From bdb11a3e1c1db37fc506c738865655761dc1ba55 Mon Sep 17 00:00:00 2001 From: Joe Corneli Date: Fri, 27 Jun 2014 22:43:50 +0100 Subject: [PATCH] update md files --- Translations/Italian/V1/Benvenuto | 37 -- en-md/action.md | 17 +- en-md/assessment.md | 27 +- en-md/carrying_capacity.md | 62 ++-- en-md/cofac.md | 18 +- en-md/collab-ex.md | 68 +--- en-md/connectivism.md | 15 +- en-md/convening.md | 31 +- en-md/coworking-story.md | 1 - en-md/coworking.md | 36 +- en-md/creating_a_guide.md | 41 ++- en-md/discerning_a_pattern.md | 49 ++- en-md/forums.md | 11 +- en-md/get-involved.md | 133 ++++--- en-md/heartbeat.md | 30 +- en-md/help_needed.md | 2 - en-md/how_to_structure.md | 7 +- en-md/howto.md | 1 - en-md/introduction.md | 51 --- en-md/isolation.md | 37 +- en-md/k12.md | 19 +- en-md/license.md | 4 +- en-md/magical_thinking.md | 79 ++-- en-md/meet-the-team.md | 57 +-- en-md/messy_with_lurkers.md | 61 ++-- en-md/misunderstanding_power.md | 89 +++-- en-md/moderation.md | 48 ++- en-md/more_fun.md | 11 +- en-md/motivation.md | 15 +- en-md/navel_gazing.md | 38 +- en-md/newcomer.md | 55 ++- en-md/organizing.md | 67 ++-- en-md/participation.md | 11 +- en-md/patterns.md | 79 ++-- en-md/peer-learning.md | 14 +- en-md/play.md | 4 +- en-md/polling_for_ideas.md | 41 ++- en-md/praxis_vs_poeisis.md | 55 ++- en-md/realtime.md | 27 +- en-md/recommended.md | 582 ++++++++++++++++++------------ en-md/researching.md | 259 +++++++------ en-md/roadmap.md | 98 +++-- en-md/roles.md | 46 ++- en-md/sole.md | 32 +- en-md/specific_project.md | 32 +- en-md/sphinx.md | 35 +- en-md/stasis.md | 48 +-- en-md/structure.md | 16 +- en-md/stuck.md | 48 ++- en-md/student_syllabus.md | 22 +- en-md/style.md | 23 +- en-md/summaries.md | 8 - en-md/technologies.md | 57 +-- en-md/we_won.md | 8 +- en-md/wiki.md | 31 +- en-md/work_together.md | 37 +- en-md/workscape.md | 12 +- en-md/wrapper.md | 74 ++-- script3.sh | 140 +++---- 59 files changed, 1666 insertions(+), 1390 deletions(-) delete mode 100644 Translations/Italian/V1/Benvenuto diff --git a/Translations/Italian/V1/Benvenuto b/Translations/Italian/V1/Benvenuto deleted file mode 100644 index b9c18e8..0000000 --- a/Translations/Italian/V1/Benvenuto +++ /dev/null @@ -1,37 +0,0 @@ - - - -[[File:PeeragogyV2 Cover Display.jpg|thumb|left|150px|Peeragogy Handbook V1]] - -
-= Benvenuti nel Wiki Manuale di Peeragogia V2.0 = - -Questo libro, e il [http://peeragogy.org/ sito web] di accompagnamento, sono una risorsa per l'auto-organizzazione di studenti autodidatti. - -Con YouTube, Wikipedia, i motori di ricerca, le chatroom, blog, wiki e la comunicazione audio-video, gli studenti autodidatti -[[w:en:Self-taught_learner|''self-learners'']] di oggi hanno possibilità di apprendimento mai sognate prima. Cosa deve sapere un gruppo di autodidatti per auto-organizzare l'apprendimento di qualunque argomento? Il Manuale di Peeragogia è una risorsa creata e sostenuta da volontari per dare avvio all'apprendimento tra pari il “'''''peer learning'''''”. - -Questo progetto si pone come obbiettivo di offrire una guida teorico-pratica a tutti gli studenti auto-motivati che usano i media digitali per connettersi gli uni con gli altri al fine di costruire assieme conoscenza e imparare assieme. Il co-apprendimento ha origini antiche; è la capacità di apprendere per imitazione e, ancor di più, di insegnare ad altri ciò che sappiamo, è l'essenza stessa della cultura umana. Siamo umani perché impariamo assieme. - -Oggi, con l'avvento della produzione digitale nei media e nei network di distribuzione/comunicazione, abbiamo innalzato il potere del Co-apprendimento ad un nuovo livello. Se vuoi imparare come sistemare una tubatura, risolvere un'equazione differenziale parziale, scrivere un programma software, in pochi secondi puoi arrivare a scoprire come farlo attraverso YouTube, Wikipedia ed i motori di ricerca. L'accesso alla tecnologia e l'accesso alla conoscenza, tuttavia, non bastano. L'apprendimento è un processo sociale, attivo e continuativo. - -''Cosa dovrebbe conoscere un gruppo motivato di autodidatti per essere d'accordo e individuare uno spazio d'apprendimento ideale, trovare e valutare le migliori risorse didattiche su un determinato argomento, selezionare ed usare il mezzo di comunicazione più appropriato per il Co-apprendimento? Oltre alla tecnologia, cosa devono sapere riguardo l'apprendimento? Quali risorse digitali dovrebbe conoscere un gruppo di peeragogia per co-apprendere un argomento in modo teorico-pratico?'' - -Questo manuale intende