Category Archives: Concordia

Concordia Librarians, an Open Letter

Sent the following to Concordia’s “University Librarian” and  “Associate University Librarian, Library Personnel” (I love titles). I later learnt that the last two librarians I mention have left Concordia. But my point remains that their work was part of what makes Concordia such a nice place at which to work.

I’ve actually received a reply from one of the administrators involved, which does contribute a lot to my appreciation of the work done over there.

I should stress that I have no ulterior motive, hidden agenda, or vested interest in the matter. The only thing which has to do with me, in the matter (apart from the fact that much of it is stated in the first person singular) is that I wish praises for good work were more common than complaints yet I get the impression that the reverse is true.

Also, I do enjoy Concordia. Being part-time faculty, however, I feel Concordia doesn’t own me and my allegiance to Concordia isn’t unconditional. In many ways, I feel it all makes me more explicitly free to express my opinion, including a positive one, since none of it can have any effect on promotion. While I always encourage people to use a grain of salt in anything I write (including this) and disclaimers remain very important for critical thinking, this is almost the opposite of a disclaimer. Sure, I’m as biased as anyone. But my appreciation of work done by several Concordians isn’t merely a personal preference. It’s among things which make  my Concordia experience enjoyable and something close to a matter of pride.

And I wanted to keep my message relatively short and direct, so I didn’t delve into the details of what all of these people have done. I can do so, if you’re interested!

So, here goes…

Mr. Beasley, Mr. Thirlwall,
For the record, I would like to highlight the remarkable work done by a significant portion of the libraries’ staff.

I’m frequently impressed by work done by someone associated with one of Concordia’s libraries. In fact, I would go so far as to say (again, for the record) that these people constitute one of Concordia’s main strengths, above and beyond our collections, funding, and “brand recognition.”

Among remarkable librarians I would include (in no particular order): Susie Breier, Jennifer Cyr, Kumiko Vézina, Olivier Charbonneau, Cameron Hoffman, and Patrick Labelle. Other librarians have provided a high quality of service but I haven’t had the opportunity to take note of their names.

I sincerely hope that the personnel’s efforts are duly recognized and I trust that the libraries’ administration is making sure that Concordians realize what value these people bring to our university.

Thank you.


Alexandre Enkerli, Part-Time Faculty
Department of Sociology and Anthropology (H1125-28)
Concordia University


Actively Reading: “Teach Naked” sans PowerPoint

Some Diigo comments on a Chronicle piece on moving lectures out of the classroom. (Or, if you ask the piece’s author and some commenters, on PowerPoint as a source of boredom.)

I’d like to transform some of my own comments in a standalone blog entry, especially given the discussions Pamthropologist and I have been having through comments on her blog and mine. (And I just noticed Pamthropologist had written her own blogpost about this piece…) As I’m preparing for the Fall semester, I tend to think a lot about learning and teaching but I also get a bit less time.

Semi-disclaimer: John Bentley, instructional developer and programme coordinator at Concordia’s CTLS pointed me to this piece. John used to work for the Open University and the BBC. Together, John and I are currently developing a series of workshops on the use of online tools in learning and teaching. We’ve been discussing numerous dimensions of the connection between learning, teaching, and online tools. Our current focus is on creating communities of learners. One thing that I find especially neat about this collaboration is that our perspectives and spheres of expertise are quite different. Makes for interesting and thoughtful discussions.

‘Teach Naked’ Effort Strips Computers From Classrooms – Technology – The Chronicle of Higher Education

