You’ve seen movies where programmers pound out torrents of code? That is nothing like reality. Most of the time, coders don’t type at all; they sit and stare morosely at the screen, running their hands through their hair, trying to spot what they’ve done wrong. It can take hours, days, or even weeks. But once the bug is fixed and the program starts working again, the burst of pleasure has a narcotic effect.
Stéfan pointed me to a nice opinion piece about programming education in the Globe titled, Opinion: What coding really teaches children. Clive Thompson that teaching programming in elementary school will not necessarily teach math but it can teach kids about the digital world and teach them the persistence it takes to get complex things working. He also worries, as I do, about asking elementary teachers to learn enough coding to be able to teach it. This could be a recipe for alienating a lot of students who are taught by teachers who haven’t learned.
Today was the last day of the CSDH / SCHN 2020 online conference. You can see my conference notes here. The conference had to go online due to Covid-19 and the cancellation of Congress 2020. That said, the online conference web brilliantly. The Programme Committee, chaired by Kim Martin, deserve a lot of credit as do the folks at the U of Alberta Arts Resource Centre who provided technical support. Some of the things they did that
- The schedule has a single track across 5 days rather than parallel tracks over 3 days. See the schedule.
- There were only 3 and half hours of sessions a day (from 9:00am to 12:30 Western time) so you could get other things done. (There were also hangout sessions before and after.)
- Papers (or prepared presentations) had to be put up the week before on Humanities Commons.
- The live presentations during the conference were thus kept to 3 minutes or so, which allowed sessions to be shorter which allowed them to have a single track.
- They had a chair and a respondent for each session which meant that there was a lot of discussion instead of long papers and no time for questions. In fact, the discussion seemed better than at on site conferences.
- They used Eventbrite for registration, Zoom for the registrants-only parts of the conference, and Google Meet for the open parts.
- They had hangout or informal sessions at the beginning and end of each day where more informal discussion could take place.
The nice thing about the conference was that they took advantage of the medium. As none of us had flown to London, Ontario, they were able to stretch the conference over 5 days, but not use up the entire day.
All told, I think they have shown that an online conference can work surprisingly well if properly planned and supported.
This morning at 7am I was up participating in a DARIAH VX (Virtual Exchange) on the subject of The Scholarly Primitives of Scholarly Meetings. This virtual seminar was set up when DARIAH’s f2f (face-2-face) meeting was postponed. The VX was to my mind a great example of an intentionally designed virtual event. Jennifer Edmunds and colleagues put together an event meant to be both about and an example of a virtual seminar.
One feature they used was to have us all split into smaller breakout rooms. I was in one on The Academic Footprint: Sustainable methods for knowledge exchange. I presented on Academic Footprint: Moving Ideas Not People which discussed our experience with the Around the World Econferences. I shared some of the advice from the Quick Guide I wrote on Organizing a Conference Online.
- Recognize the status conferred by travel
- Be explicit about blocking out the time to concentrate on the econference
- Develop alternatives to informal networking
- Gather locally or regionally
- Don’t mimic F2F conferences (change the pace, timing, and presentation format)
- Be intentional about objectives of conference – don’t try to do everything
- Budget for management and technology support
For those interested we have a book coming out from Open Book Publishers with the title Right Research that collects essays on sustainable research. We have put up preprints of two of the essays that deal with econferences:
The organizers had the following concept and questions for our breakout group.
Session Concept: Academic travel is an expense not only to the institutions and grant budgets, but also to the environment. There have been moves towards open-access, virtual conferences and near carbon-neutral events. How can academics work towards creating a more sustainable environment for research activities?
Questions: (1) How can academics work towards creating a more sustainable environment for research activities? (2) What are the barriers or limitations to publishing in open-access journals and how can we overcome these? (3) What environmental waste does your research produce? Hundreds of pages of printed drafts? Jet fuel pollution from frequent travel? Electricity from powering huge servers of data?
The breakout discussion went very well. In fact I would have had more breakout discussion and less introduction, though that was good too.
Another neat feature they had was a short introduction (with a Prezi available) followed by an interview before us all. The interview format gave a liveliness to the proceeding.
Lastly, I was impressed by the supporting materials they had to allow the discussion to continue. This included the DARIAH Virtual Exchange Event – Exhibition Space for the Scholarly Primitives of Scholarly Meetings.
All told, Dr. Edmonds and DARIAH colleagues have put together a great exemplar both about and of a virtual seminar. Stay tuned for when they share more.
Video chat is helping us stay employed and connected. But what makes it so tiring – and how can we reduce ‘Zoom fatigue’?
