Sunday, October 28, 2007

Educause 2007: Some first thoughts

I haven't had time to completely debrief my brain about Educause 2007. A lot happened there and I had a lot of really compelling conversations. I ran into this post on HASTAC about the conference, which starts to get at some of what I'm thinking as well. The last few sentences/questions are at the heart of what many of us are trying to figure out:

And are my pals in Academic Technology ceding too much ground as they
institutionalize via CMS's and server virtualization tools and custom
database design? Or is this where they step aside and provide support
to a vision articulated elsewhere? Workshops and training can provide
software savvy, but what does it mean to be a 21st century knowledge
producer? Who decides and what do we teach? Before Academic Technology
becames so institutionalized, way back in 90s a decade ago, we hoped to
think we were part of the revolution. Does maturity = reform, not
The answer to the first question is yes. I think that there is great tension currently in many computing departments between the need to become an enterprise operation vs. the need to remain agile and flexible. It's easier to go enterprise than to try to figure out what people really need and meet those needs. The idea is if you're meeting the needs of the majority, then everything is a ok. I'm understand the idea behind the second question about stepping aside, but I kind of bristle at it because I think the underlying subtext is that an academic technologist cannot be a part of the vision. In fact, I think both the questions have an us vs. them quality to them--a quality that was quite tangible at the conference. I think we really need to get to a point where academic technologists and faculty are on the same team and thinking together about the possibilities for 21st century knowledge. In fact, there was a great session about these issues, which I hope the facilitator will blog soon. I, too, have lots to say about this complex issue. Consider this a first volley.