  • Not to be too snarky but… I can’t help but feel this is typical journalism. Take a complex issue, get a diverse array of comments on it, boil it down to an overly simplistic point about some polarizing question (PPT: is it evil?). Tadaa! You got an article and you’ve discouraged critical thinking.Sorry. I’m bad. I really shouldn’t go there.But I guess I’m disappointed in myself. When I first watched the video interview, I was reacting fairly strongly against Bowen. After reading (very actively!) the whole piece, I now realize that Jeff Young is the one who set the whole thing up.The problem with this is that I should know better. Right?Well, ok, I wasn’t that adamantly opposed to Bowen. I didn’t shout at my computer screen or anything. But watching the video interview again, after reading the piece, I notice that I interpret as much more open a discussion than the setup made it sound like. In other words, I went from thinking that Bowen was imposing a radical view on members of his faculty to hearing Bowen proposing ideas about ways to cope with social changes surrounding university education.The statement about most on-campus lectures being bad is rather bold, but it’s nothing we haven’t heard and it’s a reasonable comment to make in such a context. The stronger statement against PPT is actually weakened by Bowen himself in two ways: he explicitly talks about using PPT online and he frames his comment in comparison with podcasts. It then sounds like his problem isn’t with PPT itself. It’s with the use of PPT in the classroom by comparison to both podcasts and PPTs online. He may be wrong about the relative merits of podcasts, online “presentations,” and classroom lectures using PPT. But his opinion is much less radical than what I originally thought.Still, there’s room for much broader discussion of what classroom lectures and PPT presentations imply in teaching. Young’s piece and several Diigo comments on it focus on the value of PPT either in the abstract or through appropriate use. But there’s a lot more ground to cover, including such apparently simple issues as the effort needed to create compelling “presentation content” or students’ (and future employers’) expectations about PPT presentations.
  • Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather using it as a creative tool.
    • damn you got there first! comment by dean groom
    • I think the more important point that’s being made by the article – is something that many of us in edtech world realised very quickly – that being able to teach well is a prerequisite to being able to effectively and creatively engage technology to help others learn…Powerpoint is probably the most obvious target because oif its ubiquity – but I suspect that there will also be a backlash when the masses start adopting other technologies… they’ll be misused just as effectively as PPT is.When we can assume that all university lecturers/tutors are effective teachers then the argument will be moot… until then we’ll continue to see death by powerpoint and powerpointlessness…I’m a drama teacher and love the idea of active rooms filled with proactive engaged learners… and if we have proactive engaged learners we can more effectively deploy technology in the mix…The world of teaching and learning is far from perfect and expectations seem to be geared towards a paradigm that says : “professors should tell me every last thing I need to know in order to get good grades and if students sat still and shut up long enough they might just learn something useful.”I even had one “lecturer” recently tell me “I’m a subject specialist, why do I need to know about pedagogy?” – sadly he was serious. comment by Kim FLINTOFF
    • On the subject specialist uninterested in pedagogy…It’s not an uncommon perspective, in university teaching. In fact, it might be more common among French-speakers, as most of those I’ve heard say something like this were French-speakers.I reacted quite negatively when I first heard some statement about university teachers not needing pedagogy. Don’t they care about learning?But… Isn’t there a point to be made about “non-pedagogy?”Not trying to be contrarian, here. Not playing devil’s advocate. Nor am I going on the kind of “anti-anti” PoMo mode which seems not to fit too well in English-speaking communities. I’m just thinking about teacher-less learning. And a relativist’s attitude to not judge before I know more. After all, can we safely assume that courses given by someone with such a reluctant attitude to learning pedagogy are inherently bad?There are even some people out there who take constructivism and constructionism to such an extreme that they’d say teachers aren’t needed. To an extent, the OLPC project has been going in that direction. “Students will teach themselves. We don’t need to train teachers or to engage with them in building this project.”There’s also a lot of discussion about learning outside of formal institutions. Including “on-the-job training” but also all sorts of learning strategies which don’t rely on the teacher/student (mentee, apprentice, pupil…) hierarchy. For instance, actual learning occurs in a large set of online activities. Enthusiastic people learn about things that passion them by reading about the subject, participating in online discussions, presenting their work for feedback, etc. Oftentimes, there is a hierarchy in terms of prestige, but it’s mostly negotiated through actions and not set in advance. More like “achieved status” than “ascribed status” (to use a convenient distinction from SOC101 courses). As this kind of training not infrequently leads to interesting careers, we’d be remiss to ignore the trend.Speaking of trends… It’s quite clear that many universities tend toward a more consumer-based approach. Students register and pay tuition to get “credentials” (good grades and impressive degrees). The notion that they might be there to do the actual learning is going by the wayside. In some professional contexts, people are quite explicit about how little they learnt in classrooms. It makes for difficult teaching contexts (especially at prestigious universities in the US), but it’s also something with which people learn to cope.My personal attitude is that “learning happens despite teachers.” I still think teachers make a difference, that we should learn about learners and learning, that pedagogy matters a whole lot. In fact, I’m passionate about pedagogy and I do what I can to improve my teaching.Yet the bottomline is: do people learn? If they do, does it matter what pedagogical training the teacher has? This isn’t a rhetorical question. comment by Alexandre Enkerli
  • A study published in the April issue of British Educational Research Journal
  • PowerPoint was one of the dullest methods they saw.
    • Can somebody post links to especially good PowerPoint files? comment by Bill Chapman
    • I don’t think this is really about PPT, but more about blind use of technology. It’s not the software to blame but the user.Also if you’re looking for great PPT examples, check out slideshare.net comment by Dean Shareski
    • Looking forward to reading what their criteria are for boredom.And the exact justification they give for lectures needing not to be boring.Or if they discuss the broad implications of lecturing, as opposed to the many other teaching methods that we use.Now, to be honest, I do use PPT in class. In fact, my PPT slides are the very example of what many people would consider boring: text outlines transformed into bullet points. Usually black on white, without images.But, overall, students seem to find me engaging. In student evaluations, I do get the occasional comment about the course being boring, but that’s also about the book and the nature of what we discuss.I upload these PPT files to Slideshare before going to class. In seminars, I use the PPT file to outline some topics, themes, and questions brought up by students and I upload the updated file after class.The PPT files on Slideshare are embedded into Moodle and serve as “course notes,” in conjunction with the audio recordings from the class meetings. These slides may include material which wasn’t covered in class.During “lecture,” I often spend extend periods of time discussing things with the class as a whole, leaving a slide up as a reminder of the general topic. Going from a bullet point to an extended discussion has the benefit of providing context for the discussion. When I started teaching, several students were saying that I’m “disorganized.” I still get a few comments like that but they’re much less frequent. And I still go on tangents, based on interactions with the group.Once in a while, I refrain from using PPT altogether. Which can lead to interesting challenges, in part because of student expectations and the fact that the screen becomes an indicator that “teaching is going on.”Perhaps a more important point: I try to lecture as little as possible. My upper-level courses are rapidly transformed into seminars. Even in large classes, the last class meetings of the semester involve just a few minutes of lecturing.This may all sound like a justification for my teaching method. But it’s also a reaction to the frequent discussions about PPT as evil. I do hate PPT, but I still use it.If only Google Wave could be released soon, we could use it to replace PPT. Wikis and microblogging tools are good and well, but they’re not as efficient in terms of real-time collaboration on complex material. comment by Alexandre Enkerli
  • seminars, practical sessions, and group discussions
  • In other words, tech-free classrooms were the most engaging.
    • Does it follow so directly? It’s quite easy to integrate technology with “seminars, practical sessions, and group discussions.” comment by Alexandre Enkerli
  • better than many older classroom technologies, like slate chalkboards or overhead transparencies
    • Which seems to support a form of technological determinism or, at least, a notion of a somewhat consistent improvement in the use of tools, if not in the tools themselves. comment by Alexandre Enkerli
  • But technology has hardly revolutionized the classroom experience for most college students, despite millions of dollars in investment and early predictions that going digital would force professors to rethink their lectures and would herald a pedagogical renaissance.
    • If so, then it’s only because profs aren’t bringing social technologies into their classrooms. Does the author of this article understand what’s current in ed tech? comment by Shelly Blake-Plock
    • the problem here is that in higher education, student satisfaction drives a service mentality – and students WANT summised PPTs and the want PODCASTS. Spoooon feeeeeed me – for I am paying. comment by dean groom
    • A rather broad statement which might be difficult to support with evidence.If we look at “classroom experience” in different contexts, we do notice large differences. Not necessarily in a positive sense. Technology is an integral part of all sorts of changes happening in, around, and away from the classroom.It would be quite different if that sentence said: “But institutional programs based on the adoption of specific tools in the classroom have hardly revolutionized…” It’s still early to assess the effectiveness of these programs, especially if we think about lifelong learning and about ongoing social changes related to technology use. But the statement would make more sense if it were more directly tied to specific programs instead of being a blanket critique of “technology” (left undefined). comment by Alexandre Enkerli
  • dream of shaking up college instruction
    • One of the most interesting parts of the interview with Bowen has to do with the notion that this isn’t, in fact, about following a dream. It’s about remaining relevant in a changing world. There’s a lot about Bowen’s perspective which sounds quite strange, to me. But the notion that universities should “wake up and smell the coffee” is something I wish were the object of more discussion in academic circles. comment by Alexandre Enkerli
  • Here’s the kicker, though: The biggest resistance to Mr. Bowen’s ideas has come from students, some of whom have groused about taking a more active role during those 50-minute class periods.
    • Great points, here. Let’s wish more students were involved in this conversation. It’s not just “about” them.One thing we should probably not forget about student populations is that they’re diverse. Chances are, some students in Meadows are delighted by the discussion focus. Others may be puzzled. It’s likely an adaptation for most of them. And it doesn’t sound like they were ever consulted about those changes. comment by Alexandre Enkerli
  • lecture model is pretty comfortable
    • And, though many of us are quick to criticize it, it’s difficult to avoid in the current systems of formal education in which we work. comment by Alexandre Enkerli
  • cool gadgets
    • The easiest way to dismiss the social role of technology is to call tools “gadgets.” But are these tools really just gadgets? In fact, some tools which are put to good use really aren’t that cool or even new. Are we discussing them enough? Are we aware of how they fit in the grand scheme of things?An obvious example would be cellphones. Some administrators and teachers perceive them as a nuisance. Rather few people talk about educational opportunities with cellphones, even though they already are used by people in different parts of the World to empower themselves and to learn. Negroponte has explicltly dimissed the educational potential of cellphones but the World isn’t waiting for approval from designers. comment by Alexandre Enkerli
  • seasoned performer,
