10:57 Alanna Frost: If we could get out a little bit more about, not so much about sponsorship, about how each of our separate iterations of DMAC, how it sponsored us, like what have we done as professionals, since we've been back from camp? So for example, gosh, lots of things since 2009, I went on to conduct research with ninth grade at risk readers and we created an experimental group and a curriculum. Or in our experimental group, we used a curriculum that did away with the rote memorization, they had to do a vocabulary list in favor of research projects conducted online and requiring multimodal final products. And we raised their reading scores by 60%. Unfortunately, where I work, there are no computer labs available for composition instruction. But I have adopted Google Drive and I learned the patience to learn about it at DMAC. Or at least, I came to understand that being a teacher who embraces technology in the classroom, can look very different in every... That can look differently in every classroom computer or not.

12:00 Alanna Frost: It's more about learning and attitude toward multimodality maybe than a set technological skills. And I did leave with a better understanding of how to argue for resources. So I initially got a grant to go there and subsequent proposal resources, I've been better... I've used better databased arguments for funding than I ever have before. All of that was sponsored through that institute.

12:27 Rik Hunter: I think for me, being a graduate student at the time and teaching my own courses, it gave me the ability to sort of like justify why I was teaching certain things. If you're gonna do... We had to do some kind of research paper, why are you doing your research paper, say on Wikipedia? What are the affordances of that verses just having them write about some topic and use text on paper? And that really transitioned well when I went out on the job market and going through the interview process, and be able to talk about, again, why am I making these choices because I was working... I was interviewing for the most part with audiences who didn't have the same background, weren't a digital or new media scholar in any sort of way and just didn't use technology in the classroom.

13:20 Rik Hunter: So for me to have the kind of language and examples to be able to explain to them what I was doing and why it was important, that was really all coming out of that initial experience from Writing New Media. And again, it helped me when I finally did land a job, I was at St. John Fisher College, as the co-director of the Digital Cultures and Technologies program. And again we had to talk about, make arguments for resources, why do we need a computer lab? Why did the lab have to be like this? Why does it need to have this software? All of those things, that infrastructural stuff even, it costs money and you have to be able to make a good argument for getting those funds.

14:03 Les Loncharich: After CWIC and Writing New Media, I had these visions of some kind of multimodal utopia where students and citizens, we would all be making these, our own websites from HTML with Flash integrated into it, and things haven't really turned out that way 10 years later. There's been this explosion even more than I think we imagined back then, in digital communicative technology and there are more options, technology's more powerful but at the same time, there seems to be a reduction in agency. Things are more predetermined and predefined for digital writers.

14:51 Les Loncharich: So in classrooms now, I don't focus so much on a broad range of technologies and not nearly as much as on Adobe created products. I use a more narrow spectrum of technology. What I want students to come away with is an awareness of the importance of using the best available means of persuasion rather than having skills in a particular technology. I think that's much more useful, it's more valuable, I think for students to be agile rather than to be productive in Flash or something like that.

15:34 Rik Hunter: Right, and that technology's changed, so you can't really ever keep up with it.

15:39 Les Loncharich: Right.

15:41 Moe Folk: Yeah, I'm definitely with you there, Les as well, I think, kind of at the beginning, start of my PhD studies and before CWIC, I think I always thought of, "All these people know a specific technology inside and out and that's what makes them so great." And then I realized it's more about the rhetoric behind it, like the importance of being rhetorically flexible. I think Writing New Media just really helped me open up teaching and my research by making me realize the importance of getting your hands dirty and like you said, figuring out that, "Hey, all of this even understanding the program is tied to rhetoric, it's not simply a procedural process."

16:20 Moe Folk: So I think I also kind of tended to throw stuff into the classroom really easily without really me knowing how to work it too well. So I think that kind of collaborative, "We're working on this together, there's no real huge expert here," that's an important mindset. I think we get inundated with so much sage on the stage stuff even from back in the day that you forget the we're co-creating and this stuff is changing daily and so are the possibilities of what you can make.