Unflipping the flip

I have been really curious and a little wary of the “flip” (flipped classroom, flipping the classroom) kind of frenzy recently. Basically, it seems to mean that we flip:

• Students into teachers
• Homework into Classwork
• Classwork into learning by self or network, guided or unguided
• Hallways and Social spaces into Classrooms
• Closed curriculum to open
• Degrees to badges
• Fixed learning periods to flexible learning time, anywhere
• Fellow students into collaborators

Doubtless, there will be more interpretations, each taking a part of the fabric of conventional education system and creating delightful flip variations. Perhaps one day, there will even be a few frameworks and associated evangelists that will claim to be the experts on flipping the classroom, and people who will ask “How do I flip the lesson on Newton’s First Law”.

There are also valid voices that question the flip. I would add that a whole lot of teachers may just not be able to deal with the flip – it places a great pressure on teachers to…actually teach. Jay is right in worrying about the flip faring the same way as eLearning did. The fact is, like anything, we will do well to ignore the hype and concentrate on the core learning from these flips.

The core learning is not that we have a found a presumably efficient way of utilizing classroom time, or that we have found a great way to bypass degrees as credentials for jobs we aspire for, or even that we have just realized how good it is to have high quality online material and great classroom engagement.

The core learning, at least for me, at a systemic level, is that we have relaxed the boundaries of the conventional system without breaking them. We are still inside the box. This is not a disruption (or transformation George would say), it’s  a distortion of the contours of the educational system – an internal shift or re-arrangement of factors, perhaps even an innovation.

The clearest evidence of this is that the flip is not able to do away with the vocabulary of conventional systems, nor is it adding any new vocabularies that did not exist earlier. A test is a test. A group project is a group project. Hallways are still in a school. Content is online or mobile instead of in a book or through a projection device. Competencies are still defined and used the same way. Badges are mini-degrees (if backed by MIT and Stanford?).  As George says, “the difficulty is that you can’t have structure leading.”

Furthermore, it would do well for someone to ask whether the conception or the implementation failed of the traditional system. After all India flipped from an ancient gurukul system to a British system not too long back. It would make sense to delve into the flip and see whether it will share the same fate.

But then, perhaps, it will be enough to just distort and not transform.

The MOOCs that I have attended aren’t anything like these flips. They add vocabulary. They do not take an existing model and rearrange it or make it more efficient. They are not definitive recipes for change-mongers. They are complex, adaptive, emergent, chaotic systems. As Dave Snowden wrote to us during EDGEX, “you can design something that will manage process, can’t define outcome”. That approach is transformative, because then you are looking at the core issues that an educational system is expected to address – not outcomes, but process.

George provides a set of 8 distinctions between the MOOC model and the model that is being implemented by initiatives such as EdX and startups like Coursera. The vocabulary of the MOOC really emerges in these distinctions. The belief that these initiatives follow a MOOC model are misplaced (perhaps because the phrase Massive Open Online Course has been literally implemented by a few).

At present, these initiatives are nothing more than extensions/combinations of the self paced elearning and instructor led virtual models, automated assessments in some cases, with the added spice of learners being able to collaborate online and being promoted by individual and institutional brands (acceptance) – hardly a disruption. In fact, the reason such flips will continue to attract students (even though a meagre percentage would actually certify), is because a brand pull exists or marketing dollars will be spent.

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The tensions at EDGEX2012

Speakers at the EDGEX Conference debated many tensions and challenges apparent in education today.

George Siemens evocatively questioned the use of the word “disruptive” and asserted that we should call for transformation instead. Given the broad societal transitions to a networked and complex ecology, he talked about how initiatives like Coursera, Udacity and the Khan Academy provided disruptions, but did not transform education.

Forces that are working to transform education have their drivers in economic change, changing perceptions of the university systems, changes in student expectations and needs, and demographic explosion in worldwide student population. In his opinion, there are some forces that may transform education – robots, new school models, cloud computing, new assessment models, new pedagogical models like the Massive Open Online Course and distributed research & discovery networks.

Putting the focus sharply on India, and its challenges of scale, equity and quality, he said that India has perhaps the chance to break from tradition and leapfrog over many of the milestones in the evolution of the traditional educational systems worldwide. That leverage of transformative educational research, was perhaps what excited many of the international and national speakers and delegates at EDGEX.