    • There’s a larger point to be about performance in teaching. Including through a reference to Dick Bauman’s “Verbal Art as Performance” or other dimensions of Performance Theory.There’s also a more “mundane” point about a kind of conflict in universities between academic material and performance. In French-speaking universities, at least, it’s not uncommon to hear teachers talk about the necessity to be a “performer” as something of a distraction in teaching. Are teachers in front of the class to entertain students or is the classroom an environment in which to think and learn about difficult concepts? The consumer approach to universities, pushed in part by administrators who run universities like businesses, tends to emphasize the “entertainment paradigm,” hence the whole “boredom” issue.Having said all of this, Bowen’s own attitude goes beyond this simplistic “entertainment paradigm.” In fact, it sounds like he’s specifically not advocating for lectures to become a series of TEDtalks. Judging from the interview, it sounds like he might say that TEDtalk-style presentation should be put online and classroom-time should be devoted to analyzing those presentations.I do consider myself a performer, as I’ve been playing saxophone in a rather broad range of circumstances, from outdoor stages at festivals to concert halls. And my experience as a performer does influence the way I teach large classes. At the same time, it probably makes more salient the distinction between teaching and performing. comment by Alexandre Enkerli
  • The goateed administrator sported a suit jacket over a dark T-shirt
    • Though I’d be the first one to say that context is key, I fail to see what Bowen’s clothes contribute to the discussion. comment by Alexandre Enkerli
  • philosophical argument about the best way to engage students, he grounded it
  • information delivery common in today’s classroom lectures should be recorded and delivered to students as podcasts or online videos before class sessions
    • Fully agreed. Especially if we throw other things in the mix such as journal articles and collaboratively-created learning material. comment by Alexandre Enkerli
  • short online multiple-choice tests.
    • I don’t think he’s using the mc tests with an essessment focus rather an engagement focus – noit necessarily the most sophisticated but done playfully and creatively it can be a good first step to getting reluctatnt students to engage in first instance… comment by Kim FLINTOFF
    • I would also “defend” the use of MCTs in this context. Especially if the stakes are relatively low, the questions are well-crafted, and students do end up engaging.Like PPT, MCTs have some advantages, including because of student expectations.But, of course, it’s rather funny to hear Bowen talk about shaking things up and find out that he uses such tools. Still, the fact that these tests are online (and, one would think, taken outside of class time) goes well with Bowen’s main point about class time vs. tech-enabled work outside of class. comment by Alexandre Enkerli
  • Introduce issues of debate within the discipline and get the students to weigh in based on the knowledge they have from those lecture podcasts, Mr. Bowen says.
    • This wouldn’t be too difficult to do in social sciences and there are scenarios in which it would work wonderfully for lab sciences (if we think of “debate” as something similar to “discussion” sections in scientific articles).At the same time, some people do react negatively to such approaches based not on discipline but on “responsibilities of the university.” Some people even talk about responsibilities toward students’ parents! comment by Alexandre Enkerli
  • But if the student believes they can contribute, they’re a whole lot more motivated to enter the discourse, and to enter the discipline.
    • Sounds a bit like some of the “higher” positions in William Perry’s scheme. comment by Alexandre Enkerli
  • don’t be boring
    • Is boredom induced exclusively by the teacher? Can a student bored during a class meeting still be motivated and engaged in the material at another point? Should we apply the same principle to the readings we assign? Is there a way to efficiently assess the “boredom factor” of an academic article? How can we convince academic publishers that fighting boredom isn’t necessarily done through the addition of pretty pictures? comment by Alexandre Enkerli
  • you need a Ph.D. to figure it out
    • While I agree that these panels are difficult to use and could afford a redesign, the joke about needing a PhD sounds a bit strange in context. comment by Alexandre Enkerli
  • plug in their laptops
    • There’s something of a more general move toward getting people to use their own computers in the workplace. In fact, classroom computers are often so restricted as to be quite cumbersome to use in teaching. comment by Alexandre Enkerli
  • allow students to work in groups more easily
    • Not a bad idea. A good number of classrooms are structured in a way that makes it very hard to get students to do group work. Of course, it’s possible to do group work in any setting, but it’s remarkable how some of these seemingly trivial matters as the type of desk used can be enough to discourage some teachers from using certain teaching strategies. comment by Alexandre Enkerli
  • The classroom computers were old and needed an upgrade when Mr. Bowen arrived, so ditching them instead saved money.
    • Getting into the core of the issue. The reason it’s so important to think about “new ways” to do things isn’t necessarily that “old ways” weren’t conducive to learning. It’s because there are increased pressures on the system and some seem to perceive that cost-cutting and competition from online learning, making the issue so pressing. comment by Alexandre Enkerli
  • eliminate one staff position for a technician
    • Sounds sad, especially since support staff is already undervalued. But, at the same time, it does sound like relatively rational cost-cutting. One would just wish that they replaced that position with, say, teaching support. comment by Alexandre Enkerli
  • gave every professor a laptop
    • Again, this is a rather common practise outside of universities. Knowing how several colleagues think, this may also function as a way to “keep them happy.” comment by Alexandre Enkerli
  • support so they could create their own podcasts and videos.
    • This is where the tech support position which was cut could be useful. Recording and podcasting aren’t difficult to set up or do. But it’s an area where support can mean more than answering questions about which button to press. In fact, podcasting projects are an ideal context for collaboration between tech, teach, and research. comment by Alexandre Enkerli
  • lugging their laptops to class,
    • It can be an issue, especially if there wasn’t a choice in the type of laptop which could be used. comment by Alexandre Enkerli
  • She’s made podcasts for her course on “Critical Scholarship in Communication” that feature interviews she recorded with experts in the field.
    • One cool thing about these podcasting projects is that people can build upon them, one semester after the other. Interviews with practitioners do help provide a multiplicity of voices. And, yes, getting students to produce their own content is often a good way to go, especially if the topic is somehow related to the activity. Getting students in applied communication to create material does sound appropriate. comment by Alexandre Enkerli
  • they come in actually much more informed
    • Sounds effective. Especially since Bowen’s approach seems to be oriented toward pre-class preparation. comment by Alexandre Enkerli
  • if they had been assigned a reading.
    • There’s a lot to be said about this. One reason this method may be more efficient than reading assignments could have to do with the particularities of written language, especially the very formal style of those texts we often assign as readings. Not that students shouldn’t read, of course! But there’s a case to be made for some readings being replaced by oral sources, especially those which have to do with people’s experience in a field. Reading primary source material, integrating some reference texts, and using oral material can all be part of an appropriate set of learning strategies. comment by Alexandre Enkerli
  • created podcast lectures
    • An advantage of such “lecturecasts,” “profcasts,” and “slidecasts” is that they’re relatively easy to build and can be tightly structured. It’s not the end-all of learning material, but it’s a better substitute for classroom lectures than one might think.Still, there’s room for improvement in the technology itself. For instance, it’d be nice to have Revver-style comments in the timeline. comment by Alexandre Enkerli
  • shows movie clips from his laptop
    • This one is slightly surprising because one would expect that these clips could easily be shown, online, ahead of class. It might have to do with the chilling effect of copyright regulation or Heffernan’s strategy of getting “fresh” feedback. There would have been good questions to ask Heffernan in preparation for this piece. comment by Alexandre Enkerli
  • “Strangely enough, the people who are most resistant to this model are the students, who are used to being spoon-fed material that is going to be quote unquote on the test,” says Mr. Heffernan. “Students have been socialized to view the educational process as essentially passive. The only way we’re going to stop that is by radically refiguring the classroom in precisely the way José wants to do it.”
    • This interpretation sounds a tiny bit lopsided. After all, aren’t there students who were already quite active and engaged in the “old system” who have expressed some resistance to the “new system?” Sounds likely to me. But maybe my students are different.One fascinating thing is the level of agreement, among teachers, about the necessity to have students who aren’t passive. I certainly share this opinion but there are teachers in this World who actually do prefer students who are somewhat passive and… “obedient.” comment by Alexandre Enkerli
  • The same sequence of events
    • That part is quite significant: Bowen was already a reformer and already had gone through the process. In this case, he sounds more like one of those CEOs who are hired to save a company from a difficult situation. He originally sounded more like someone who wanted to impose specific views about teaching. comment by Alexandre Enkerli
  • ‘I paid for a college education and you’re not going to lecture?'”
    • A fairly common reaction, in certain contexts. A combination of the infamous “sense of entitlement,” the “customer-based approach to universities,” and student expectations about the way university teaching is supposed to go.One version I’ve had in student evaluations is that the student felt like s/he was hearing too much from other students instead of from me. It did pain me, because of the disconnect between what I was trying to do and that student’s notion of what university courses are supposed to bring her/him. comment by Alexandre Enkerli
  • PowerPoint lecture
    • As a commenter to my blog was saying about lectures in general, some of us (myself included) have been building a straw man. We may have negative attitudes toward certain teaching strategies, including some lecturing techniques. But that shouldn’t prevent us from discussing a wide array of teaching and learning strategies.In this case, it’s remarkable that despite the radical nature of Bowen’s reform, we learn that there are teachers who record PPT-based presentations. It then sounds like the issue isn’t so much about using PPT as it is about what is done in the classroom as opposed to what is done during the rest of the week.Boring or not, PPT lectures, even some which aren’t directly meant to engage students, can still find their place in the “teaching toolbox.” A dogmatic anti-PPT stance (such as the one displayed by this journalist) is unlikely to foster conversations about tools and learning. Based on the fact that teachers are in fact doing PPT lectures to be used outside the classroom, one ends up seeing Bowen’s perspective as much more open than that of the Chronicle’s editorial staff. comment by Alexandre Enkerli
  • Sandi Mann, the British researcher who led the recent study on student attitudes toward teaching, argues that boredom has serious implications in an educational setting.
    • Unsurprising perspective. Wonder if it had any impact on Mann’s research results. Makes the research sound more oriented than one might hope. comment by Alexandre Enkerli
  • according to some studies
  • low-cost online alternatives to the traditional campus experience
    • This could have been the core issue discussed in an article about Bowen. Especially if we are to have a thoughtful conversation about the state of higher education in a changing context. Justification for high tuition fees, the latent functions of “college life,” the likely outcome of “competing with free,” the value of the complete learning experience as opposed to the value of information transmission… comment by Alexandre Enkerli
  • give away videos
    • This is the “competing with free” part, to which record companies have been oblivious for so long but which makes OCW appear like quite a forward-looking proposition. comment by Alexandre Enkerli
  • colleges must make sure their in-person teaching really is superior to those alternatives
    • It’s both a free-market argument, which goes so well with the customer-based approach to learning, and a plea to consider learning in a broader way than the mere transmission of information from authoritative source to passive mass. An old saw, for sure, but one which surprisingly hasn’t been heard by everyone. comment by Alexandre Enkerli
  • add value
    • This might be appropriate language to convince trustees. At some institutions, this might be more important than getting students’ or teachers’ approval. comment by Alexandre Enkerli
  • not being online
    • Although, they do have an online presence. The arguments used have more to do with blended learning than with exclusively face-to-face methods. comment by Alexandre Enkerli
  • might need to stay a low-tech zone to survive.
    • Rubbish there is no reason to dumb down learning; and he obviously is not teaching 2500 students at one time. PPT is not the problem here, and this really is a collection of facile arguements that are not ironically substantiated. Lowering his overhead does not increase student learning – wheres the evidence? comment by dean groom
    • Come to think of it, it sounds like the argument was made more forcefully by Young than by Bowen himself. Bowen is certainly quite vocal but the “need… to survive” sounds a tad bit stronger than Bowen’s project.What’s funny is that the video made Bowen sound almost opinionated. The article makes Young sound like he has his own axe to grind comment by Alexandre Enkerli

