Northern Voice ’10: Embodiment, Boundaries, Rhizomes & several small furry bloggers gathered together in a cave grooving with a giant

Those of you who have been lucky enough to join us for a Northern Voice conference over the last 6 years know what a transformative event it can be, and those who haven’t have likely heard enough of us prattle on to that effect to either want to come or want us to shut up. This year did not disappoint. Indeed, with the exception of the absence of He Who Shall Not Be Named, it was a near perfect event, combining friends old and new, learning and working together and some ‘far out’ moments. This is my effort to stitch together my gleanings from the last 5 days. It is not a chronological accounting, though it does hopefully tell a story.

Abstraction, Embeddedness, Critique, Analysis and Discourse

I have been reading Jaron Lanier’s “You are not a Gadget” over the past 2 weeks with great gusto. It is a wonderful humanist critique of the de-humanizing dangers of Web 2.0 by someone with hard-core technological cred. It is not scaremongering, and it is not reductive, but a subtle reading by someone who truly gets what we do when we “program” something. It resonates with me because my technophilia and post-modernist tendencies have always been tempered with heavy doses of humanism. A tricky balance indeed.

I don’t want to put words into Jon Beasley-Murray’s mouth, but I felt like his talk (which was slotted in my mind quite nicely along with @davecormier’s) had a similar feel; I took it not as a condemnation of all things network, open or technological, but as a caution against naive technological utopianism and an urging to situate our analyses within the multiple dimensions that “technology” “knowledge” “the University” etc. exist. This caused me to reference (and indeed come to understand even more deeply than I had) the term “Power/Knowledge” which many will know from Foucault. And he’s right – if we don’t actively engage this, either someone else will (quite possibly someone of an unpalatable political bent) or changes will take place that needlessly disrupt aspects of our society we’ll wish hadn’t vanished. Simply wishing won’t make it so.

In both of these and a number of other interactions throughout the 4 days, I came to see the “embedded” (or “embodied” – I know it’s different but it comes up later too) nature of knowledge, institutions, communities, and that analysis that tries to reduce them to just one or a few key variables is, well, reductive. To which some will simply reply “duh!” But we do not *have* to settle for that (and herein lies my complaint of the larger “naive empiricism” approach, though not a claim that every empiricist is naive). Part of “not settling” is realizing it’s not a finite conversation but an ongoing one, always already ongoing, that we join in, it proceeds us, will carry on after us, and yet *doesn’t happen without us.* Part of “not settling” is developing new ways of understanding/inhabiting complex contexts that work with multiple dimensions/variables/polarities at once.

“Healthy” Communities, Boundaries, Adjacencies and Non-reductive Analysis

Now before you start your chorus of “Kumbaya,” let me tell you about an analyses/process that I think does just that. On my way over a day before Northern Voice to a gathering of Online Community Enthusiasts, I was re-reading the new book “Digital Habitats: stewarding technology for community” by Etienne Wenger, John D. Smith, and that most chocolatey goddess of the chalk drawing, Nancy White. I cannot recommend it highly enough to you – if you work with communities, if you work in online learning, or even if you are simple interested in the practice of technology assessment, this is for me a groundbreaking work.

Sculpture by Adam May, "Mother and Child" Botanic Gardens, DublinRecall – I spent 7 years working on Edutools, a site that allowed people to perform a features-based side-by-side comparison of Learning Management Systems. So I have struggled with the question of how to help people make technology choice in a “rational” way, a way “that scales” (by definition, reductive). As I read this new book, which describes a process of community self-identification of “orientations” that can then help guide (but not determine) the choice of specific tools, features or platforms (a seemingly obvious yet often overlooked distinction made in the book as well), it was like the scales fell from my eyes. One can argue with the number of “orientations” or the specific ones (though these are borne out of these three wise people’s long experience working with actual communities.) But the approach strongly resists a de-contextualized, one size fits all approach in favour of one that starts from the primary importance of specific, not abstract, context. (And note to Nancy – I will never stop apologizing for using the term “community in a box” and see how, not only being wrong and offensive, it is deeply mis-leading and underlies the whole approach I’m decrying here. Forgive me, please!). Does it scale? MU! Ask the question again.

During a break on the Thursday I took the chance to ask Nancy a question – “What is a ‘healthy’ community?” In looking at these various orientations it struck me that there must be recognizable ‘patterns,’ say, of a “successful open source community,” that could help us recognize others when we see them. This is exactly right and exactly wrong; as Nancy helped me understand, exactly wrong because it locates the notion of health in some abstract standard outside the community, when the notion of health being put out here is about internal coherence and accord – is the community becoming (or at least striving to be) what it wants to be.