Bringing another tension to the fore, Stephen Downes talked about Education as a Platform. Instead of focusing on content, Stephen believes that the connections should be given primacy. Knowledge is something that is grown rather than acquired or ingested. Outlining some of the current challenges with MOOCs, such as the size vs. connectedness or the bootstrapping challenge, Stephen felt that their MOOCs were insufficiently focused on connectedness.

Education as a platform would encompass thinking on the personal learning environment and giving fresh meaning to assessments and learning analytics in a networked ecology. Dave Cormier brought a similar tension while talking on embracing uncertainty, using rhizomatic learning in formal education. Dave talked about the shift from content as curriculum to community as curriculum, and how the notion of rhizomatic networks could be brought to bear on the traditional learning mechanisms.

In the conference summary session, we wrestled with another important underlying tension – that of spaces between networks. Typically we build links between nodes in a network by the virtue of which spaces between the nodes get obliterated and become invisible. By argument then, the network should really be a continuum, rather than a set of discrete nodes.

Jay Cross had expounded on how we need to democratize learning. He talked about how the education behind the gates is finally starting to converge with real life in this network era. He bemoaned the state of training in corporate America, stating “training is dead”. He was tremendously excited about the prospects of informal learning to attack the problem of scale with quality in India. In fact, the same concept came up for debate in the conference summary session again – the fact that democratization, which is education by, for and of the people, was talked of more in terms of “for the people” rather than “by” and “of”.

Jay remarked that there is no one solution (and school is probably not the one, in fact schools can be at times non-democratic). Learning is seen as a key enabler for democratization. Stephen said that commercializing learning is antithetical to democracy. Les Foltos brought up affordability in both Indian and US contexts – are we as democracies making the commitment to make education affordable at high quality. The only recourse, then as Stephen remarked, is to rethink the concept of school.

An important tension was that between order and chaos. Do we want order from chaos or chaos from order? Stephen argued that the order exists in the eye of the perceiver and that order is not inherent in chaos itself. As Les Foltos put it, the tension is between the current traditional system that is extremely ordered and discourages risk taking and systems that encourage risk taking and are inherently chaotic. Clark Quinn argued that chaos could be imbued with values and purpose in terms of design and then one must expect movements to and from chaotic states. Dave Cormier highlighted the challenge of fostering creativity in students in chaotic systems and moving away from the tyranny of assessments. Rhizomatic networks are inherently both ordered and chaotic.

The next tension was around technology availability specifically around the requirements or conditions in which the theory of Connectivism could operate. The main challenge in a developing and less developed world context is the availability of technology – technology that allows networks to really exist on the digital scale. Both George and Stephen felt that technology was a sufficient condition, but in terms of theory, not a completely necessary condition.

There were tensions exposed in our thinking of design. Is design (as we know it) dead? The fundamental tension here was that design, as we know it, is focused on creating ordered and deterministic outcomes. Can there be design around complex, adaptive systems that can allow for environments that are emergent, self-organizing and adaptive? Grainne Conole discussed the conception of design, in particular leveraging the network construct, can design today prove useful in creation of open, participatory spaces for learning.

There was another tension in terms of design in the context of scalability. Inherent in traditional systems of design is standardization and bureaucratization of design processes. Dave Cormier raised the question of how we can distribute design expertise in a way that can scale. Grainne talked about more participative and innovative methods where teachers and experts are able to use design tools and processes based on networked collaboration techniques in a manner that is very different from business process like mechanisms that institutions typically follow.

Martin Weller, who had talked about digital scholarship in an open, networked and digital world, talked about his experiences in teacher education where he talked about yet another dimension – problems with using social media and innovative design. Les Foltos talked about physical challenges that teachers face in terms of the support they need to be innovative and risk taking. They also need to apply techniques and experience success in their contexts in order for them to believe the grand visions. Stephen brought in another tension – that of over design – and believed that design should be used as a syntax to be interpreted by individuals, in a minimally prescriptive manner.

 

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EDGEX2012: Some reflections

The EDGEX2012 conference is now formally over. But it will continue informally here and here.

To say I feel tremendously happy would be an understatement. It was simply incredible to have such distinguished and enthusiastic people under one roof, both from India and abroad. I think the objectives of the conference were also served well – to promote awareness, to disrupt, to celebrate the network, to share and collaborate and to seed the beginnings of something new.

