I actually parachuted in and out of EDUCAUSE, and I was my usual strange self at conferences. I really can’t seem to bring it together when I go to these things, my head space gets a bit confused and I withdraw a bit. I’m going to have to work on this. The session Gardner and I co-presented on Educational Publishing Platforms went pretty well, and that was all Gardner’s doing, He was in his best impromptu mode and he carried me beautifully through the presentation, for I was admittedly not on my game at all. The highlight, however, was a recorded conversation Gardner and I had later on Wednesday with Gerry Bayne about EDUPUNK. It was kind of a last minute arrangement, and it turned about to be a raucous, free-wheeling conversation that covered a tremendous amount of ground over the course of an hour. It’s after discussions like that that you know you are talking with a great teacher and an extremely generous intellectual soul. I’ll be looking back fondly on that moment for a while hereafter.

There is one more highlight that I am almost scared to admit, I was completed transfixed by the vendor section. It was huge and salespeople were hawking their wears in some crazy ways. The first cat I saw when I walked in was an HP salesman with a bright yellow blazer who was performing his pitch like a circus act. I then headed right over to the BlackBoard booth to find out how “Web 2.0″ NG would prove to be, and from what I saw it is just a little bit of ajaz with a single-sign on adapter that provides links to Sakai and Moodle courses—what a strange reason to proclaim your openness so boldly before the first day of the conference, again! Nonetheless, I couldn’t help myself. And once I was in the commercial Gulf Stream I couldn’t stop thinking about that scene in Coppola’s The Conversation (1974) wherein Harry Caul (Gene Hackman) is walking around the various booths at a Surveillance Convention talking to random people, while at the same time you can see he is all at once visibly estranged, paranoid, and fascinated by the space he is wandering through. In fact, it is that walk through the vendor exhibits at EDUCAUSE that may stick with me longer than anything else, it was like watching a room full of Gatsby’s throw their last party. So in the interest of exorcism, I’ll reproduce the scene from The Conversation in which Coppola frames Harry Caul’s wonderful discomfort with the commercialized bastardization of the quality of his profession so that a few scheming, idea-stealing businessmen and women can make a few bucks

“And the haunting distribution of a million light particles from an edupunkin shall lead the way.”

Image Credit: Tom Woodward flexing his creaivity as usual with his wordpress edupunkin photo.

Yesterday I was asked by a good friend and mentor the following question: “What’s next?” And it made me stop and think, I guess since I don’t have a Ph.D. and I’m in “IT” I should be thinking about an administrative position, right? I mean you can’t be an instructional technologist forever, right? It’s just a position you take until you become a bonafide administrator or decide to head back into teaching, it’s a liminal identity that ultimately one must surrender to make more money or have more independence or have a bit more power, right?

Well, I answered quite frankly that I really don’t want to do anything else. I do not want to be an administrator, it would completely divorce me from where my particular strengths lie: getting people excited about what they do and helping them muster the courage to experiment wildly. I really, really like what I do a lot, and I think I’m pretty good at it. In fact, I’m better at it than I have been at anything else I have ever done, perhaps with the exception of watching movies. But, there’s no future in it, right?  I mean, come on Reverend, you’re an instructional technologist for Christ’s sake. I’d say 99.99999999999% percent of the population has no idea what that title means, and 99.9% of the instructional technologists aren’t too sure either. Well, that’s what I am, and the more I look around the world of educational technology the prouder I am of this fact. But thinking of how to articulate this idea was immediately daunting. I really don’t have the energy at the moment to write it all up or re-think why I need to say how this question has moved me to the point of reflection and deep consideration.