Before we fall headlong into absolute relativism, I think for the “exactly right” (more like “kind of right”) part of the above, the reason we can use the words “community” or “healthy” *at all*, we need to look towards Wittgenstein’s notion “family resemblance” – we can recognize them as “healthy” because of many overlaps, not one single one, and we recognizers can do so precisely because of our embeddedness in the practices of looking at these things.

Which explains, for me at least, why I was reluctant to comment on the “success” of #altmoosecamp other than to say “well it seemed to go ok, lots of people showed up and shared which was *my* hope for it.” I am a part of that community. According to Dave Cormier, I “stopped acting like a hippy and stepped up” by helping to organize it, take a “leadership” role, but it was (I think a new term Dave and I coined on the walk to dinner that night) “rhizomatic leadership” – leadership that isn’t afraid to inherit a model or to lead in a way that helps others similarly copy from it, learn from it, or indeed insert themselves into it (like @nancywhite exhibited so superbly when, after seeing me lament “oh how is poor old *me* supposed to organize the schedule for #altmoosecamp without being all sorts of dictatorial” she simply placed her name beside a time slot – uh, duh, Scott, build an empty schedule and then invite *the community* to chose and discuss their slots. Lead by creating space for others, not by doing it for them. #slowlearner).

“Rhizomatic” came up a lot this weekend (and not just because Dave Cormier was there.) Indeed if I had to pick a “theme” for the conference, it would be “Rhizomatic” (though I am still struggling through the metaphor – I think I now “get” it, just not sure it properly reflects the permeable “entities” that “family resemblance” is getting at above.) Perhaps it was just that I was listening with these ears (perhaps? ha!) but the solutions I was seeing that really turned me on, and they were everywhere, were “rhizomatic” – authentic, lived in, organically grown, and done in such a way that as long as a seed gets carried by the wind somewhere “else,” a “new” rhizome can start – a different one? yes. ex nihilo? no. The medium IS the message, or impacts the message because the message should not, can not, be abstracted out of it. Not only do you not need 1 million people consuming the same single source, the uniform audience, the “mass,” (even if you could get this to happen anymore in our rapidly fragmenting world,) but we should not aim for it. Aim instead for 100 people, all of whom, precisely in part because of the intimacy of the connection, will in turn aim at a 100 people. Aim your message as a form of rhizomatic leadership, a message that leaves space for others. Not just with words. With actions. Kurt, you might have felt “stupid and contagious” but I don’t and won’t wait around for anyone to “entertain us.” And I know a hell of a lot of people who feel the same way.

This post is getting ridiculously long, and I doubt anyone is still reading it (really? thanks for sticking with it), so one last point before the finale. During the Online Community Enthusiasts gathering on Thursday we spent the afternoon doing a session on “Boundaries” led by Alice MacGillvary. I only “kindof” got it during the day; it took the rest of the weekend for it to fully percolate through how profoundly this topic of boundaries is to all of this work and thinking on networks, learning and communities. It relates to the above topic of “family resemblance” – the ability to recognize something without having to reify it as *only* that thing, that set of limited values. And it relates to Northern Voice as a whole, a “social media” conference (how much more nebulous can you get), the value of which is often in the intermixing of communities, disciplines, practices, the crossing of boundaries. This came up again in the #altmoosecamp session led (surprise surprise) by Nancy White (really, I’m a fanboy but not a rabid one, promise!) and was captured in the wonderful expression “Unexpected Adjacencies.” One follow up I hope to do (and others hopefully will join in) is to share those outliers, those “unexpected adjacencies” from our RSS readers, those people who inform our practice, inform our personhood, but who are not immediate peers, who come from some different discipline or practice. It can only make us richer.

…and several small furry bloggers gathered together in a cave grooving with a giant

Huh? Well, how else to describe an event that capped off all the above richness with two tremendous gatherings at Casa Lamb y Mcphee with some of the people I love most in the world, taking our thinking and bonds even further in a 100 mini-jams throughout the evening, even managing to invoke the spectres of those who couldn’t be there. The EduGlu singers were most DEFINITELY in the house.