The conference website and blog will carry consolidated information (videos, articles, opinions, resources) in a couple of weeks from now. But I wanted to highlight my key takeaways from this conference.

I think we could be better organized. I also do think we could have communicated to many more people about this event and that we could perhaps have more speakers from economies that are closer to India in terms of the challenges they face. Given so many speakers, we should definitely have kept time better for each slot. My sense is that we should have organized our knowledge capture better as well.

But there are loads of things I am happy about. I made some great friends and met people who I knew only virtually before. I also loved the possibilities the conversations threw up – from scale to design to open-ness and so many things. I was also happy that our international speakers and audience got a real taste of India, and hopefully for India. I am glad the feedback is positive and we had so many people attend and interact.

There were many tensions identified and debated at EDGEX2012. The challenges of scale, policy environment, infrastructure, attitudes, quality and innovation shaped the initial context of the conference for all of us. But it was equally an exercise to comprehend alternate paradigms of thought that could have a potentially transformative impact on what India does in the future.

The point was to identify these tensions, get a shared understanding of challenges and innovations worldwide and be able to leverage a global network whose attention could be brought to bear upon India. As Madan Padaki, my co-conspirator said, he hoped that our international audience would look at ideas and immediately sense if they were relevant to India.

The way forward is the expansion of the network – to break the silos that exist today in Indian education and to proactively search for new connections to ideas and attitudes. It is my hope that India will achieve this proactively and quickly.

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My life is a MOOC

I have been meaning to catch up with the interesting discussion happening around MOOCs. I believe that there will be and should be plurality of approaches and intentions – they are the inevitable accompaniment to change itself. The top tensions in the conversation are:

• How do MOOCs compare with other initiatives like the Stanford AI? Should they be compared at all? How is the MOOC experience different from the others in both design and execution?
• Should MOOCs be seen as disruptive and liberating futures of education, or as incremental improvements to existing educational systems? Should they be posted at all as alternatives to degree or continuing education programs?
• What skills do learners require to navigate these new learning environments? Does it require that they be motivated, socially enabled and have certain Critical Literacies? Should we worry about motivation or presume it? Is learning an art that can be acquired through reflection and practice or is it a science that can/should be rigorously taught?
• Is there intentionality in the design/conception of a MOOC? Should we be moving away from the assumption that MOOCs exist to teach something (as opposed to arguing whether learners can chase their own goals)? If so, how is it different from the way things are today on the Internet and with social media?
• Are theories other than Connectivism able to explain these phenomena accurately? Can/should existing theories be reframed effectively for these types of experiences? Is the Connectivist mode, just as for other theories, like the principles behind the steam engine – evidenced anywhere, anytime?
• What are the benefits that can be derived from such open systems? Are these benefits comparable to the perceived benefits from traditional closed, semi-open systems?

George indicates that this is a process of experimentation, rather than a prescription yet. But not necessarily one that should or does preclude entrepreneurs from adopting it or universities using and promoting their brand to differentiate themselves with. Stephen indicates that we would be better off thinking afresh, rather than treating them as another way of doing the same thing. Dave indicates how the Cynefin framework and the Rhizomatic learning approach can be interpreted in the context of what a MOOC can help one achieve.

The goals of education are variously defined to include a humane & progressive society, inclusive & equitable development, growth & innovation and a host of other goals that arise from awakened and aware individuals. The goals of training are to ensure repeatability in performance and the ability to handle emergent situations.

Theory and Practice are clearly differentiated by challenges of scale, diversity, infrastructure and operations. While Theory may predicate how things should be, Practice dictates what things are – and there are substantial gaps between the two that cannot be resolved by changes in Theory or Practice alone. This is true, not just in Education.

Thus while theories may suggest that Connectivism or Cognitive Apprenticeship or any other theory be the best way for someone to learn, the practice may leave much to be desired. In fact, trying to systematize any theory/philosophy at scale has always been a challenge. This is the core problem that faces us today, so much so, that we have questioned repeatedly the industrial nature of the education system. Of course, there will always be much to be said and debated about one theory over the other.

Which is why it makes sense to experiment with another paradigm which is closer to the way things are and much more in tune with what our goals from Education and Training are. Such a paradigm embraces complexity, questions the existing design and intentionality, while at the same time attempts to meet the same overarching goals. It is necessarily incomparable and requires a new acceptance from people willing to experiment, to craft it into Practice.

