questions, comment, etc. (thanks, Will H and Shelley R)Find other means to expand the virtuality of the conference
If we wish to respond to Malea Powell’s call, then the CCCCs should be one space we wish to contest in order to consider ‘all our relations’ to learning, to pedagogy, to collaboration, and to innovation.