Well, luckily I don’t have to, because Matt Gold (a dear friend) did something special for me today. He pointed me to a post I wrote almost a year ago that addresses this question head-on. It’s a post I had all but forgotten about, yet he remembered it and commented upon it this very evening (when I needed it most) as if he were intentionally pushing me to re-read it–which his too kind comments actually did. So, taking my inspiration from Matt I am going to “radically re-use” my own thoughts from an old post to answer the question of what an instructional technologist is, at least in my feeble mind. (As an aside, I don’t think I have ever realized the full power of blogging my ideas regularly for the last three years until this evening, where my own ideas come back to lift my spirits in a existential moment of uncertainty and exhaustion, so thank you Matt from the bottom of my heart!)

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What is an instructional technologist?

The difficulty of such a question is in many ways tied up with the larger problems with such a conference as EDUCAUSE, and actually framed quite clearly the heart of the presentation Gardner Campbell and I gave yesterday: it all depends on whether you want to focus on teaching and learning within a community or the ease and efficiency of administrating a system?

The answer to this question will ultimately decide whether or not one professor or ten professors or an entire campus is willing to use dynamic, loosely joined open source tools like WPMu, Drupal, MediaWiki, etc. If the focus is on administration and not teaching and learning than an enterprise, “turn-key” solution like BlackBoard will work perfectly. And you can spend all your time talking about the technical details of the proprietary system’s latest features or even its unbelievably bad “blog” and “wiki” building blocks, or how “open” it pretends to be, etc. I really can’t (or rather won’t) argue with anyone on this count, for the two ideas are conceptual forks in an approach to the digital landscape of education. But if and when one chooses the enterprise CMS more times than not that choice has more to do with administration than teaching and learning. And as a result of such a choice the role of the instructional technologist is effectively limited to routinized training that demonstrates the limited capabilities of any one system. All of which effectively makes the instructional technologist an administrative assistant providing technical help. It is the still birth of a profession that is still gestating. Little or no imagination goes into this process and the limits of possibility are always already defined by the technology mandated. A position that should be exploratory and imaginative is reduced to the administrative realm in the name of efficiency and doing the greatest good for the largest number.

Let me be entirely clear here, an instructional technologist should not, I repeat should not, be an administrator. To conflate the roll of an instructional technologist with administrative work is to sap it of its transformative vitality. Instructional technologists should do three things, and do them well: 1) work closely with faculty on imagining possibilities, 2) live within the latest technologies and 3) imagine and experiment with possibilities regularly. The less time an instructional technologists spends thinking about administering a system, the more time he or she can actually do these three things. This is, without question, the reason why WordPress Multi-user has been so appealing for UMW. The administrative onus is shifted to the teacher and the student. They have their own space that they control. It becomes their charge to think through the possibilities of the system, rather than being told how it works. They have to discover what works, how it works, and why it works. It is this transformative process that is all too often relegated to system managers rather than intelligent people who live in the interstitial spaces of ideas and imagination like students and instructors. It is in this liminal spaces of thinking through and imagining what such a tool can do (rather than being overly concerned with how to actually do it) that our work happens. This is when the possibilities are imagined and old conceptions and new directions coalesce and by extension morph.

In my current job I don’t administer UMW Blogs, I build community and interact with both professors and students on a regular basis. I’m not so much concerned with the technology (and if an instructional technologist isn’t—should students and faculty be?), rather I am an interested and engaged participant in the transparent intellectual life of the university. That is what an instructional technologist must do! There is no other definition that makes sense. The conversations about teaching and learning’s intersection with technology is the inspiration undergirding what has been taking place for the last several years at Mary Washington, and has in many ways fueled the transformation through a larger grass roots effort. The change starts with a conversation, not with a directive. The transformation is imagined, not administered.

Which leads me to my final musings on this topic after the presentation. The point at which I start administering systems or training folks on BlackBoard on a regular basis is the moment I walk away from this occupation. There really is no reason why anyone off the street who has read the respective CMS manual can’t do that as well as me. And I would gladly defer to them. To become an administrator and/or to fashion oneself as a leader means to often extract yourself from the actual relations that are the basis for re-imagining the space of teaching and learning. Why aren’t instructional technologists understood as something other than either one of these categories? You don’t need to be a leader to be a great instructional technologist who catalyzes change in an environment. Moreover, you really shouldn’t be administering anything because it would be taxing the invaluable time spent imagining and exploring the innumerable possibilities of these tools with faculty.