And “The Giant?” Well, none other than Bryan Alexander – a “giant” to me, someone I have hoped to meet for a long time, and who did not disappoint. His keynote was funny and insightful, managing to cross the uncanny valley of academia and social media denizens, and his presence (which, sadly, I did not get enough time to spend in) warm, smart, funny. It is amazingly gratifying those times you get to meet your intellectual pacesetters and they turn out to be all you’d hoped for (Bryan – should I have left the title intact and referred to you as a “Pict?” Wasn’t sure – not everyone takes well to being referred to as a “Pict” ๐Ÿ˜‰

The End

Anyways, if you made it this far, please leave a comment, if only to let me know someone read all this (and I may even create a new Nessie Award for “Reader who persisted the furthest through one of my overwordy posts” in your honour!) Hats off to all of the Northern Voice organizers – you have done a great service not just to Vancouver but to far further flung reaches in helping to foster community and lead rhizomatically. Here’s to many more to come. Northern Voice is Dead. Long Live Northern Voice.

Get your proposals in for Open Ed ’10 in Barcelona

http://openedconference.org/2010/

Those of you who have followed me for a while or know me personally will know that working alongside my friends and colleagues Brian Lamb, Chris Lott and David Wiley last year to help organize Open Education 2009 in Vancouver was a real peak experience for me, both because of the joy of working with the folks but also because it’s a special conference that draws some extraordinary people together from across the globe.

This year’s conference, the 7th annual one, moves to Europe, to Barcelona. The Call for Papers closes on May 15 and I would urge you to submit a paper (or at least consider attending). This is, in my experience, a “welcoming” community, open to all, and this meeting face to face with others active in Open Education has had real positive effects on shifting the focus and execution of the emerging practice.

I know I will be there, and I expect that, similarly to the last 3 I have attended, I will come away with renewed energy and new ideas on how we can make educational opportunities and resources available to more people (while also helping our educational organizations adapt to the new realities of the network – I do not see these as mutually exclusive.) Hope I will see you there! – SWL

Becoming a Network Learner Redux – Cultivating Attention and Other Network Literacies

The folks at SIAST kindly asked me to do the opening keynote for this year’s Tlt ’10 conference. Whenever someone asks me to keynote I really want to give them something new, partly out of a sense that they deserve it but also because for me, doing talks is one of my main forms of intellectual expression, where I get to work out new ideas and try to figure out new ways to communicate old ones. But as much as I wanted to, I just couldn’t this time; I am just too zoo’d with stuff at work etc.

So I dusted off my “Becoming a Network Learner: Towards a Practice of Freedom” talk that I originally delivered in December 2008 during my trip to Colombia.

Still, I did try to introduce some new material, which you can see in slides 53-59. The first two new slides simply tried to explain my “Open Educator as DJ” as another form of PLE workflow, but one which sees teaching others as one of the goals of learning on the network.

The other new stuff, which is more important, but MUCH more raw, has been prompted by concerns that have been niggling me for years. I am not sure if these are “essential” effects of using the net, but I have experienced, and others have noted, that the net can lead us to pay possibly too much attention to the immediate, and not enough reflecting on what has happened or where we want to go. I take the emergence of the GTD movement to be very much an early reaction to this by people deeply immersed in learning/working with technology. I also worry about the phenomenon of the “echo chamber,” that diversity in our networks doesn’t just magically “happen.”

So I tried to suggest that “on top” or “alongside” or “as part of” our PLE we need to incorporate techniques, practices (and tools) to help counterbalance the tyranny of “now” and “me”, to help learners realize that part of learning is looking at where you’ve been which helps with pattern recognition, reflection, and building an awareness of how we learn (meta-cognition.) And similarly, that we need to adopt practices to help us focus, build attention, stay on track amidst the the myriad distractions whose existence is part of the value of the network! (I think this is similar, though maybe not identical, to what Pat Parslow is getting at in this post on “Navigating your personal learning seascape.”) The solutions I seek aren’t about closing your laptops or turning off your cellphones, but instead are ways of inserting some meta- activities or tools into your regular activities in the hope of improving attention, reflection, pattern recognition, diversity.

So, “examining where we’ve already been” might take the form of a plug-in like Wikipedia Diver that records and visualizes your wikipedia sessions, to simple suggestions like one Mike Caulfield made a few weeks back to make reviewing your browser history a regular activity. Using your blog as a constrained search engine, or even just searching your “outboard brain” are other examples ofย  simple practices we can insert into our existing network flows that I think will increase reflection, help us learn what we know, know what we’ve learned.

