1. How student media can create an incubator for new ideas.
2. What is the ideal relationship between a newspaper and its community?
3. What is the ideal "next" journalist in the "next" newsroom ? If journalism and story-telling are now multi-media, and the idea of a story or newsroom just designed for print, or tv or radio or the web is morphing into story-telling/newsrooms where audio/video/stills/interactivity and copy all are key elements of any story, what are the skills and talents successful journalists must now have? Should every journalist know how to shoot, edit and post digital video, audio and stills and know HTML? Should journalism schools switch from the traditional path of print, radio, tv, and instead focus on multi media skills and story-telling.At Boston University's College of Communication, where I am a professor, we are now ftrying to figure out how to change our structure and classes along these lines. Is this a good idea, are there other better ideas? I would like to facilitate this panel Friday morning.
4. Reinventing the management structure - If we're just building a new newsroom, we're just rearranging deck chairs on the titanic. I want to focus on story flow, newsroom structure, policy manuals, story requirements. What organizational changes can be made - without a new physical building - that will make the future a priority in college media. - I would love to facilitate this session and have some other folks at the table to comment, like Chris Carroll at Vanderbilt and anyone else who'd like to join me - Bryan Murley. Perfect .. count me in: John Keefe
5. Breaking down walls separating print and broadcast. Journalism faculty continue to segregate students into outdated tracks that perpetuate the myth that tv is fluff and newspaper reporters are the only serious reporters.
6. This may be part of #2 above, but a critical question for The Chronicle at Duke pertains to what the location of the facility should be on campus. Duke is in the midst of a massive expansion and rethinking of the campuses and will begin putting names into boxes on blueprints within the next 6 months to a year. What should the proximity be to elements of the community and why such as other media (student or non-student), housing, dining, transportation, social experiences, athletic events, administration buildings, etc.?
7. EXPERIENCES IN DESIGN THINKING ... In the WNYC Newsroom and among The Takeaway morning show staff, we've been using design techniques familiar to Silicon Valley, but new to public radio, to spark innovation and change our ways. It's user-centered design we've learned working with the design school at Stanford University, and includes observartion, prototyping, multidisciplinary input, etc. We've used elements in developing story ideas and approaches, major projects, listener participation and collaboration, even hiring. I'd be happy to talk about our experiences and how others might use them. John Keefe, WNYC, New York Public Radio.
8. THE POWER OF CROWDS ... We've got an active, interested audience that wants to make change ... what are creative ways to engage them? Collaborate with them? Make discoveries with them? Get them involved beyond commenting or sending videos? We've done some early crowdsourcing experiements, and have appreciated the work of others. Would be interested in hearing about past projects and future possibilties. John Keefe, WNYC New York Public Radio.
9. PRODUCTIVITY TOOLS. (Christian Oliver) What tools can be used in today's fast paced and multimedia newsrooms to increase productivity. Discussion should include tools for communications, teamwork coordination, scheduling, training, telecommuting, audience analytics, knowledge management, among others. What are the best practices? How do the cutting edge newsrooms coordinate their work? What are the new challenges? Share your stories, problems, tips and favorite tools.
10. Journalism Education-How to move away from the traditional silos of print, tv, radio and create a curriculum that prepares students for the multimedia and multi input ( citizen's journalism) "next newsroom"
11. What New Media means for the business model: (a) Should The Chronicle focus on regaining advertisers, or is it time to seek new ways to fund its journalism mission? (b) How does The Chronicle define the news hole, now that anyone can read Chronicle material from anywhere, and is the business or editorial office responsible for getting Chronicle content placed there? (c) Newspapers have historically been a package that includes not only journalism, but ads, coupons and crossword puzzles. Are New Media applications like social networks better housed under the editorial or business side. Are they the updated `special advertising section' designed to provide alternative information and bring in readership?/Kath Sullivan
12. Media, civic life and the role of the university: New Media changes the way students get information, entertain themselves and socialize. How might The Chronicle thoughtfully engage the Duke community about the changes New Media brings to public life? How can the University do the same?/Kath Sullivan
13. Ground-up adaptation: Changes at The Chronicle flow from the student leadership. But students spend nearly all their time just putting out the paper and getting to class. How can The Chronicle build in opportunities for considering new tools or ideas without compromising its student-driven tradition?/Kath Sullivan
14. Hitting the ground running: first-year students at Hastings get involved in convergent gathering, production and leadership positions, as well as taking journalism and production courses.  How does this model of academia and production compare to other programs? Brett Erickson, Sharon Brooks, Kathy Stofer
15. Story of the story: how does the nature of convergence change the storytelling process within media?  Brett Erickson, Sharon Brooks, Kathy Stofer
16. The "No-Rules Newsroom": when students begin "doing their own thing," like using YouTube, copyrighted music, and pay little heed to traditional news standards, what then? Brett Erickson, Sharon Brooks, Kathy Stofer
17. Low-tech, high-tech: how has the tech learning curve changed students' perception and abilities to learn message production? Brett Erickson, Sharon Brooks, Kathy Stofer
18. Field experience: how does convergence work outside the newsroom?  How should it work? Brett Erickson, Sharon Brooks, Kathy Stofer
19. Living together in the newsroom: the unified newsroom concept at work (Sharon Brooks)
20. ENGAGING CITIZENS and READERS This is part of 8 The Power of Crowds. How do you train and engage citizen non-journalists to submit everything from basic meeting notices to pictures, videos and controversial stories? How to prepare the newsroom to accept and use the information?  This would include a discussion of the need for "rebirth of the rewrite person" as coined by Lori Demo of Ball State University.
21. Virtual Newsrooms: There will be a brief demo of the Next Newsroom being built in Second Life followed by feedback and discussion: How can a virtual newsroom such as this be used to reach students?
22. CHANNEL CASTING: Can the technology of social networks, seach engines and content management systems be integrated into an interactive menu of web channels that allows The Chronicle to be the central portal and hub for the diverse communities on campus and off campus? Can we create a decentralized system in which pre-screened "correspondents" from these diverse communities (i.e. faculty, medical/business/law students, international students) blog in a user-generated space, while preserving high standards of journalism? How much editorial control (if any) should The Chronicle turn over to its users in shaping stories and overall coverage? What editorial space should The Chronicle own (in terms of its core coverage) and in what space could it strive to be a leading player or enabler? (sanjay bhatt)

 23. Reinventing the newsroom when you're losing tree readers and battling to build online readers.  How to take a shrinking, often aging, grumpy staff and reorganize them around the newsroom's needs of today - and tomorrow.

Storytelling Exercise:

After a day of conversations and generating ideas, Randy Covington will lead us in a storytelling exercise. Using everything we've learned today, how would we use those new tools to cover a big story? Covington will outline a story and then we'll break into teams to plan how we'll cover that story. Groups will have 30 minutes to map out their coverage, and then report back to the larger group.