edna.edu.au

Conference etiquette

Following interesting discussion on oz-teachers email list about the etiquette of laptop use and twitter through conference sessions, Jason Zagami has prepared a useful survey on the topic, and invites responses here.

I didn't get all the way through in one session, but this is where I was going with the responses.
The short version? Back channels are useful if they are:

1. constructive,
2. courteous, and
   
3. community-minded.
   

Q1 How do you feel about the undirected use of laptops during conference presentations?
We have always allowed/encouraged the audience to take notes during lectures, conference presentations, lessons etc, and the ability to make digital notes greatly increases the value of this notetaking to the participant - for time management, information management, reporting, blogging and sharing purposes.
If online at the same time, there is added value in being able to follow up a presenter's reference or url immediately, or to get a definition or explanation for a new concept.
General etiquette rules apply in terms of taking steps not to distract presenter and other delegates. Some venues make this more difficult than others. Some hardware makes this difficult - ie laptops that are too large for laps, and which don't have the battery life to last through a keynote.

Q2 Mobiles How do you feel about the undirected use of mobile phones for texting / microblogging during conference presentations?

A good thing provided there is minimal distraction to the presenter and others, ie no beeping, tapping, or sniggering at comments made 'on the side'.

Q3 Blogging How do you feel about participants undirected sharing their thoughts on a presentation on a public Blog?

I appreciate reading other people's views on presentations that I have presented or attended. It gives other perspectives, provides an insight into different ways of interpreting content, and helps me justify my own opinions/ideas.

I really, really appreciate people blogging about presentations that I have been unable to attend, which in a traditional conference is usually most of them.

This is based on the assumption (hope?) that professionals who are sharing their thoughts in a public forum will frame their response in a considered, constructive and professional manner.

Generally I appreciate having access to Twitter posts if I am not able to be present at a session, although by their very nature they can be rather superficial, gut reactions and I would prefer considered, reflective reaction on a session as a whole rather than the ' in the moment' perspective.

While in a presentation I find it enough to concentrate on the speaker and my own notetaking and reflection. I doubt I would manage reading/responding to tweets as well, unless it was a very, very slow presentation.
I am in awe of those who can.

Q5 Sharing presentation content How do you feel about participants undirected sharing the content of presentations with those not at the presentation?
I would encourage organisers, presenters and participants to facilitate open sharing of ideas and content beyond the event itself - obviously affording everyone involved with the legal and moral courtesies of attribution, professionalism and gratitude. This should be viewed as a privilege not a right.

It is valuable to those in the wider education community who cannot attend and it can also enhance a presenter's reputation and exposure in the community.

This is becoming accepted (and welcome) practice, so if there are reasons/preferences for it not to happen in some circumstances this needs to be stated very clearly up front.
Given how easy it is to record and share presentations it seems pointless trying to stop this sharing.

Q6 Photographs How do you feel about participants taking undirected photographs during a presentation and publishing these?

If photographs can be taken without distracting the presenter and other participants this can be a useful record for a participant, particularly if complex slides are not going to be available immediately.

Obviously photographs taken of the presenter, their content and of other people should not be published without their express permission, and appropriate attribution.

Q7 Audio How do you feel about participants taking undirected audio recordings during a presentation and publishing these?

If audio recordings can be taken without distracting the presenter and other participants this can be a useful record for a participant.

Obviously audio recordings made of the presenter, their content and of other people's questions/comments should not be published without their express permission and appropriate attribution.
There is an added complication where the presenter may have permission to use 3rd party content (eg video) for the presentation, but this permission will not extend to re-publication, so the audio may need editing.

Q8 Video How do you feel about participants taking undirected video recordings during a presentation and publishing these?
If video recordings can be taken without distracting the presenter and other participants this can be a useful record for a participant.

Obviously video recordings made of the presenter, their content and of other people should not be published without their express permission and appropriate attribution.
There is an added complication where the presenter may have permission to use 3rd party content (eg video, music) for the presentation, but this permission will not extend to re-publication, so the video may need editing.

Q9 Broadcasts How do you feel about participants making undirected live broadcasts (audio or video) of a presentation?

This obviously needs to be discussed and organised in advance with organisers and presenters, and members of the audience should also be advised that this is occurring.

It is valuable if it is well-organised, of reasonable technical audio and visual quality and provided it doesn't distract the presenter or participants.

Q10 Rating presentations How do you feel about participants making undirected ratings on the quality of presentations via blogs and microblogs?

I find considered narrative evaluation (eg blog post or conference report) much more useful than an arbitrary personal rating via stars or a scale.

Part of our professional expertise as educators is in the area of evaluation, and we should be able to (even expected to) provide succinct, meaningful, contextual and balanced assessment of a presentation, that takes into account more than the rater's personal state of mind at the time.

For instance, I find the kind of FAIL rating that has become popular in some microblogging communities to be unprofessional as a form of public rating. This is particularly important when the rating is public. What might be acceptable in a private conversation/email is not OK on a blog comment or twitter.

Q11 Laptops How do you feel about the undirected use of laptops during your lessons?

With adult learners I encourage this.

With school students it can be more of a battle of time and attention to the task in hand, ie learning, with the key point being whether use of laptop is enhancing their learning and is not distracting the teacher and other members of the class.
Courtesy is key.  

Q12 Mobiles How do you feel about the undirected use of mobile phones for texting / microblogging during your lessons?
If I was 'lecturing' for the full lesson with no opportunity for learners to ask questions or comment to the group there might be occasions when this was appropriate.
If there were students who could not attend the lesson for some reason, and another student was able to do this for their benefit without detracting from their own learning that could be valuable.
I would expect this to be done with no distraction and in a courteous, constructive way.

Q13 Blogging How do you feel about students undirected sharing their thoughts on your lessons on a public Blog?
Theoretically happy about this, provided it is open, reflective, constructive and courteous.

Tags: twitter acec2008 teaching conference
Posted at 04:57PM Oct 18, 2008 by Pru Mitchell  |  Comments[0]