Time transcripts of DMACConclusion

[00:00:00:000]	We believe that there are benefits to creating communities of practice

[00:00:04:189]	surrounding digital media and composing practices.

[00:00:08:300]	These communities may be affiliated with professional development opportunities, 

[00:00:12:510]	but they extend beyond the temporal and spatial boundaries of typical professional seminars. 

[00:00:17:231]	DMAC is one such model surrounding digital media and composing, 

[00:00:21:198]	but it's necessary to continue reflecting on the best ways 

[00:00:24:267]	to facilitate and engage the dynamics between acting and belonging. 

[00:00:30:690]	Based on our explorations of the impact of social interactions and space 

[00:00:33:270]	on the communities of practice that emerge at DMAC,

[00:00:37:390]	we offer some suggestions for facilitating similar communities in other institutional settings. 

[00:00:43:279]	Encourage and facilitate cross-hierarchical, cross-disciplinary connections to form. 

[00:00:50:135]	One of the recurring comments from the DMAC participants was that they appreciated 

[00:00:54:261]	the opportunity to interact with individuals at all career stages and positions 

[00:00:59:237]	ranging from undergraduate students to staff members to full professors. 

[00:01:04:279]	Facilitating opportunities beyond traditional mentorship 

[00:01:08:390]	or professional development interactions, 

[00:01:10:198]	which often privilege traditional forms of experience and expertise, 

[00:01:14:210]	enables new diverse perspectives to emerge. 

[00:01:18:240]	One way to accomplish this is by selecting individuals with a variety of experiences 

[00:01:23:330]	to serve as technological stewards.

[00:01:26:150]	Picking a staff member, a graduate student, and an associate professor, 

[00:01:30:246]	for example, as facilitators of an informal brown bag session 

[00:01:34:165]	provides a useful professional opportunity for the facilitators 

[00:01:38:390]	and also demonstrates that all members of the community have important contributions to make. 

[00:01:43:159]	Make room for varying spaces of legitimate peripheral participation. 

[00:01:47:273]	Create an infrastructure of support to open up space for play. 

[00:01:51:144]	Offer low risk, high-return assignments without assessment and plenty of constructive feedback.

[00:01:57:750]	Cultivate personally engaging hospitable networks of mutual accountability

[00:02:01:126]	among staff and participants alike. 

[00:02:03:276]	Encourage hands-on experimentation and embrace mistakes. 

[00:02:07:297]	Additionally, give sufficient time for inhabiting casual spaces on institutional margins.

[00:02:14:117]	Provide off-site, informal social opportunities that promote discussion but do not demand it. 

[00:02:20:138]	Open up spaces for shared daily life activities such as meals and down time.

[00:02:25:000]	Though not every participant stayed at the workshop hotel or hostel, 

[00:02:29:600]	several indicated that these spaces fostered some of their most enriching discussions.

[00:02:34:060]	Enable multiple modes of interaction. 

[00:02:36:276]	As in the classroom setting, this is a universal design principle 

[00:02:40:177]	that makes the learning environment more inclusive and accessible, 

[00:02:43:276]	and it benefits all learners. 

[00:02:46:129]	Participants at DMAC indicated they enjoyed the ability to engage in ways 

[00:02:50:108]	that were most accessible to them in a particular moment 

[00:02:53:810]	such as face to face or in digital backchannels like Twitter. 

[00:02:57:900]	In addition to increasing accessibility, alternative modes of interaction through digital means 

[00:03:02:189]	like Twitter, blogs, or online groups allows for connections to extend 

[00:03:07:240]	beyond the immediate physical and present moment. 

[00:03:10:186]	More than simply a professional development institute, 

[00:03:13:246]	considering DMAC as a community of practice opens up additional avenues of analysis 

[00:03:19:570]	that can be used to assess how DMAC has been so successful for so long 

[00:03:23:135]	and to offer suggestions for facilitating other communities of practice 

[00:03:27:390]	in various institutional settings. 

[00:03:30:090]	Adopting the community of practice perspective on DMAC focuses attention 

[00:03:34:120]	on the "people first" mentality that organizers Cindy Selfe and Scott DeWitt 

[00:03:38:105]	bring to the institute. 

[00:03:40:195]	It is people who make up the DMAC community: 

[00:03:43:108]	people learning from and teaching one another across all types of hierarchies and divisions; 

[00:03:48:276]	people coming together to practice digital media and composition. 

[00:03:53:090]	People critically creating and practicing the technologies 

[00:03:56:150]	in ways that will suit their local purposes and contexts.

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