And what about moving forward – how to do this in a way that doesn’t fall prey to either the tyranny of the now (helps us know and follow through on our intent) but also isn’t just an echo chamber. I have few answers here – I DO think the whole GTD-type movements, Inbox Zero, etc, are speaking to this and skills we can help network learners adopt. Similarly the idea that people need to become personal project managers. Counter-balancing the “echo chamber”? I am leery to suggest that this is solely a network problem – we see this in many aspects of life. And just like there, I think there is no substitute for choosing to engage The Other, to listen to those you don’t agree with or identify with, in order to build understanding and empathy. Can we technologize such a thing. I don’t know.

As I said, very raw, but I put them out here, raw as they are, in case they resonate with others and they can start to build on them. So what do you think – are their techniques, practices or technologies that you can suggest to insert into a network learner’s workflow that will help counterbalance these effects and help cultivate attention, meta-cognition, reflection, intent? Is this even a problem, or if so, is it perhaps not specific to network learning but just learning in general? Please help me clarify my own thoughts on this. I am a slow learner, and am intuiting more than I can effectively communicate or prove here. – SWL

Alternatives to Google Moderator

A little while ago I posted a query on twitter:

If you haven’t seen Google Moderator, it is a fantastic system that you can use to gather and vote on questions before (or during) a meeting or class. Unfortunately, using this US-based app for an upcoming meeting will likely land me in crap, so I set out trying to find alternatives.

There are definitely a number of similarly hosted alternatives; Uservoice, GetSatisfaction, while not identical, can facilitate this sort of thing, as could Ideascale and YouSuggest. Problem is, they run afoul of the same set of alleged privacy bugaboos that means I can’t use Google Moderator (and frankly none of them are quite so sweet as it). (N.B. I say “alleged” because the irony is that the meeting I want to elicit questions for is precisely on this question of BC institutions abilities to use 3rd PArty US-based software!)

So I kept looking for Open Source or at least locally-hostable options and found the following ones too:

None of these are perfect replacements for what Google Moderator does – the ones focused on customer feedback/software development tend to be overly busy and not clearly dedicated to the issue of crowdsourcing questions to be answered live during a meeting/class. So I will keep looking. But I thought I would share what I found in case it was helpful. If you know of a good alternative please let me know! – SWL

Protesting Apple’s Exclusion of Flash and Scratch – There’s an App for that (or there should be!)

This morning I logged on to twitter to see that, adding insult to the injury that is the absence of Flash, Apple has decided to also ban the Scratch app from the iDevice line (iTouch, iPhone, iPad.)

Now I only recently got an iPhone, and I do like it a lot, but more and more my generative proclivites have found me running into walls, heading down dead ends, as I think up things I’d like to do with my phone.

Which led me to tweet this morning:

tweet

Simple, right? Let Apple know how cranky their users are at not being able to use some staple aspects of the web using their own mechanism. (Yes, “the web” – yes, I know it’s a format developed by a commercial firm.) Take it a step further – make the one thing the app can do is send an email to sjobs@apple.com with a polite request for their great line of products to start supporting Flash, Scratch and other ubiquitous and more generative environments.

Simple… if I had the chops to develop an iPhone app! Which a quick excursion into Apple Developer Land convinced me I do not, at least not anytime soon (though I’ll add it to the LONG list of things I would like to learn how to do, someday.)

But for an existing developer? Seems like it would be child’s play. Probably violates some part of the Developers agreement or would itself get banned from the App Store, but hey, that would make the point just as well. So – any iPhone developers out there want to take this up? Indeed – has someone already? Wouldn’t surprise me, it’s not that original an idea. But the vision of seeing the Top Downloaded App on the App Store be “iProtest” (feel free to use that ๐Ÿ˜‰ really tickles my happy mutant bone. Let me know if you do build something like this – I’d sure download it, and spread the word. – SWL

Simple Feed Rolling for GReader Users – Bundles

One of the most common requests that I can think of from newcomers to the “loosely coupled teaching” approach is:

“How do I roll together a number of feeds and produce a single RSS feed for them.”

Over the years I’ve recommended any number of approaches, from Yahoo Pipes to Grazr. But in trying to share a bunch of feeds with a colleague today, I stumbled on a feature of Google Reader I hadn’t used before that makes this dead easy. Named “Bundles,” these are essentially a simple way to publish a web page that represents a folder of RSS feeds from your reader. To make a bundle, simply click on a folder in Google Reader

Click a folder's options

Then Save it…

Save the Bundle

And voila, what results is a public HTML page aggregating the feed, with a subscribe button, as well as a link to the ATOM feed and OPML file.