Many of us have suspected that videoconferencing is stressful. I tend to blame the stress of poor audio as my hearing isn’t what it used to be. His a story from the BBC on The reason Zoom calls drain your energy. There are a number of factors:
- The newness of this way of interacting
- The heightened focus needed to deal with missing non-verbal cues.
- Heightened focus needed to deal with poor audio.
- Need to moderate larger groups so people don’t try to talk at the same time
- Audio delays change responsiveness
- Stress and time around technical problems.
- Silences don’t work the way they do in f2f. They can indicate malfunction.
- Being on camera and having to be performative
- Lack of separation of home and work
- Lack of transition times between meetings (no time to even get up and meet your next appointment at the door)
I hadn’t thought of the role of silence in regular conversations and how we can’t depend on that rhetorically any longer. No dramatic silences any more.
Now that all of us are having to teach and meet over videoconferencing on our laptops, it is useful to get advice from the professionals. Chelsea sent me this link to Ryerson professor Gary Gould’s advince on How to Look and Sound Fabulous on a Webcam. The page covers practical things like lighting, positioning of the camera, backgrounds, framing and audio. I realize I need to rethink just having the laptop on my lap.
We are all having to learn how to do more remotely. This series of blog posts deals with the why, the what and the how of online conferences.
Open Book Publishers has just published a series of blog entries on Econferences: why and how? A blog series. This series adapts some of the interventions in a forthcoming collection I helped edit on Right Research: Modelling Sustainable Research Practices in the Anthropocene. We and OBP moved quickly when we realized that parts of our book would be useful in this time when all sorts of scholarly associations are having to move to online conferences (econferences.) We took two of the case studies and put preprints up for download:
I have also written a quick document on Organizing a Conference Online: A Quick Guide.
I hope these materials help and thank Chelsea Miya, Oliver Rossier and Open Book Publishers for moving so quickly to make these available.
The Computer Literacy Project, on the other hand, is what a bunch of producers and civil servants at the BBC thought would be the best way to educate the nation about computing. I admit that it is a bit elitist to suggest we should laud this group of people for teaching the masses what they were incapable of seeking out on their own. But I can’t help but think they got it right. Lots of people first learned about computing using a BBC Micro, and many of these people went on to become successful software developers or game designers.
I’ve just discovered Two-Bit History (0b10), a series of long and thorough blog essays on the history of computing by Sinclair Target. One essay is on Codecademy vs. The BBC Micro. The essay gives the background of the BBC Computer Literacy Project that led the BBC to commission as suitable microcomputer, the BBC Micro. He uses this history to then compare the way the BBC literacy project taught a nation (the UK) computing to the way the Codeacademy does now. The BBC project comes out better as it doesn’t drop immediately into drop into programming without explaining, something the Codecademy does.
I should add that the early 1980s was a period when many constituencies developed their own computer systems, not just the BBC. In Ontario the Ministry of Education launched a process that led to the ICON which was used in Ontario schools in the mid to late 1980s.
But talk is just that—it’s not enough. For all the lip service paid to these issues, many organizations’ AI ethics guidelines remain vague and hard to implement.
Thanks to Oliver I came across this call for an end to ethics-washing by artificial intelligence reporter Karen Hao in the MIT Technology Review, In 2020, let’s stop AI ethics-washing and actually do something The call echoes something I’ve been talking about – that we need to move beyond guidelines, lists of principles, and checklists. She nicely talks about some of the initiatives to hold AI accountable that are taking place and what should happen. Read on if you want to see what I think we need.
Continue reading In 2020, let’s stop AI ethics-washing and actually do something – MIT Technology Review
With the end of the year there are some great articles showing up reflecting on debacles of the decade. One of my favorites is The 100 Worst Ed-Tech Debacles of the Decade. Ed-Tech is one of those fields where over and over techies think they know better. Some of the debacles Watters discusses:
- 3D Printing
- The “Flipped Classroom” (Full disclosure: I sat on a committee that funded these.)
- Op-Eds to ban laptops
- Stories about the end of the library
- Interactive whiteboards
- The K-12 Cyber Incident Map (Check it out here)
- IBM Watson
- The Year of the MOOC
This collection of 100 terrible ideas in instructional technology should be mandatory reading for all of us who have been keen on ed-tech. (And I am one who has develop ed-tech and oversold it.) Each item is a mini essay with links worth following.
Article: Applying an Ethics of Care to Internet Research: Gamergate and Digital Humanities
Thanks to Todd Suomela’s lead, we just published an article on Applying an Ethics of Care to Internet Research: Gamergate and Digital Humanities in Digital Studies. This article is a companion to an article I wrote with Bettina Berendt on Information Wants to Be Free, Or Does It? We and others are exploring the Ethics of Care as a different way of thinking about the ethics of digital humanities research.