There is no question we are in an absolutely fascinating moment of flux in this field, and what becomes ever more apparent is that the role of the instructional technologist at campuses is understood as transitional at best. A job that will prepare you for a directorship, a higher degree, or some other administrative position in IT. Such a conception of this crucial role is in many ways defined by the hierarchical system of academia much like teaching and learning with technology is defined by learning management systems like BlackBoard: it’s limited in its structural imagination. While I was speaking with people at the conference about their own situations and the administrative route of academia I became evermore certain that budgets, meetings, and management more generally are important for numerous reasons, but in the end often compete with the time-intensive work of fostering conversation and inspiring imagination throughout the community more generally about teaching and learning with technology. And while the right management can foster the conditions for this conversation, the point is that what we are talking about is doing it, not constantly re-visiting the fact that technology and pedagogy “might” have a future on campus. For that is in many ways a given, it is the type of experience a professor or student imagines where a majority of the work still needs to be done. That is the invaluable role of an instructional technologist, and he or she may very well be one of the most crucial figures on college campuses today.

Yet, the position has been circumscribed and denigrated by IT directives and administrative exigencies to the point that this desperately needed space for freedom and experimentation on campuses around the world has become one of obedience, fear, and “service.” And I put service in quotes here because while my role is to serve the faculty and students, as well as to foster a community of openness, tolerance, and exploration (which I value dearly, and firmly believe is the role of everyone who works on a college campus–or in education more generally), an instructional technologist can only accomplish this in their particular field by being granted the freedom to follow their own imaginative and critical ideas about this constantly emergent space. Right now, this is seldom the case, and to be quite frank with you, I have seen the other possibilities out there, and they are meager at best. Mary Washington is one of very few models for what an instructional technology outfit should be doing on a college campus, and the UMW professors are arguably the best example of how faculty should be partnering with instructional technologists to explore the implications of the changing landscape of publishing, discourse, media, and socially created knowledge that everywhere surrounds us.

Instructional Technologists of the world unite; you have nothing to lose but your BlackBoard chains!

Dave Lester did a fine job of compiling a long list of Universities that are using WPMu in one capacity or another. It’s a great list, and there are at least 40 institutions on there I had no idea about. Add to this list the work Mario Núñez-Molina did last year and add a few additions to his list and you may very well have over 100 institutions using this application. And as the recent comment on his post suggest from the University of Melbourne, there are probably a heck of a lot of international universities that are using this application that we have no idea about.

Now, Mario went above and beyond and made a slide show of screen shots for every install–I do love his fanaticism and I can completely relate He just turned his diigo bookmarks tagged wpmu_university into a slide show, pretty cool.

Yet another trend I’ve noticed with UMW Blogs is that courses and random groups are consciously publishing their articles with a far greater audience in mind than their specific class. Not only are many sites aimed at the UMW community, but also at the wide world beyond it. A great example is Uncle Lumpy’s Down-Home Art Blog and Pancake Emporium. This is a wild class experiment that has emerged on UMW Blogs wherein all the authors are blogging under personae (check out the very entertaining contributors page for a few examples). It’s a healthy mix of local art news, pancake recipes, and a Q & A column with Uncle Lumpy himself—which I think is awesome. I’m just patiently waiting for the actual arrival of the blabberized version of the Uncle Lumpy Q&A. What becomes immediately apparent is that the unknown souls behind this project are marking another trend, the conscious move of creating a news and entertainment space that moves well beyond the classroom and out to the community more generally. I love Uncle Lumpy!