Privilege: Library Edition

When I came out against privilege, over a month ago, I wasn’t thinking about libraries. But, last week, while running some errands at three local libraries (within an hour), I got to think about library privileges.

During that day, I first started thinking about library privileges because I was renewing my CREPUQ card at Concordia. With that card, graduate students and faculty members at a university in Quebec are able to get library privileges at other universities, a nice “perk” that we have. While renewing my card, I was told (or, more probably, reminded) that the card now gives me borrowing privileges at any university library in Canada through CURBA (Canadian University Reciprocal Borrowing Agreement).

My gut reaction: “Aw-sum!” (I was having a fun day).

It got me thinking about what it means to be an academic in Canada. Because I’ve also spent part of my still short academic career in the United States, I tend to compare the Canadian academe to US academic contexts. And while there are some impressive academic consortia in the US, I don’t think that any of them may offer as wide a set of library privileges as this one. If my count is accurate, there are 77 institutions involved in CURBA. University systems and consortia in the US typically include somewhere between ten and thirty institutions, usually within the same state or region. Even if members of both the “UC System” and “CalState” have similar borrowing privileges, it would only mean 33 institutions, less than half of CURBA (though the population of California is about 20% more than that of Canada as a whole). Some important university consortia through which I’ve had some privileges were the CIC (Committee on Institutional Cooperation), a group of twelve Midwestern universities, and the BLC (Boston Library Consortium), a group of twenty university in New England. Even with full borrowing privileges in all three groups of university libraries, an academic would only have access to library material from 65 institutions.

Of course, the number of institutions isn’t that relevant if the libraries themselves have few books. But my guess is that the average size of a Canadian university’s library collection is quite comparable to its US equivalents, including in such well-endowed institutions as those in the aforementioned consortia and university systems. What’s more, I would guess that there might be a broader range of references across Canadian universities than in any region of the US. Not to mention that BANQ (Quebec’s national library and archives) are part of CURBA and that their collections overlap very little with a typical university library.

So, I was thinking about access to an extremely wide range of references given to graduate students and faculty members throughout Canada. We get this very nice perk, this impressive privilege, and we pretty much take it for granted.

Which eventually got me to think about my problem with privilege. Privilege implies a type of hierarchy with which I tend to be uneasy. Even (or especially) when I benefit from a top position. “That’s all great for us but what about other people?”

In this case, there are obvious “Others” like undergraduate students at Canadian institutions,  Canadian non-academics, and scholars at non-Canadian institutions. These are very disparate groups but they are all denied something.

Canadian undergrads are the most direct “victims”: they participate in Canada’s academe, like graduate students and faculty members, yet their access to resources is severely limited by comparison to those of us with CURBA privileges. Something about this strikes me as rather unfair. Don’t undegrads need access as much as we do? Is there really such a wide gap between someone working on an honour’s thesis at the end of a bachelor’s degree and someone starting work on a master’s thesis that the latter requires much wider access than the former? Of course, the main rationale behind this discrepancy in access to library material probably has to do with sheer numbers: there are many undergraduate students “fighting for the same resources” and there are relatively few graduate students and faculty members who need access to the same resources. Or something like that. It makes sense but it’s still a point of tension, as any matter of privilege.

The second set of “victims” includes Canadians who happen to not be affiliated directly with an academic institution. While it may seem that their need for academic resources are more limited than those of students, many people in this category have a more unquenchable “thirst for knowledge” than many an academic. In fact, there are people in this category who could probably do a lot of academically-relevant work “if only they had access.” I mostly mean people who have an academic background of some sort but who are currently unaffiliated with formal institutions. But the “broader public” counts, especially when a specific topic becomes relevant to them. These are people who take advantage of public libraries but, as mentioned in the BANQ case, public and university libraries don’t tend to overlap much. For instance, it’s quite unlikely that someone without academic library privileges would have been able to borrow Visual Information Processing (Chase, William 1973), a proceedings book that I used as a source for a recent blogpost on expertise. Of course, “the public” is usually allowed to browse books in most university libraries in North America (apart from Harvard). But, depending on other practical factors, borrowing books can be much more efficient than browsing them in a library. I tend to hear from diverse people who would enjoy some kind of academic status for this very reason: library privileges matter.

A third category of “victims” of CURBA privileges are non-Canadian academics. Since most of them may only contribute indirectly to Canadian society, why should they have access to Canadian resources? As any social context, the national academe defines insiders and outsiders. While academics are typically inclusive, this type of restriction seems to make sense. Yet many academics outside of Canada could benefit from access to resources broadly available to Canadian academics. In some cases, there are special agreements to allow outside scholars to get temporary access to local, regional, or national resources. Rather frequently, these agreements come with special funding, the outside academic being a special visitor, sometimes with even better access than some local academics.  I have very limited knowledge of these agreements (apart from infrequent discussions with colleagues who benefitted from them) but my sense is that they are costly, cumbersome, and restrictive. Access to local resources is even more exclusive a privilege in this case than in the CURBA case.

Which brings me to my main point about the issue: we all need open access.

When I originally thought about how impressive CURBA privileges were, I was thinking through the logic of the physical library. In a physical library, resources are scarce, access to resources need to be controlled, and library privileges have a high value. In fact, it costs an impressive amount of money to run a physical library. The money universities invest in their libraries is relatively “inelastic” and must figure quite prominently in their budgets. The “return” on that investment seems to me a bit hard to measure: is it a competitive advantage, does a better-endowed library make a university more cost-effective, do university libraries ever “recoup” any portion of the amounts spent?

Contrast all of this with a “virtual” library. My guess is that an online collection of texts costs less to maintain than a physical library by any possible measure. Because digital data may be copied at will, the notion of “scarcity” makes little sense online. Distributing millions of copies of a digital text doesn’t make the original text unavailable to anyone. As long as the distribution system is designed properly, the “transaction costs” in distributing a text of any length are probably much less than those associated with borrowing a book.  And the differences between “browsing” and “borrowing,” which do appear significant with physical books, seem irrelevant with digital texts.