The new paradigm is at once more scalable, more respectful of diversity & personal needs, more inclusive & progressive, and most importantly, addresses just those issues that are really crippling the existing paradigm.

In Practice, there is still a long way to go to see how that acceptance can occur in an emergent manner. There are questions around the temporality of learning for specific needs, the need to assess (internal or external) learning for performative reasons, the assurance of learning in such environments, the use of technology, heutagogical considerations and many other important areas. These cannot be answered by rebuttal, but by cooperation. And it must be done by mechanisms that respect complexity and open-ness.

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EDGEX2012 – Nearly There

Less than two weeks to go for EDGEX2012!

EDGEX is conceived as a platform that would connect people with different passions for education to come together. There are plenty of disruptive things happening in education around the world and EDGEX aims to kindle some conversations within and across learning communities – whether they be organized in some way or not. Most of all, EDGEX aims at breaking the silos that exist and aims to allow discovery of shared passions and goals.

I have already talked about the speakers that are joining us, and they need no introductions! Alec Couros, Alicia Sanchez and Jon Dron could not unfortunately join us this year, but, like with Etienne Wenger, we hope there will be an EDGEX2013 where they could join the conversation.

It is the speaker list from India and their enthusiasm that gets me really excited too. There is Sahana Chattopadhyay from ThoughtWorks, who I have frequently encountered over the social web, but only got a chance to touch base with recently. I look forward to her sharing her thoughts on Communities of Practice and Community Management, as well as her experiences working and interacting with people like Jay Cross. Freeman Murray, who set up Jaaga.in, a network led approach to support and facilitate social learning paths for students, is a great discovery because he adds that layer of implementation that will manage and massage the learning network.

So many entrepreneurs will converge at EDGEX2012 including Dheeraj Prasad, from BraveNewTalent, who is building a community based platform for skill development; Rajeev Pathak from eDreams and Venudhar Bhatt from Learning Revolution, who are engaged in making learning personalized and adaptive; Girish Gopalakrishnan, from inSIRcle and Satya Prakash Ganni (who could unfortunately not come this time), from LearnSocial who are both engaged in ideas that will make a real impact on social, adaptive learning environment; Jagdish Repaswal from Mangosense, who wants to using his vision for mobile and social learning applications, to redefine learning – all people with disruptive ideas and a burning passion to make an impact.

Jatinder Singh, from Atelier, is focused on scaling simulations to enterprises, perhaps national levels and beyond through a set of ideas around frameworks and low-cost delivery mechanisms. Siddharth Banerjee, from Indusgeeks, is a great champion of virtual world based learning and play paradigms. I have had the good fortune of connecting with Rajiv Jayaraman (who unfortunately could not make it to EDGEX this year) from KnolSkape, an exciting company that is focused strongly on simulations and serious games, and to Debabrata Bagchi (of Sparsha Learning) who has come out with simulation based products for the Higher Education space, Prasad Hassan from RightCareer with his vision of building innovative game based psychometric assessments for both urban and rural students; and with Amruth BR from VitaBeans who is taking his efforts at creating behavior profiles through gaming. I would have loved to have folks like Vraj Gokhlay from TIS and Madhumita Halder from MadRat to have also been able to attend. But this gives me hope that the simulation and serious games capabilities in India are growing and there are more entrepreneurs and sponsors willing to invest time, money and effort into raising the quality of education.

Manish Upadhyay from LIQVID, who has forever engaged in being passionate about learning and technology, brings with him his experiences of building mobile, tablet based education systems for the K12 space. Anirudh Phadke’s enthusiasm in building BeyondTeaching with the slogan No teacher left behind, is at once provocative, relevant and intriguing. Surbhi Bhagat and her passion to make an impact in rural education through UnivExcellence; Rajeevnath Viswanathan from EduAlert talking about his concept of an Inclusive Learning Graph; Rajat Soni, from Eduledge with his learning platform called Eruditio; Satish Sukumar (the technology man behind EduNxt, SMU’s digital learning platform) and Shanath Kumar (who heads eLearning at SMU and is the learning guru shaping the development of EduNxt); Rajeev Menon from MeritTrac, who is forever pushing the boundaries of product development in the Assessments space are all entrepreneurs and passionate people intent on creating disruption in the way we do things in education.

