Many thanks to everyone who participated in the first THATCamp Pacific Northwest—look for links to the archives and roundups of discussions on this blog as soon as I (Julie) get my bearings!

Here’s to THATCamp PNW 2010 in…Seattle?

FYI, “official” live tweeters will be using the #thatcamppnw hashtag. It is QUITE likely that conference participants will be using #thatcamp more than #thatcamppnw, but we are archiving all of them for later.

I (Julie) completely forgot to mention the traditional “Dork Shorts”—three-minute presentations (lightning talks, elevator pitches, however you want to classify them) of your current projects or other ideas. These are even more informal than the sessions themselves.

We will have an area to sign up if you want to give a short presentation, and we’ll figure out the best time and place to do them during the opening scheduling session.

I was just thinking about this—I think Dave Lester and I (Julie) might be the only people at THATCamp PNW who have Google Wave accounts. I could be totally wrong about that, but if that is the case, and if anyone wants to see what it’s like in its preview (alpha) stages, track one of us down. Or at least track me down—I don’t want to volunteer Dave without asking.

If anyone else has a Wave account, please say so!

In the interest of time, I’m taking a moment to add some bullet points of ideas for sessions that come from the information people submitted with their applications. We’re off to a good start with the extended descriptions of session ideas, below, and please take a moment to jot down something about a session you’d like to lead, or a session in which you’d like to have the floor for a time. Or, if you just plan to participate in the discussion from the audience (or just listen), give a thumbs up in the comments section of blog posts.

I noted in a comment that I can see an entire track (3 sessions) devoted to tech tools and pedagogy—a session on implementation issues (e.g. access issues, student buy-in, etc), then one on sort of common tools (LMSes, GDocs, blogging), and one on building new tools. But that is but one idea of many. Although I will say that it is a tremendously popular common theme…

Additional session ideas:

• gaming: gaming cultures, rhetorical analysis, teaching w/ & through games (and virtual worlds)
• library collaboration with students, instructors and the community; role of libraries in digital age
• uses of mobile technologies; extended to issues of embodiment and identity in mixed reality spaces, implications for research and teaching
• technology and social justice
• technology and the creative process
• career paths related to Digital Humanities and New Media
• the importance of play with regards to digital tools
• technologies that allow for the discovery and access of great collections

I have a few different ideas for things I can definitely talk about in session format, although I honestly don’t know if I should since I’m organizing this event and will be running around making sure you’re all happy—and I want all of you to have as much time as possible to talk about the things you want to discuss. As seen in the topics I write about for Prof. Hacker, I can talk about specific tools for use in the classroom, developing new tools, and the place of programming in one’s life/scholarly work.

I could revisit the subject of a presentation I did at another conference, on Google Docs and student responses, or the different ways one can implement Google applications in general in the classroom. Part of that discussion would be the myth of the digital native and the roles that instructors must play in the classroom if integrating technology is going to work.

Or, I could discuss a tool that I am creating, which is designed to involve students in the investigation of literary genres through folksonomy. I just developed it in my head the other day, and it will form part of my dissertation plus hopefully be presented in prototype form at a conference in May 2010. In other words, I don’t even have a digital wireframe although I could draw it out on the whiteboard, but I could talk about what it is and what I hope to achieve with it (and have students achieve with it).