Conferences as learning communities: some early lessons in using ‘back‐channel’ technologies at an academic conference – distributed intelligence or divided attention?

Abstract

Most, if not all, researchers attend conferences as a part of their practice, and yet it is an under-researched activity. Little attention has been paid either to developing a theoretically informed understanding of conference practice as knowledge building, or to assessing the extent to which conferences are successful. This paper addresses these issues in the context of a small empirical study of the introduction of mobile, interactive ('back-channel') technologies into a conference setting. Science studies and learning theories literatures are used to develop an eight-point statement describing the aims of an idealised conference. This is then used as a framework through which to make sense of what happened when 'back-channel' technologies such as internet relay chat (IRC) and blogging were introduced into the 2004 Colston Symposium 'The Evolution of Learning and Web Technologies: Survival of the Fittest?'. Focusing on sequential issues and the conference as a forum for knowledge building, the analysis shows that conference order is disrupted by the introduction of the back-channel technologies. Nevertheless, other pressures on academic and professional practice (the governance agenda, calls for greater collaboration and a more consensual approach, and so on) suggest that the potential of the new technologies to help open up the black box of scientific and professional practice will be seen as increasingly important. If these tools are to be used effectively in the future, conferences will need to be supported by new skills and practices.

Adult Learning and Doctoral Student Research Forum Participation: Insights into the Nature of Professional Participatory Experience

“…In combining insights from science research and sociocultural theory over time, Jacobs and McFarlane (2005) asserted that conferences may be conceptualized as 1. The formal presentation of recent developments in the field.…”

Academic conferences: representative and resistant sites for higher education research

“…The university has often been conceptualised as the site of higher education research, but it is recognised that universities, faced with these processes of change, are no longer places as such, but are increasingly 'borderless/edgeless' (Morley, 2012, p. 27, see also Barnett, 2012a;Derrida, 2001). Conferences, as sites of the globalisation of academia (Childress, 2010;Smeby & Trondal, 2005) and of technological innovation and change (Hart, 1984;Jacobs & McFarlane, 2005), are representative of the overall picture of higher education. However, conferences are also sites that resist the chronological account of change that is associated with the university's 'medieval inception' (Barnett, 2012b, p. 1).…”

Exploring Students’ Use of the Social Networking Site WhatsApp to foster connectedness in the online learning experience

“…Within the last few years, the concept of a communication 'back channel' has emerged in education in both face to face and online learning contexts (Kearns & Frey, 2010;Holland, 2014;Jacobs & McFarlane, 2005). A back channel is described by Kearns and Frey as 'a network of out-of-class dialogues among students'(p.41).…”