rispondere a quest'ultima domanda e offre a tutti un set di strumenti ad hoc. Sebbene la “_*paragogia*_” sia una parola di derivazione più razionale, che amplia il termine di [[w:Pedagogia|Pedagogia]] (l'educazione dei bambini) e [[w:Andragogia|Andragogia]] (l'educazione degli adulti), usiamo la parola peeragogy perché molte persone ne colgono il senso non appena usiamo questa parola. (Talvolta, usiamo la parola ”_*pæragogy*_” per ricordare al lettore la fusione fra le modalità “pari” (“peer”) e “para-”: diremo di più a tal proposito in seguito.) - -La nostra esperienza nell'ambito di questo progetto è stata l'appiattimento delle gerarchie convenzionali e questo non significa necessariamente che le decisioni vengano prese all'unanimità. Questo manuale è in parte una “collaborazione” ed in parte una collezione di lavori di singoli autori. Una costante attraverso tutto il libro, è il nostro intento di fare qualcosa di utile. A tal fine, il libro è dotato di numerose attività e disponibile sotto termini legali non restrittivi (potete usarne tutte le sue parti in qualunque modo lo riteniate adatto). -[http://peeragogy.org/resources/license/ legal terms] - -==Versione Originale lingua Inglese== - -Per coloro che cercano un'impalcatura accademica basata su prove ed esercizi di apprendimento, curiamo anche una rassegna della letteratura sulle teorie che riguardano l'apprendimento auto-organizzato tra pari; il '''Peer-Learning'''. Includiamo anche istruzioni su come unirsi a noi e sviluppare ulteriormente questa risorsa. - -[[File:Peeragogy-handbook-v1-1.pdf|center|Link Versione originale Inglese,Dimensioni: 3,6 MB, 234 pages]] - -== Peeragogia in Azione (Italia) == - -[[File:OERlogo.svg|left|150px|OERlogo]] - - -* [[Peeragogia/Lista di progetti peeragogici italiani|Lista di progetti peeragogici italiani]] [https://plus.google.com/communities/107386162349686249470?cfem=1 Peeragogy] -
diff --git a/en-md/action.md b/en-md/action.md index eec53c9..6e59a62 100644 --- a/en-md/action.md +++ b/en-md/action.md @@ -2,11 +2,10 @@ We have been writing the missing manual for peer-produced peer learning - the “Peeragogy Handbook” ([peeragogy.org](http://peeragogy.org/)). Throughout the building of this work, we, ourselves peer learners in this quest, have been mindful of these four questions: - 1. *How does a motivated group of self-learners choose a subject or - skill to learn?* + skill to learn? * 2. *How can this group identify and select the best learning resources - about that topic?* + about that topic? * 3. *How will these learners identify and select the appropriate technology and communications tools and platforms to accomplish their learning goal?* @@ -34,7 +33,6 @@ facilitators or theorists who want to hone their practice or approach. Together, we will use our various talents to build effective methods and models for peer produced peer learning. Let’s get started! ![image](http://metameso.org/~joe/OpenBook-2-1.jpg) - **Setting the initial challenge and building a framework for accountability among participants is an important starting point.** @@ -79,7 +77,6 @@ visionary.” In short, **Other people can support you in achieving your goal and make the work more fun too.** - *Activity* – Write an invitation to someone who can help as a co-facilitator on your project. Clarify what you hope to learn from them and what your project has to offer. Helpful questions to consider as you @@ -115,8 +112,7 @@ list. **Solidifying your work plan and learning strategy together with concrete measures for ‘success’ can move the project forward -significantly.** - +significantly. ** *Activity* – Distill your ideas by writing an essay, making visual sketches, or creating a short video to communicate the unique plans for organization and evaluation that your group will use. By this time, you @@ -153,7 +149,6 @@ productive. **Wrap up the project with a critical assessment of progress and directions for future work. Share any changes to this syllabus that you think would be useful for future peeragogues!