Resulting "Bundle"

I’m not suggesting everyone has to drop their current approaches and flock to GReader, just that this is yet another simple technique to add to the basket that makes combining, remixing and repurposing content that flows via RSS just that much easier. And that has to be a good thing. – SWL

Follow up on BC WordCampEd discussion…

So there’s been more discussion, both in the comment thread of my initial post and in emails, about how best to facilitate some sort of gathering of BC educational WPMUHeads (so sue me!) in conjunction with the June ETUG workshop at UVIc. I want to make it clear, *I’m* not in charge here, and if someone feels different and wants to do something different, have at ‘er, fill yer boots, etc.

A few things became clear that led us to our current thinking. One was that Sunday was likely a no-go; folks from UBC indicated they couldn’t make it, and many others, myself included, didn’t feel too inclined to give up our Sunday. Wednesday also meant an extra night staying over for those from away, so more cost and time away from the office, thus less desireable. And while we’re using the ETUG gathering as a convenient way to get together people who are already going to be together, we don’t want to hijack that event or create a competing draw. So…

What a few of us (me, Clint Lalonde from Camosun, Grant Potter from UNBC and Katy Chan from UVic) seem to have settled on is the idea of proposing two formal sessions as *part* of the ETUG conference; one, a technical session, on the top five lessons learned in implementing WPMU (a discussion hosted by Clint and Grant), and a second, less technical/more pedagogical “teaching with blogs/WPMU” session (for whom a few have stepped up as potential facilitators). My hope is that, first off , both of these will be accepted, and second that they’ll be really vigorous discussion sessions (hopefully there are conference rooms suited for this that *aren’t* lecture -style rooms), not “presentations.”

We’re also hoping these get scheduled on the Monday, so that we can all convene to the pub before the BBQ that night. Part of this exercise is about community building, and so hopefully this combination of intense hour long discussion and socializing afterwards can help strengthen those bonds and see the conversation and collaborations flourish online afterwards. this was very much part of our thinking – what should we be trying to do in a f2f session that we can’t already do well online.

So there you have it. At least as far as I am concerned. I won’t be organizing a separate WordCampEd event. I expect some will be disappointed – well, speak up, it’s early enough (this isn’t until June, right?) that we can change course or that you can still organize something if you feel so moved, and I think everyone involved so far would still be interested in hearing a plan and potentially collaborating. But this felt like a good plan to accomodate the vagaries of this year’s ETUG scheduling and travel issues while still meeting the goals of facilitating some good specific discussions on applying WPMU AND buildling local community. Hope to see you there! – SWL

Open Textbooks Questions – Part Deux

Sincere thanks to everyone who took the time last week to offer up their ideas on their favourite Open Textbook example. You can see all the submissions to the Google form so far.

In conversation with some esteemed peers this week, though, it became clear that there are multiple ways to approach this issue, not just ‘what are the best open textbooks’ but also ‘in which courses would a quality open textbook have the biggest impact?’

So for folks here in BC – what course(s) in your institution would an open textbook have the biggest impact on? This might be the highest enrollment course, meaning savings for the largest number of people, but it might also be the course with an inordinately expensive text, or one with both an expesnive text and room for quality improvements. Please let me know in the comments below. We’ll definitely be looking into this same issue at the system-wide level in BC, but I am interested to hear from specific people/institutions where they think the highest impact might be. – SWL

Open Textbooks followup – Where to find good ones?

The feedback on “favourite Open Textbooks” was hugely valueable, but I felt a bit sheepish, like I shouted out for feedback before doing enough due dilligence myself. Because when I did some digging of my own, I found an enormous amount of helpful material already being produced by people focused in specifically on Open Textbooks

So I really appreciate the folks who spent the time offering links to what they felt where the best Open Textbooks. In addition to some twitter replies and emails I received the following submissions through the Google form.

These are really valuable, but I also feel a bit sheepish, like I shouted out for feedback before doing enough due dilligence myself (it’s ok, I can forgive myself if you can, I no longer can keep track of the number of balls in the air, plates spinning, irons in the fire or whatever metaphor for headswimming busy-ness you might care to choose.)

Because when I did some digging of my own, I found an enormous amount of helpful material already being produced by people focused in specifically on Open Textbooks (I am but a Johnny-come-lately.) So to make amends, I thought I’d share some of what I’ve found, lbeit not overly digested or analysed. Share early and often, right?