These are all well-known points about online distribution. And they all seem to lead to the same conclusion: “information wants to be free.” Not “free as in beer.” Maybe not even “free as in speech.” But “free as in unchained.”

Open access to academic resources is still a hot topic. Though I do consider myself an advocate of “OA” (the “Open Access movement”), what I mean here isn’t so much about OA as opposed to TA (“toll-access”) in the case of academic journals. Physical copies of periodicals may usually not be borrowed, regardless of library privileges, and online resources are typically excluded from borrowing agreements between institutions. The connection between OA and my perspective on library privileges is that I think the same solution could solve both issues.

I’ve been thinking about a “global library” for a while. Like others, the Library of Alexandria serves as a model but texts would be online. It sounds utopian but my main notion, there, is that “library privileges” would be granted to anyone. Not only senior scholars at accredited academic institutions. Anyone. Of course, the burden of maintaining that global library would also be shared by anyone.

There are many related models, apart from the Library of Alexandria: French «Encyclopédistes» through the Englightenment, public libraries, national libraries (including the Library of Congress), Tim Berners-Lee’s original “World Wide Web” concept, Brewster Kahle’s Internet Archive, Google Books, etc. Though these models differ, they all point to the same basic idea: a “universal” collection with the potential for “universal” access. In historical perspective, this core notion of a “universal library” seems relatively stable.

Of course, there are many obstacles to a “global” or “universal” library. Including issues having to do with conflicts between social groups across the Globe or the current state of so-called “intellectual property.” These are all very tricky and I don’t think they can be solved in any number of blogposts. The main thing I’ve been thinking about, in this case, is the implications of a global library in terms of privileges.

Come to think of it, it’s possible that much of the resistance to a global library have to do with privilege: unlike me, some people enjoy privilege.


Microblogue d’événement

Version éditée d’un message que je viens d’envoyer à mon ami Martin Lessard.

Le contexte direct, c’est une discussion que nous avons eue au sujet de mon utilisation de Twitter, la principale plateforme de microblogue. Pendant un événement quelconque (conférence, réunion, etc.), j’utilise Twitter pour faire du blogue en temps réel, du liveblogue.

Contrairement à certains, je pense que l’utilisation du microblogue peut être adaptée aux besoins de chaque utilisateur. D’ailleurs, c’est un aspect de la technologie que je trouve admirable: la possibilité d’utiliser des outils pour d’autres usages que ceux pour lesquels ils ont été conçus. C’est là que la technologie au sens propre dépasse l’outil. Dans mon cours de culture matérielle, j’appelle ça “unintended uses”, concept tout simple qui a beaucoup d’implications en rapport aux liens sociaux dans la chaîne qui va de la conception et de la construction d’un outil jusqu’à son utilisation et son «impact» social.

Donc, mon message édité.
Je pense pas mal à cette question de tweets («messages» sur Twitter) considérés comme intempestifs. Alors je lance quelques idées.

Ça m’apporte pas mal, de bloguer en temps réel par l’entremise de Twitter. Vraiment, je vois ça comme prendre des notes en public. Faut dire que la prise de notes est une seconde nature, pour moi. C’est comme ça que je structure ma pensée. Surtout avec des “outliners” mais ça marche aussi en linéaire.

De ce côté, je fais un peu comme ces journalistes sur Twitter qui utilisent le microblogue comme carnet de notes. Andy Carvin est mon exemple préféré. Il tweete plus vite que moi et ses tweets sont aussi utiles qu’un article de journal. Ma démarche est plus proche de la «lecture active» et du sens critique, mais c’est un peu la même idée. Dans mon cas, ça me permet même de remplacer un billet de blogue par une série de tweets.

L’avantage de la prise de notes en temps réel s’est dévoilé entre autres lors d’une présentation de Johannes Fabian, anthropologue émérite qui était à Montréal pendant une semaine bien remplie, le mois dernier. Je livebloguais sa première présentation, sur Twitter. En face de moi, il y avait deux anthropologues de Concordia (Maximilian Forte et Owen Wiltshire) que je connais entre autres comme blogueurs. Les deux prenaient des notes et l’un d’entre eux enregistrait la séance. Dans mes tweets, j’ai essayé de ne pas trop résumer ce que Fabian disait mais je prenais des notes sur mes propres réactions, je faisais part de mes observations de l’auditoire et je réfléchissais à des implications des idées énoncées. Après la présentation, Maximilian me demandait si j’allais bloguer là-dessus. J’ai pu lui dire en toute franchise que c’était déjà fait. Et Owen, un de mes anciens étudiants qui travaille maintenant sur la publication académique et le blogue, a maintenant accès à mes notes complètes, avec “timeline”.
Puissante méthode de prise de notes!

L’avantage de l’aspect public c’est premièrement que je peux avoir des «commentaires» en temps réel. J’en ai pas autant que j’aimerais, mais ça reste ce que je cherche, les commentaires. Le microbloguage me donne plus de commentaires que mon blogue principal, ici même sur WordPress. Facebook me donne plus de commentaires que l’un ou l’autre, mais c’est une autre histoire.

Dans certains cas, le livebloguage donne lieu à une véritable conversation parallèle. Mon exemple préféré, c’est probablement cette interaction que j’ai eue avec John Milles à la fin de la session d’Isabelle Lopez, lors de PodCamp Montréal (#pcmtl08). On parlait de culture d’Internet et je proposais qu’il y avait «une» culture d’Internet (comme on peut dire qu’il y a «une» culture chrétienne, disons). Milles, qui ne me savait pas anthropologue, me fait alors un tweet à propos de la notion classique de culture pour les anthropologues (monolithique, spécifiée dans l’espace, intemporelle…). J’ai alors pu le diriger vers la «crise de la représentation» en anthropologie depuis 1986 avec Writing Culture de Clifford et Marcus. Il m’a par la suite envoyé des références de la littérature juridique.

Bien sûr, c’est l’idée du “backchannel” appliqué au ‘Net. Ça fonctionne de façon très efficace pour des événements comme SXSW et BarCamp puisque tout le monde tweete en même temps. Mais ça peut fonctionner pour d’autres événements, si la pratique devient plus commune.

More on this later.”

Je crois que le bloguage en temps réel lors d’événements augmente la visibilité de l’événement lui-même. Ça marcherait mieux si je mettais des “hashtags” à chaque tweet. (Les “hashtags” sont des étiquettes textuelles précédées de la notation ‘#’, qui permettent d’identifier des «messages»). Le problème, c’est que c’est pas vraiment pratique de taper des hashtags continuellement, du moins sur un iPod touch. De toutes façons, ce type de redondance semble peu utile.

More on this later.”

Évidemment, le fait de microbloguer autant augmente un peu ma propre visibilité. Ces temps-ci, je commence à penser à des façons de me «vendre». C’est un peu difficile pour moi parce que j’ai pas l’habitude de me vendre et que je vois l’humilité comme une vertu. Mais ça semble nécessaire et je me cherche des moyens de me vendre tout en restant moi-même. Twitter me permet de me mettre en valeur dans un contexte qui rend cette pratique tout à fait appropriée (selon moi).

D’ailleurs, j’ai commencé à utiliser Twitter comme méthode de réseautage, pendant que j’étais à Austin. C’était quelques jours avant SXSW et je voulais me faire connaître localement. D’ailleurs, je conserve certaines choses de cette époque, y compris des contacts sur Twitter.

Ma méthode était toute simple: je me suis mis à «suivre» tous ceux qui suivaient @BarCampAustin. Ça faisait un bon paquet et ça me permettait de voir ce qui se passait. D’ailleurs, ça m’a permis d’aller observer des événements organisés par du monde de SXSW comme Gary Vaynerchuk et Scott Beale. Pour un ethnographe, y’a rien comme voir Kevin Rose avec son «entourage» ou d’apprendre que Dr. Tiki est d’origine lavalloise. 😉

Dans les “features” du microbloguage que je trouve particulièrement intéressantes, il y a les notations en ‘@’ et en ‘#’. Ni l’une, ni l’autre n’est si pratique sur un iPod touch, du moins avec les applis qu’on a. Mais le concept de base est très intéressant. Le ‘@’ est un peu l’équivalent du ping ou trackback, pouvant servir à attirer l’attention de quelqu’un d’autre (cette notation permet les réponses directes à des messages). C’est assez puissant comme principe et ça aide beaucoup dans le livebloguage (Muriel Ide et Martin Lessard ont utilisé cette méthode pour me contacter pendant WebCom/-Camp).