One of the most interesting elements of UMW Blogs is the way in which things kinda happen on their own accord, and the publishing environment takes on a life of its own. For example, I track a lot of the posts and comments that go through the system, and what I have begun to recognize is that clubs and organizations at Mary Washington are using this space to get their announcements out by using this system to create quick and easy websites with built-in syndication.

So, why not aggregate all the announcements into one space and make things easy for the community to discover, view, and subscribe to? Well, thanks to the wonders of RSS and a WordPress spam plugin it’s a cinch. Check out the UMW Clubs and Organizations blog, which features the latest posts from contributing clubs and organizations at UMW, along with a list of the contributing groups. Additionally, if any club or organization wants to add their site (which can be hosted on UMW Blogs or any other service with a feed), it’s a simple form to fill out to get their announcements syndicated into this site.

I have blogged regularly about mapping domains on WordPress Mulit-User for over a year now.  And it is with great pleasure that I announce the first instance of a mapped domain on UMW Blogs (which is actually a mapped subdomain).  UMW’s pioneering History department has decided to create a site on UMW Blogs to build an information/community site for their department which will provide the latest news, announcements, and events for current students, alumni, etc. They have a Bluehost account where they do a lot of their own departmental experimentation  http://umwhistory.org), and they—more specifically Sue Fernsebner and Jeff McClurken—wanted to know if we could map a domain to their UMW Blogs site in order to have a URL that is in line with the logic of this space and that doesn’t have that pesky word “blogs” in it. Well, if we will it, it is no dream!

In fact, we really didn’t want to map the entire domain umwhistory.org to UMW Blogs because that would throw off all the other sites they have on various subdirectories and subdomains already. So, what we did is created a subdomain ( http://home.umwhistory.org) and just mapped that, which left all the other subdomains and subdirectories on their Bluehost account unaffected. And voila, UMW Blogs can allow people to buy (or is it lease?) their own domains and map them to their own blog space.

For me, this realizes one of the most powerful elements of a publishing platform like UMW Blogs: it re-enforces that this space is the wide-open web, not some insular, monolithic campus CMS or LMS. This feature opens up the conception and perception of UMW Blogs as the open web to some great degree; it makes people feel like the space is truly their own and that they are out there framing their own work. On top of that, they can take advantage of all of UMW Blogs’s innumerable plugins and themes, while allowing them to capitalize on our first rate service And all this without having to worry about doing their own upgrades or backups. And with their own domain name they can frame their own professional portfolio, website or blog on UMW Blogs, and should they ever need or want to export their site to another service (or even get their own web hosting account) the transition would prove that much more seamless. Mapping domains is the acknowledgment that the work people are doing in this community is their own, and the technological infrastructure should be flexible, robust, and easy enough to enable anyone who wants to control their online identities do it in the most effective and intelligent way possible. We are affording them one way to both build and preserve their personal archive of intellectual work, and we need to see the technology we choose as an extension of such an act of good faith!

OK, so how do you do it? It’s remarkably easy, first go download and install Donncha’s Domain Mapping plugin on your WPMu setup. (For server admins: to make it easy on yourself, change the documentroot line in httpd.conf to the directory where you have WPMu installed, that way any domain that points to your IP address will by default point to your WPMu installation, making the sign up process for your users seamless, and any work on your end minimal at best.) After that, I simply called up Bluehost and asked them to add a CNAME for the subdomain http://home.umwhistory.org and point it at the IP address for UMW Blogs. They had it done in less than a minute, the whole thing was really a cinch. (For more about this read the FAQ on Domain Mapping at WordPress.com.)

Well, I guess I gotta get going on my formative 10 because what has taken me almost eight months, has taken D’Arcy Norman all of three days. I find it interesting how much a formative 10 can tell you about someone, for example given D’Arcy’s first three films it’s pretty obvious he’s a science nerd Now me, kinda like Uli, I’m a nihilist, and it is, indeed, exhausting.