Of course, Madan Padaki, my co-conspirator in creating EDGEX and the man behind the largest assessments company in India, MeritTrac, will also present his work with Head Held High, an initiative to leverage the power of education to transform lives.

A special thanks to one of our other entrepreneurs, Piyush Agrawal, who leads Aurus Networks, who with great enthusiasm offered to webcast EDGEX2012 live (details will be on the website soon). Also to Bakary Singhateh, who is coming all the way from Gambia where he researches Connectivism! The Entrepreneur Showcase on Day One of the conference will also showcase students from Manipal University, as part of MU’s Technology Business Incubation division, where Amruth and I went to learn from students what they thought would be potentially disruptive.

With over 35 speakers, the Entrepreneur Showcase, workshops on networked based learning, mobility and serious games, and plenty of opportunities to network with a diverse set of entrepreneurs, thought leaders, investors, companies and other stakeholders, EDGEX is going to be fun!

Let’s disrupt!

 

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The EDGEX2012 Primer

Over the next few weeks, as the countdown to the EDGEX Disruptive Educational Research conference to be held in New Delhi from March 12-14 begins, I hope to bring to you all news and updates about the conference and its themes.

The EDGEX 2012 Conference has been carefully and collaboratively constructed to bring cutting edge educational research to participants. There are two major themes – Learning X.O and Simulations & Serious Games. The Learning X.O theme essentially tries to synthesize the fairly amazing and disruptive research and experimentation around Connectivism, Informal Learning and Communities of Practice.

For something that I joined up in 2008 (with the Connectivism and Connective Knowledge [CCKO8] “course” led by George Siemens,Stephen Downes and Dave Cormier, featuring a unique open-ended format called the Massive Open Online Course – MOOC) to co-experiment with over 2000 people across the world, to have advanced so much and to have directly or indirectly inspired systems thinking on education (witness the Stanford AI “course” experiment and the recent announcement – MITx – by MIT) by traditional brick and mortar institutions, is no mean achievement over such a short period of time.

What makes Connectivism and all the associated themes so disruptive is just that – its potential to arm an entirely new generation of theorists, researchers and practitioners with the thought paradigm and tools to comprehend the impacts of disruptive technology, over abundant knowledge, demographic pressures and changing social relations among other important trends. Underlying it, in my own interpretation, is the tremendous principle of democratization – of education to be by, for and of the people. Though it is heavily steeped in technology, the essence of it is like “the principles behind the steam engine” as Stephen would say.

George and Stephen continue to raise the bar. Their continued work, and that of able partners and fellow researchers like Dave Cormier and Alec Couros, not only on the CCK MOOCs, but on various others, like the Critical Literacies MOOC, the EdFutures MOOC, Alec’s EC&I 831, the Change11 MOOC, the Learning Analytics and Knowledge Conference, Stephen’s technology development and many other initiatives, are inspiring thousands of educators worldwide.

Etienne Wenger, with his disruptive work on Communities of Practice, is one speaker who we shall miss terribly on this platform. We did not get his availability on the dates for the conference, and would have loved to have him, so as to, at least in my mind, complete the conversation. But I am fairly sure, his intellectual presence will be felt strongly through the themes of the conference.

Quick switch to Corporate Learning and the one name that immediately comes to mind is the person responsible for really starting it all – Jay Cross. In his work with the Internet Time Alliance, Jay, along with Clark Quinn (who we are honoured to host at the conference), Jane Hart, Harold Jarche, Charles Jennings and Paul Simbeck-Hampson, are redefining the boundaries of what learning can be. Their work on Learnscapes as learning ecosystems that promote complexity instead of eradicating it, is path breaking because it offers another way for us to think about how workplace learning can be transformed.

Even as this disruptive research and experimentation impacts our conception of how learning will be and how learning systems will be, the work of three of the expert researchers at EDGEX2012 – Grainne Conole, Jon Dron and Martin Weller – is of crucial significance. Grainne is researching ways in which new pedagogies and approaches to design can harness the potential of social and participatory media. Martin is investigating the implications of scholarship in a digital world. Jon is looking at learning environment design and investigating the “shapes of online socially enhanced dwellings that are most likely to lead to enhanced knowledge and, in the process, uncover some of the nature of technologies and our intimately connected cyborg relationships with them”.