More on this later.”

D’après moi, avec des geeks, cette pratique du microblogue d’événement s’intensifie. Il prend même une place prépondérante, donnant au microblogue ce statut que les journalistes ont tant de difficulté à saisir. Lorsqu’il se passe quelque-chose, le microblogue est là pour couvrir l’événement.

Ce qui m’amène à ce “later“. Tout simple, dans le fond. Des instances de microblogues pour des événements. Surtout pour des événements préparés à l’avance, mais ça peut être une structure ad hoc à la Ushahidi d’Erik Hersman.

Laconica d’Evan Prodromou est tout désigné pour remplir la fonction à laquelle je pense mais ça peut être sur n’importe quelle plateforme. J’aime bien Identi.ca, qui est la plus grande instance Laconica. Par contre, j’utilise plus facilement Twitter, entre autres parce qu’il y a des clients Twitter pour l’iPod touch (y compris avec localisation).

Imaginons une (anti-)conférence à la PodCamp. Le même principe s’applique aux événements en-ligne (du genre “WebConference”) mais les rencontres face-à-face ont justement des avantages grâce au microbloguage. Surtout si on pense à la “serendipity”, à l’utilisation de plusieurs canaux de communication (cognitivement moins coûteuse dans un contexte de coprésence), à la facilité des conversations en petits groupes et au «langage non-verbal».

Donc, chaque événement a une instance de microblogue. Ça coûte pratiquement rien à gérer et ça peut vraiment ajouter de la valeur à l’événement.

Chaque personne inscrite à l’événement a un compte de microblogue qui est spécifique à l’instance de cet événement (ou peut utiliser un compte Laconica d’une autre instance et s’inscrire sur la nouvelle instance). Par défaut, tout le monde «suit» tout le monde (tout le monde est incrit pour voir tous les messages). Sur chaque “nametag” de la conférence, l’identifiant de la personne apparaît. Chaque présentateur est aussi lié à son identifiant. Le profil de chaque utilisateur peut être calqué sur un autre profil ou créé spécifiquement pour l’événement. Les portraits photos sont privilégiés, mais les avatars sont aussi permis. Tout ce qui est envoyé à travers l’instance est archivé et catalogué. S’il y a des façons de spécifier des positions dans l’espace, de façon précise (peut-être même avec une RFID qu’on peut désactiver), ce positionnement est inscrit dans l’instance. Comme ça, on peut se retrouver plus facilement pour discuter en semi-privé. D’ailleurs, ça serait facile d’inclure une façon de prendre des rendez-vous ou de noter des détails de conversations, pour se remémorer le tout plus tard. De belles intégrations possibles avec Google Calendar, par exemple.

Comme la liste des membres de l’instance est limitée, on peut avoir une appli qui facilite les notations ‘@’. Recherche «incrémentale», carnet d’adresse, auto-complétion… Les @ des présentateurs sont sous-entendus lors des présentations, on n’a pas à taper leurs noms au complet pour les citer. Dans le cas de conversations à plusieurs, ça devient légèrement compliqué, mais on peut quand même avoir une liste courte si c’est un panel ou d’autres méthodes si c’est plus large. D’ailleurs, les modérateurs pourraient utiliser ça pour faire la liste d’attente des interventions. (Ça, c’est du bonbon! J’imagine ce que ça donnerait à L’Université autrement!)

Comme Evan Prodromou en parlait lors de PodCamp Montréal, il y a toute la question du “microcasting” qui prend de l’ampleur. Avec une instance de microblogue liée à un événement, on pourrait avoir de la distribution de fichiers à l’interne. Fichiers de présentation (Powerpoint ou autre), fichiers médias, liens, etc. Les présentateurs peuvent préparer le tout à l’avance et envoyer leurs trucs au moment opportun. À la rigueur, ça peut même remplacer certaines utilisations de Powerpoint!

Plutôt que de devoir taper des hashtags d’événements (#pcmtl08), on n’a qu’à envoyer ses messages sur l’instance spécifique. Ceux qui ne participent pas à l’événement ne sont pas inondés de messages inopportuns. Nul besoin d’arrêter de suivre quelqu’un qui participe à un tel événement (comme ç’a été le cas avec #pcmtl08).

Une fois l’événement terminé, on peut faire ce qu’on veut avec l’instance. On peut y revenir, par exemple pour consulter la liste complète des participants. On peut retravailler ses notes pour les transformer en billets et même rapports. Ou on peut tout mettre ça de côté.

Pour le reste, ça serait comme l’utilisation de Twitter lors de SXSWi (y compris le cas Lacy, que je trouve fascinant) ou autre événement geek typique. Dans certains cas, les gens envoient les tweets directement sur des écrans autour des présentateurs.

Avec une instance spécifique, les choses sont plus simple à gérer. En plus, peu de risques de voir l’instance tomber en panne, comme c’était souvent le cas avec Twitter, pendant une assez longue période.

C’est une série d’idées en l’air et je tiens pas au détail spécifique. Mais je crois qu’il y a un besoin réel et que ça aide à mettre plusieurs choses sur une même plateforme. D’ailleurs, j’y avais pas trop pensé mais ça peut avoir des effets intéressants pour la gestion de conférences, pour des rencontres en-ligne, pour la couverture médiatique d’événements d’actualités, etc. Certains pourraient même penser à des modèles d’affaire qui incluent le microblogue comme valeur ajoutée. (Différents types de comptes, possibilité d’assister gratuitement à des conférences sans compte sur l’instance…)

Qu’en pensez-vous?


Free, Open, Online: Rethinking Learning Materials Online (Slidecast)

Now that Slideshare has a “slidecast” feature, we can synchronise slides with audio to create audiovisual presentation

Case in point, here is the “slidecast” of a presentation I gave during a session at the Spirit of Inquiry conference, in May.

The audio is available here:

Free, Open, Online: Rethinking Learning Materials Online (Audio) « Disparate

The presentation file is available here:

Free, Open, Online: Rethinking Learning Materials Online (Files) « Disparate

Slidecasting could become quite interesting and it could go really well with the approach I was discussing during that session.


Blogged Librarians

Is it just me or is there an increased presence of librarians on the blogosphere, these days? Not just as authors but as subjects.

For instance:

I know the connection between libraries and blogging is pretty obvious and information scientists are as blogworthy as anyone can get. So it’s probably just that I notice librarian blogging more, these days. Thing is, on the Web, perception is worth a lot, however accurate it may be.


Free, Open, Online: Rethinking Learning Materials Online (Audio)

Finally posted the audio content of my session on learning materials at the Spirit of Inquiry conference.

Free, Open, Online: Rethinking Learning Materials Online (Files) « Disparate

Free, Open, Flexible: Rethinking Learning Materials Online (MP3)
Free, Open, Flexible: Rethinking Learning Materials Online (podcast)
FOF Discussion (MP3)
FOF Discussion (podcast)


Concordia Repository

In the Concordia Journal, an enthusiastic write-up about Harnad’s recent talk on Open Access self-archiving.

Increasing the impact of the academy

William Curran, head of Concordia’s Library, said in an email that “the whole philosophy and pedagogical role of the library ‘business’ is to provide access, i.e., open access to the compendium of the world’s knowledge.” He anticipates that Concordia will have an institutional repository within the year for, at minimum, completed theses and research papers, “which represent the intellectual output of the university.”

As Harnad himself noted in an email, this write-up doesn’t mention that he was invited by our department (Sociology and Anthropology) nor does it describe the mixed reception to several of Harnad’s points. It does, however, address the fact that some academics are wary of Open Access, often because they associate it with potential revenue loss for journal publishers.