Escape from New York is a no-brainer for the formative 10, this movie may very well be the most perfectly conceived plot ever filmed, and it is without question my favorite film storyline of all time. Interestingly enough, John Carpenter is responsible for two of my formative ten, this one as well as the The Thing (which I recently blogged). Moreover, Assault on Precinct 13 would have been a shoe-in for the formative 15 and I blogged it as a kind of preview to this series many moons ago. It’s interesting that this exercise has brought into sharp focus just how important John Carpenter has been in my early years of film watching, and I’d just like to thank him for helping to make me such a huge fan of the form.

So, what now? I could talk about how cool Isaac Hayes was as the Duke of New York or how much I dug the terrorists that hijacked the Air Force 1 at the beginning of the film or how Harry Dean Stanton’s role as Brain remains one of his most memorable for me (”Unless you know exactly, precisely where it is…”) or even the crazy haired sidekick to the Duke of NY who hisses in a most peculiar way. I could do all this, and I haven’t even gotten to Snake Plissken yet. Or, I could show you a series of clips that capture the essence of this film. So, OK, dim the lights and get ready for some YouTube, roll ‘em please:

The voice over (which is Jamie Lee Curits) at the beginning of the film sets up the situation brilliantly.

And here is the hissing maniac that shows off the President’s finger (love this guy!):

Scene wherein Hauk (played by the immortal Lee Van Cleef, the ultimate badass) recruits Snake for the mission to rescue the President from the prison that is Manhattan Island:

There’s the scene where the cannibalistic Mole People come out of the ground and grab Season Hubley, this was possibly the most memorable scene of the whole film for me at the time.

The Duke of NY (A#1) (played by the late Isaac Hayes) doing a little target practice with the President of the US (played by Donald Pleasance who is genius in this film, I might add).

Couldn’t find the scene of Brain (played by the legendary Harry Dean Stanton, perhaps my favorite actor of all time) on YouTube I wanted, so I will settle for when he stabs the crazy-haired hissing freak (the character is actually named Romero).

And there are many many more scenes in this film that make it simply amazing. In fact, I believe that it is still one of the best paced and consistently compelling action films ever made. Escape from New York, arguably Carpenter’s best, and maybe the last truly great American film ever made

Patrick Murray-John has been working tirelessly over the last month to realize an extremely exciting possibility for marrying the Semantic Web with WPMu, although this experiment is by no means limited to this application. What he has been doing is scraping the available data from the uber RSS feed of public blogs from the UMW Blogs Tags Site, and pulling it into a suite of semantic web tools provided by MIT’s Simile project (namely Exhibit and Timeline).

“Why?” you ask. Well Hondo, because these tools provide the means to visualize and connect the activity on UMW Blogs in new ways, check out the Timeline of UMW Blogs posts over the last two weeks here. Or look at how a tool like Exhibit provides interesting ways for creating a more comprehensive directory of users, tags, and posts (something WPMu just can’t do extensively). The alphabetized Bloggers Exhibit that has a weighted tag cloud for each letter of the alphabet which lists usernames, or take a peek at the Blogs Exhibit that does the same thing with Blog titles.

Moreover, we now have a way to collect all the images uploaded to UMW Blogs in one place, and a gallery of top ten lists for those blogs with the most images, audio files, or videos. What this means is we now have a series of alternative means for capturing and mnpulating dta for UMW Blogs that will allow us to search, discover, and make connections more easily than we could previously. We are at the beginnings of this experiment in some ways, yet in others we simply just have to style and re-theme the data accordingly and we are ready to unleash it on the UMW Blogs community to see how they use it and what value it brings to further build upon this already robust publishing platform. Is this what the trendy discussions about Web 3.0 is all about (besides the pervasive idea of cloud computing which is in many ways upon us)?  Finding ways to marry the power, ease, and usability of Web 2.0 tools with the promise of discoverability, visualization, and deep connections that the Semantic Web has promised? I guess we’re about to find out here at UMW.