In this guest post in our #SchOnline series (scholarly conversations online) Mark Liebenrood (@markliebenrood) reminds us that serendipity is not the preserve of archival research: it can be one of the great strengths of online scholarly communities.
A few months ago I hit a small obstacle in my research. Reading through borough council documents for information about a museum closure I came across an acronym, apparently for a trade union, that was unfamiliar. My usual approaches to online searching got me no further, and this was made more complicated by the acronym itself being a common word (ACTS). The trade union’s identity was a minor detail, but I still wanted to know it if possible. So I did something I don’t think I’ve done before, which was to put out a request on Twitter with the #twitterstorians hashtag. My tweet got just one retweet, but to my surprise in less than an hour I had several helpful replies, one of which had the answer. Although I’ve seen others ask questions on Twitter many times, this made me realise how potentially useful that huge online community can be. Continue reading
It has been clear for several months now that start of the new academic year is going to be very different to any we’ve been through before. The Covid-19 pandemic means that there will be huge changes in all areas of academic life, but perhaps the most visible change will be in teaching, where ‘remote’ teaching online will much more common. Where face-to-face teaching is happening, it will have to be ‘socially distant’, in smaller groups and possibly with masks or other protective equipment.
However, one thing that is far from clear is the planned balance between these two modes. Unlike many North American universities, virtually no UK university has publicly announced that they will be ‘online only’ in Autumn. Instead, almost all of them have made vague announcements about ‘blended’, ‘hybrid’ or ‘mixed’ modes, which will include both online and face-to-face teaching in varying proportions.
In order to get a firmer sense of where we stand, I’ve done a quick informal survey of scholars based in 26 different UK history departments, asking them what proportion of teaching they are planning to conduct face-to-face. This included Oxford and Cambridge, five London universities, a bunch of provincial pre-1992 universities, and a smaller number of post-1992 institutions. I have not named any of the individuals or institutions because none of these plans have been publicly announced, and anonymity allowed them to give more candid answers.
Unsurprisingly, there were a wide range of answers, many of which cannot be easily quantified. Nevertheless, one common response stands out… Continue reading
I’ll keep this brief, I know you probably have a [Teams, Zoom, Skype, other] meeting to be at. Probably more than one. Is it about deferrals? Transition to online teaching? A viva? Personal tutoring? Decolonising group? Accreditation? Supervision? Wellbeing? Exam board? Deep dive lightning talk extraordinary forum workshop reading group paper sand pit?
Before this year I had attended online meetings for work on only a couple of occasions, but now it’s a rare day that doesn’t contain a couple of online meetings. Everyone I talk to in these meetings tells me they are spending too much time in online meetings. I am beginning to feel like each minute I spend staring at a pixelated reproduction of the shape of my colleagues is equal to a minute I will spend lying awake in bed, unable to switch off my fevered screened-out brain and escape into unaware oblivion (or at the very least a bizarre lockdown dream).
Evidently online meetings are inescapable, and they are likely to be for quite some time yet. But before resigning ourselves to our fate, a bit of reflection might be useful. Continue reading
In this guest post in our #SchOnline series (scholarly conversations online) Marianne C.E. Gillion (@mcegillion) reflects on her experiences as the co-organizer of a large virtual conference.
Marianne C.E. Gillion
Among a certain segment of early music historians, there is a standard formula of farewell: “I’ll see you at MedRen, if not before”. This is a reference to the annual Medieval and Renaissance Music Conference, which for the past 48 years has been independently organised by volunteer host institutions across Europe and the United Kingdom. For many, MedRen is a highlight of the conference calendar. A frequent comment is that meeting together with anywhere between 175 and 375 early musicologists makes delegates—whether they work in universities, have careers in other fields, are members of the growing academic precariat, or are students—feel slightly less alone.
The importance of this community was one of the driving forces behind the decision to move the 2020 edition online when the physical meeting was cancelled. We on the Organising Committee (James Cook, Adam Whittaker, Thomas Schmidt, Andrew Bull, and myself) had spent eighteen months planning to welcome our delegates to the University of Edinburgh from 1–4 July. In only 3 ½ months, we attempted to create a virtual environment that would facilitate the unique combination of scholarship, music, networking, and sociability integral to MedRen. Thanks to the support of our presenters and delegates it succeeded beyond our expectations: with 470 participants, it was the largest conference to date, and the feedback was overwhelmingly positive.
As in other fields, and highlighted in this series of blogposts, MedRen 2020 provoked debate concerning the benefits and drawbacks of the online format. Continue reading