My own take is that Open Access is not only a necessity but mostly a step in the overall process of reevaluating academic publishing.


Concordia and Open Access Self-Archiving

Fascinating talk:

News@Concordia: Stevan Harnad, Maximizing Concordia University’s Research Impact, April 25

Reactions were varied but some of us were able to have a very good chat after the talk. For one thing, it helped me understand the whole “Green OA” issue in a new light. As an idealist non-tenured faculty, I tend to get dreamy about the possibilities for the next step in the Open Access movement. Including in terms of pedagogy and community outreach. But Harnad’s talk really put the focus on the “knowledge ecology” involved in this world of unlimited resources.

To me, Concordia is an interesting case. So far, the university’s online visibility has been quite low, self-archiving is quite rare among Concordia researchers, and people tend to focus on the logistics. But Concordia seems to be on a mission to redefine itself in the broader frame of “forward-looking institutions of higher learning.” Contrary to McGill (Concordia’s “neighbour”), Concordia focuses on such things as flexibility, diversity, community outreach and, yes, even rebranding (which some people dislike). Sure, much of it might be “corporate-speak” to increase enrollment. But the point is, Concordia seems to truly cherish the diversity of its enrolled students. In fact, it’s not positioning itself as the “so elite, just being admitted is enough to get a job” model typical of certain prestigious institutions in the United States. Some people at Concordia are making sure that the message of “going forward to meet new challenges” is heard.

It’s no secret that I like Concordia. As my second semester there comes to an end and as I reflect on my time there, I tend to see this university as a place where true learning can occur. I may only teach one more semester there before I move to Austin so I will enjoy it to the last drop. And, who knows, I might find as many things to like in Texas once I’m settled there.

If Concordia can increase its visibility by engaging itself on the OA route, I’m all for it.


Creative Inquiry

This should be interesting. My proposal for a session at the Spirit of Inquiry conference has been accepted.

Here is the description which should appear in the conference program:

Free, Open, Flexible: Rethinking Learning Materials Online
Alexandre Enkerli, Lecturer, Department of Sociology and Anthropology, Concordia University

Considered as a whole, learning materials such as textbooks and lecture notes constitute the “shoulders of giants” on which learners and teachers stand. In this session, academic publishers, instructors, librarians, and administrators are all invited to rethink learning materials through their own experiences with online technologies. A short, informal report on the principal presenter’s experience with podcasting and other online applications will be followed by a facilitated discussion. This session will pay special attention to issues of open access, academic freedom, and flexible strategies for learning and teaching. Together, session participants will construct a new understanding of the implications linking technological changes to the use of learning materials online.

My views are quite close to those of Richard Baraniuk of Rice University’s Connexions project providing open access to learning materials. Discussions of Open Access tend to focus on research articles published in peer-reviewed academic journals but this session will focus on pedagogical uses of online content, including podcasts, lecture notes, and textbooks.

I do hope that people from the publishing and “knowledge management” side of the equation will be present.


What to Rethink?

Prepared a proposal for an upcoming Spirit of Inquiry conference at Concordia University.

In a recent video ethnography of the “Web 2.0” concept, anthropologist Michael Wesch invited the online audience to rethink a wide array of concepts, from copyright and authorship to identity and commerce. My session, if accepted, should follow these ideas along with specific emphasis on academic freedom, open access,  and flexible strategies for learning and teaching.

Here is my proposal:

Presenter Biography: An ethnographer as well as a blogger, Alexandre Enkerli has taught at diverse universities in the United States and in Canada. He currently teaches cultural anthropology and the anthropology of music at Concordia University. An avid Internet user since 1993, Alexandre has participated intensively in a large array of online activities, from mailing-list discussions in informal groups to creative uses of learning management systems such as Moodle, Sakai, Oncourse, Blackboard, and WebCT.
Title Of Session: Free, Open, Flexible: Rethinking Learning Materials Online
Session Learning Objective: This session seeks to help participants rethink the use of learning materials (such as textbooks and lecture notes) in view of opportunities for freedom, openness, and flexibility afforded recent information and communication technologies.
Session Approach: Facilitated discussion (45 minutes)
Abstract: Considered as a whole, learning materials such as textbooks and lecture notes constitute the “shoulders of giants” on which learners and teachers stand.

In this session, academic publishers, instructors, librarians, and administrators are all invited to rethink learning materials through their own experiences with online technologies.

A short, informal report on the principal presenter’s experience with podcasting and other online applications will be followed by a facilitated discussion.

This session will pay special attention to issues of open access, academic freedom, and flexible strategies for learning and teaching.

Together, session participants will construct a new understanding of the implications linking technological changes to the use of learning materials online.
Additional Room Needs: Preferred but not required: podcasting equipment.

Digital Ethnography » Blog Archive » The Machine is Us/ing Us Transcription

We’ll need to rethink copyrightWe’ll need to rethink authorship

We’ll need to rethink identity

We’ll need to rethink ethics

We’ll need to rethink aesthetics

We’ll need to rethink rhetorics

We’ll need to rethink governance

We’ll need to rethink privacy

We’ll need to rethink commerce

We’ll need to rethink love

We’ll need to rethink family

We’ll need to rethink ourselves.


Jobs and Satisfaction

This one is more of a web log entry than my usual ramblings.

Executive Summary: Life Is Good.

Continue reading


Rule Concordia, Concordia Rule the Waves

[Drafted this on October 19, 2006. My resolution is to procrastinate less… 😉 ]

Despite the title, this is not about "ruling" anything. And it’s not about Britain. But it is about Concordia. In part.

Been spending some time at Concordia University recently. As it’s the next place where I’ll be teaching, I tend to think of it as "my university."

I feel as if my enthusiasm for this university will not waver for a while. It really is a pretty interesting place for the type of work I enjoy doing. Not the only place where I can be happy, possibly not even the best place. But I like Concordia and I’m not afraid to say it.

I’ve been thinking about what I like about Concordia. A fairly good example is that today (October 19, 2006), I spent an hour and twenty minutes talking about pedagogical issues with Olivia Rovinescu, director of the Centre for Teaching and Learning Services. Sure, almost any university or college has equivalent services. Some of these centres are actually very useful. But this isn’t about comparison. It’s about satisfaction. I’m getting exactly the type of help I want. As it’s usually easier to complain about what we don’t get than to rejoice at what we do get, I think it’s very important to say such things when we do get good service.

My status at Concordia is quite precarious, at this point. To be very precise, I’m a PTF, part-time faculty. We do have a strong association, which means that we do get better conditions than many part-time lecturers at other institutions, but our status still isn’t anything like full-time, tenure-track professors. Which has a lot of advantages, actually. For instance, we don’t need to do any committee work, we can easily teach at different institutions, we don’t depend on the PTR committee, our research is free of some of the administrative burdens of constant evaluation, we need not know the intricacies of advising bureaucracy, students and administrators see us primarily as instructors/teachers, we can teach before having finished a Ph.D. (or, in some cases, even before the end of the master’s degree), we’re free to refuse teaching contracts without any penalty, and we get a fairly simple point system for professional advancement. On the other hand, we get fewer of the amenities afforded tenured professors and we may not have our contracts renewed year after year (even though some lecturers have become "fixtures" in their departments and can assume that they will regularly get work every semester, if they want it).

[I guess I stopped writing because I didn’t want to go too deeply on the moaning mode. Since then, I’ve thought about different issues and I now see my passion for teaching in a new light. I’ll surely post about that as well as about pedagogical philosophies, Frank McCourt, Radio Open Source on technology in education, my father’s experience as a teacher and educational psychologist, etc.]


Higher Education in a New Era

Thanks to a comment by Jay, a series of edifying articles in Washington Monthly about the current state of U.S. higher education, appearing in the September 2006 issue of that magazine.

I do tend to disagree with several dimensions of the approach taken by Washington Monthly, including the apparent enthusiasm for the “client-based approach to higher education” favoured by several institutions and bemoaned by its main actors. But I do appreciate the fact that such a conversation finally takes place. The blog post which prompted Jay’s comment was about Canadian universities but “don’t get me started” about the state of higher education in the United States.