The first thing I found quite useful were two sites that laid out some criteria for assessing Open Textbooks. So from a Community College Open Textbook Collaborative page on Conexions I found the following criteria:

  • Quality of content, literary merit and format
  • Timeliness
  • Favorable reviews
  • Permanence/lasting value
  • Authority: author
  • Scope
  • Physical quality
  • Format: print, CD-ROM, online, etc.
  • reading level

while from the Open Textbook project at OER Commons I found this set of review criteria:

  • Clarity of course materials
  • Absence of Content errors
  • Appropriateness of course materials
  • Interface
  • Content usefulness
  • Consistency of course materials
  • Suggested changes
  • Exemplary features

as well as

  • Cultural relevance
  • Reading level
  • Readability in terms of logic and flow
  • Accuracy
  • Modularity (or the ability to take apart, mash up and remix the content)
  • Universal accessibility (thus permitting all populations – no matter the physical constraint – to access content)
  • Color printing and graphics as an available option, in all print materials
  • Meet as many specific course articulation requirements as possible
  • Ability to transport content to modalities other than print (cell phones, and other portable devices, for example)
  • Content should be as interoperable on as many platforms as possible
  • How does this open textbook compare with the best commercial textbook available in my discipline, and/or the commercially published textbook that I am using for my course.

These are all for me useful starting points in identifying “quality” Open Textbooks, a job made easier by groups like the Community College Open Textbook Collaborative providing this list of “endorsed” textbook content from the Connexions site, as well as more detailed Reviews on their own site. The Assayer is another site that is attempting to provide reviews of ‘Open Textbooks’ (understood a bit more loosely, hence the scare quotes.)

The other thing that should have been obvious to me but that only became clear as I began to dig into this a bit deeper,is that in addition to providing cheaper textbooks, we can do a service to students by pointing them to free copies of original source texts that are studied in many courses, especially in the humanities. So in addition to the VAST amounts of academic content being freed by the likes of the Open Content Alliance, and the trailblazing work by the pioneering Gutenberg Project, we can now look for (and suggest to students) free eBooks and digital versions from sites like feedbooks, manybooks, and more!

This is just the start of this for me, so expect more regularly over the next year, but I wanted to give back some of what I am finding, especially since I should have done more of this to begin with. – SWL

Feedback on Possible BC WordPress in Education Summer Camp

Wordpress Schawg by Peregrino Will Reign

Last February, in the run up to Northern Voice, a bunch of us in BC post-secondary got together on the UBC campus to meet and discuss the various ways in which we were starting to use WordPress (and WPMU) on our campuses. I had some high (unrealistic) ambitions for the meeting, and while I felt like we didn’t necessarily meet those, it did feel like it was a good start to the conversation here in BC that allowed people to meet each other, see what they were doing, get inspired & encouraged about their own work, and share some of the issues we face in common.

I’ve been wanting to do a follow up, and since this year’s ETUG Spring Workshop is happening June 7-8 at the University of Victoria, some of us thought we’d try to organize another “WordCampEd” around that event, given that it typically brings together many of the interested folks.

So, three questions in this informal poll, which you can reply to in the comments below (and please circulate this as widely as you like; we’re not “exclusive” though it is likely to be mostly folks from BC post-secondary attending.)

  1. Does this sound like something you’d like to attend? We’re not asking for you to sign up yet (it will be free), just a show of hands to help us figure out what size/type of venue we need to find
  2. The ETUG event is on a Monday June 7th and Tuesday June 8th. Yes, I know, weird. In terms of doing this kind of session, should we be looking at:
    • full day session? half-day? less?
    • Sunday the 6th? (might have to be off campus.) During the ETUG meetings (potentially as a proposed session)? Afterhours on either the 7th or 8th? Or the day after, Wednesday the 9th?
  3. What would you like to focus on? Do you want scheduled talks? Unorganized collaboration time? Self-forming interest groups? Something else? Think about what we can usefully do in a face to face session that we couldn’t just do online (and the answer might be “nothing,” which is ok too.)

Let us know. I’m not “leading” anything, just starting a discussion. So far I know there is interest from UVic, the hosts of the ETUG conference, and a few others who were instrumental in the earlier gathering have also indicated interest. You should all consider yourselves part of the organizing committee. Indeed, somebody please jump in and take over, I’m happy to help but would much prefer those with a bigger stake in their WP installations to lead the charge. – SWL