Meanwhile, the other theme, Simulations and Serious Games, is really a veiled approach to unravelling how rich digital media and delivery platforms can combine to produce rich digital learning experiences. The work of Clark Quinn and Alicia Sanchez, and other speakers such as Sid Bannerjee and Jatinder Singh will lay the foundation for rethinking digital media. Clark, of course, brings in a much wider perspective – he is rethinking our conception of learning and systems for learning and is investigating models such as spaced practice, social learning, meta-learning, and distributed cognition.

Les Foltos brings in focus to teacher education and how educator communities can use peer coaching as a technique to continuously learn and evolve. Shanath Kumar, Satish Sukumar, Rajeev Menon, Manish Upadhyay and Amruth B R bring in yet more perspectives on design, content, new age assessments, semantic web, mobility and technology, thus rounding off this theme.

And this is not limited to Higher Education alone. The principles and precepts are fairly universal, although the practice and implementation will definitely vary between contexts. K12 educators will find a plethora of disruptive opportunities in the conference.

The conference has one other dimension worth noting. We are inviting startups and entrepreneurs who believe that they are contributing disruptive innovation to education. You will see some of these entrepreneurs showcase their ideas at the conference.

I am hoping this conference acts as the melting pot for disruptive research and practice and marks the start of new level of collaboration between participants.

In my mind, all this research is connected by one common theme – we are looking the ways to change the dominant paradigm, because the dominant paradigm will fail (and indeed, is failing) to achieve a vision of a meaningful and capable system of education in the face of the challenges we face today.

Particularly for countries like India, the timing of these disruptions could not be more apt. And this is where we hope your vision and expertise at the conference and around it, will pave the way for open and concerted dialogue on how we can embrace change in our society.

The website for the conference is up at http://www.edgex.in. The website features speaker bios and a set of resources to get started on the many topics that will be covered in this conference. You can also connect with us  prior to the conference through email or the links below.

• Conference Google Group  (send us an invitation request)
• Follow us on Twitter

Please do feel free to drop me a line at edgex2012@edgex.in if you are interested and I will get right back to you! We look forward to hearing from you!

Let’s disrupt!!

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EDGEX 2012 Conference New Delhi

It gives me great pleasure to announce a unique conference on educational research and innovation called EDGEX, to be held at the Habitat Centre, New Delhi from March 12-14, 2012.

The two main themes of the conference are:

1. Learning X.O – marking the significant and ongoing developments in learning and teaching, particularly in informal learning, connectivism & connective knowledge, the MOOC, Learning Analytics & BIG data, Digital Scholarship, Peer Coaching and Open Distributed Design.
2. Simulations & Serious Games – A focus on scale and both the philosophy and practice behind simulations, virtual worlds and serious games, clearly one of the most articulate and cogent responses to skill development and joyful learning in the recent times.

What makes the conference unique is the sheer intellectual capital that will be leading the conference. These speakers certainly do not need an introduction:

• Jay Cross, Internet Time Alliance
• George Siemens, University of Athabasca, Canada
• Stephen Downes, National Research Council, Canada
• Dave Cormier, University of Prince Edward Island, Canada
• Alec Couros, University of Regina, Canada
• Jon Dron, University of Athabasca, Canada
• Grainne Conole, University of Leicester, UK
• Martin Weller, Open University, UK
• Clark Quinn, Quinnovation, USA
• Alicia Sanchez, Defense Acquisition University, USA
• Les Foltos, Peer-Ed, USA

It is perhaps rare to have these speakers under one roof and is a unique opportunity for the Indian audience, battling challenges of equity, excellence and expansion in the face of a huge and diverse scale. We are privileged to have them accept our invitation and we look forward to hosting them in India.

This conference is part of the EDGE Forum which is a group of leading educational institutions from public and private sector committed to promoting highest standards of education, value systems and governance in the field of higher education.

The EDGE conference, an anual event, addresses questions of improving the quality of education in several dimensions like education governance, human resource management, cutting-edge technologies, holistic approach to education infrastructure and above all adoption of best practices. It serves as an analytical and authoritative source for policy recommendations on higher education. The conference is well represented by reputed educationists, Higher Education administrators, teachers and high level policy makers, apart from representations from industry.

The EDGEX2012 conference site will shortly be live but if you are interested in attending, please do let me know through comments to this post.

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