According to its mission statement, Washington Monthly seeks to provide insight on politics and government in (the United States of) America. As such, it focuses on the potential ramifications of higher education for governmental (mostly U.S. federal) politics. Doing so, it seems to obey at least some of the Berlin Principles on Ranking of Higher Education Institutions, especially with regards to section A on Purposes and Goals of Rankings. (PDF version of principles.)

One thing that these articles avoids is blaming students for most of the problems. In my experience, today’s higher education students usually display impressive potential but are often inadequately prepared for college and university life. The fault might be put on “The System,” the parents, the diverse schools, or the governments. It’s quite unlikely that today’s students are inherently flawed as compared to previous generations and I’m frequently impressed by students of any age, social background, or local origin.

An article from the January/February 2002 issue of Washington Monthly also provides some insight in the financial dimension of higher education in the United States. The situation might have changed in the last four years, though it sounds somewhat unlikely that it may have greatly improved.

This coverage might be too journalistic and U.S.-specific but these are, IMHO, important pieces of the full puzzle of higher education in an interconnected world. These articles should contribute to a larger conversation on education. That conversation may also involve issues discussed in Daniel Golden’s Price of Admission book (as explained on the Colbert Report). Radio Open Source has also been broadcasting (and podcasting) shows on university leadership, academia, and education requirements, among several relevant topics.

It would be important to connect these issues with the broader scene of higher education around the world. Even in the cosmopolitan world of academia, not enough people get the benefit of experiencing more than a single educational system and a very small proportion of people gets to experience more than two. It is common for anthropologists to talk about “taking a step back” and “looking at the forest for the trees.” Higher education is no place for mental near-sightedness.

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McGill and UofT Ranked

Speaking of university rankings, McGill University describes its presence in the Princeton Review as praise. Their actual rankings in distinct categories are [drumroll, please…]:

The first category (rare class discussions) is surprising to me because, in my experience (taught at two universities in Quebec, two in Indiana, two in Massachusetts, and one in New Brunswick), university students in Quebec tend to discuss quite openly in class, much more so than U.S. students. But these rankings are based on perception, not analysis of classroom behaviour, AFAIK. And McGill has a high proportion of students from the United States.

In my mind, Concordia University would be likely to rank higher in “race/class interaction” as it’s a well-known part of people’s experience there (faculty, students, and administrators frequently discuss diversity issues). And since Concordia’s campus is quite close to McGill’s, it’s quite possible that Concordia would rank close to McGill for the “college town” category. Although, McGill students tend to live close to campus (including in the so-called McGill Ghetto) while Concordia students are scattered across town. Still, Montreal is considered a cool “college town” by people who attend all of its four universities.

The other Canadian university in the Princeton Review rankings is University of Toronto, which is similarly “praised“:

Hmmm… Where’s the UofT press release about its consecration by The Princeton Review? Can’t wait to see how they spin it. “At UofT, we pride ourselves for our groundbreaking approach to teaching. Students are encouraged to work by themselves, without the hassles of communicating with their professors or with their fellow students.”

Of course, those rankings aren’t based on stereotypes or frivolous factors. After all, which serious ranking wouldn’t have a category for “Birkenstock-Wearing, Tree-Hugging, Clove-Smoking Vegetarians?” Maybe rankings made by “Dr. Martens-Wearing, Tree-Cutting, Non-Smoking Omnivores.”
It’s quite difficult to compare Canadian universities with those in the U.S. because the systems are quite different from one another. For instance, tuition fees at (publicly-funded but private university) McGill are quite low ($1,668 for “Out-of-State Tuition”) and a full bachelor’s degree in one of Quebec’s universities is typically three years (because Quebec has a separate program between high school and university). So a full degree at McGill can cost less than $6,000. The “Best Value College” according to The Princeton Review is the University of Central Florida which charges $17,017 a year for Out-of-State students. Other expenses seem fairly similar between these two universities. UCF’s ranking is 16th for “Their Students (Almost) Never Study,” which is obviously a very important factor in selecting an institution of higher learning. We wouldn’t want these kind souls to be wasting their time studying! So, “best value” in the U.S. is quite different from “best value” in Canada. (AFAIK, no Canadian university charges as much as $17,000 a year in tuition fees.)

Ah, well…


University Rankings and Diversity, Redux

For some reason, responding to comments on my own entries doesn’t seem to work.

Jason points out McGill University as an example of the phenomenon discussed in own of my most recent entries:

University Rankings and Diversity « Disparate

And it’s exactly the case that McG fits the pattern. But they’re not alone. Some schools in the U.S. (with pretensions of being top-notch academic institutions) are even more deeply entrenched in this educational philosophy favouring prestige over knowledge.

Ah, well…

Good thing there’s such a thing as Concordia University.


University Rankings and Diversity

Speaking of Concordia University, it is officially taking position in favour of international principles for university rankings instead of those set out by a magazine.
Full Press Release

Concordia uses two of the items in the list of Purposes and Goals of Rankings for the Berlin Principles to explain its decision not to participate in the magazine ranking.

3. Recognize the diversity of institutions and take the different missions and goals of institutions into account. Quality measures for research-oriented institutions, for example, are quite different from those that are appropriate for institutions that provide broad access to underserved communities. Institutions that are being ranked and the experts that inform the ranking process should be consulted often.

5. Specify the linguistic, cultural, economic, and historical contexts of the educational systems being ranked. International rankings in particular should be aware of possible biases and be precise about their objective. Not all nations or systems share the same values and beliefs about what constitutes “quality” in tertiary institutions, and ranking systems should not be devised to force such comparisons.

Through these items, an image of institutional diversity seems to emerge. Concordia, instead of focusing on prestige or pseudo-objective measures of student satisfaction, proposes an educational philosophy with an emphasis on diversity and flexibility. Perhaps because of this philosophy, Concordia is an ideal context for me to teach and learn. Not that it necessarily deserves the highest ranking in surveys. But that it represents very precisely the type of place where people care about actual knowledge more than about public recognition. Public recognition can help some academic institutions maintain an aura of educational excellence but actual learning occurs in diverse contexts.


Getting My Fix

It’s that time of year. Leaves aren’t even falling but classes have started at most academic institutions. Problem is, for me, didn’t get courses to teach this semester. Grrr!
And this is where teaching is “addictive.” No, not like drugs, gambling, WoW, or even pornography. But like Clodhoppers. It just feels right. Or it’s the hype… 😉

Ah, that rush you get from teaching!

Those who haven’t taught can’t really know how it feels. In fact, it’s quite possible that some people who do teach are not feeling it. But once you do feel it, you just want more. Despite all the obstacles. And we all know there’s a lot of obstacles in a teacher’s path! From abuse to social stigma, from grading to excuses… None of it matters. You may tell yourself that you just need one more class to teach, one is never enough.

To make matters worse, every class is different. You think that the next one will be so troublesome that you will run away from teaching but that’s exactly the time when you’re getting the ideal class and you forget all of your resolutions about avoiding the downward spiral of teaching.

Next thing you know, you want to bring a soapbox to the street and teach perfect strangers about the benefits of ethnography or the cultural significance of food. But it doesn’t even stop there. You take a look back at material you prepared for previous semesters and you want to expand them to serve as a basis for “open-source” textbooks. Or you look at your roster for a future semester in awe at the diversity of the student body: from accountancy through women’s studies, from exercise science through biochemistry, from film studies through human relations. And that’s when it becomes really tricky. You can just imagine how fun it’ll be to teach them about uxorilocality, tribes, and friendship. You can almost hear their objections to issues of globalization and ethnicity. You want to reach out to them and prepare reading material to get them started before you even meet. So you go online to your course management system and look at its newest features (if you’re lucky and are using an exceedingly good system like Moodle, Claroline, or Sakai instead of an evil system like Bl*ckb**rd or W*bCT).

What’s worse, you start blogging about the joys of teaching. At night. With no other purpose than getting your fix.

Ah, well…