** - *Activity* – Identify the main obstacles you encountered. What are some goals you were not able to accomplish yet? Did you foresee these challenges at the outset? How did this project resemble or differ from @@ -186,8 +181,7 @@ moment, we're still waiting to see the first remix edition, but we're confident that it will come along in due course. Maybe you'll be the one who makes it! -Micro-Case Study: The Peeragogy Project, Year 1 ------------------------------------------------ +## Micro-Case Study: The Peeragogy Project, Year 1 Since its conception in early 2012, the Peeragogy Project has collected over 3700 comments in our discussion forum, and over 200 pages of @@ -200,8 +194,7 @@ and this accompanying syllabus will provide a seed for a new phase of learning, with many new contributors and new ideas drawn from real-life applications. -Micro-Case Study: The Peeragogy Project, Year 2 ------------------------------------------------ +## Micro-Case Study: The Peeragogy Project, Year 2 10 new handbook contributors joined in the project's second year. We've begun a series of weekly Hangouts on Air that have brought in many diff --git a/en-md/assessment.md b/en-md/assessment.md index 2d86d45..44d259c 100644 --- a/en-md/assessment.md +++ b/en-md/assessment.md @@ -1,18 +1,16 @@ Authors: Joe Corneli and David Preston - > This article is about both assessment in peer learning and an exercise > in assessment, as we put our strategy for assessment into practice by > evaluating the [Peeragogy > Handbook](http://peeragogy.org "Peer Handbook") itself. -Adapting strategies for learning assessment to the peer-learning context ------------------------------------------------------------------------- +## Adapting strategies for learning assessment to the peer-learning +context In “[Effective Grading: A Tool for Learning and Assessment](http://books.google.com/books?id=EJxy06yX_NoC&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false "Effective Grading: A Tool for Learning and Assessment"),” Barbara E. Walvoord and Virginia Johnson Anderson have outlined an approach to grading. They address three questions: - 1. Who needs to know, and why? 2. Which data are collected? 3. How does the assessment body analyze data and present findings? @@ -24,7 +22,6 @@ understand - and assess - any strategy for assessment! For example, consider "formative assessment" (in other words, keeping track of how things are going). In this context, the answers to the questions above would be: - 1. Teachers need to know about the way students are thinking about their work, so they can deliver better teaching. 2. Teachers gather a lot of these details on learning activities by @@ -37,7 +34,6 @@ would be: This is very much a "teacher knows best" model! In order to do something like formative assessment among peers, we would have to make quite a few adjustments. - 1. At least some of the project participants would have to know how other participants are thinking about their work as well as analyzing their own progress. We are then able to "deliver better @@ -67,9 +63,7 @@ has been to show that when the familiar roles from formal education devolve "to the people," the way assessment looks can change a lot. In the following section, we offer and begin to implement an assessment strategy for evaluating the peeragogy project as a whole. - -Case study in peeragogical evaluation: the Peeragogy project itself -------------------------------------------------------------------- +## Case study in peeragogical evaluation: the Peeragogy project itself We can evaluate this project partly in terms of its main "deliverable," the Peeragogy Handbook (which you are now reading). In particular, we @@ -83,7 +77,6 @@ are two very different questions, with two different targets for analysis -- though the book's co-creators are also part of the "intended audience". Indeed, we might start by asking "how has working on this book been useful for us?" - ### A methodological interlude: "Follow the money" The metrics for learning in corporations are business metrics based on @@ -100,7 +93,6 @@ going to decide whether or not to continue investing. Because the figure involves judgment, it’s never going to be accurate to the first decimal place. Fortunately, it doesn’t have to be. Ballpark numbers are solid enough for making decisions. - [![jay-cross](http://peeragogy.org/wp-content/uploads/2012/04/jay-cross-300x169.jpg)](http://peeragogy.org/assessment/jay-cross/) ~ Are we serving the customer better? [Assessing Workplace Learning](http://vimeo.com/45989089) from [Jay @@ -133,7 +125,6 @@ interviewing less than 100 people out of 2000 yields an answer within 10% nineteen times out of twenty, a higher confidence level than most estimates in business. Interviewing 150 people will give you the right estimate 99% of the time. - ### Roadmaps in Peer Learning ![image](http://upload.wikimedia.org/wikipedia/commons/6/60/Lewis_Carroll_-_Henry_Holiday_-_Hunting_of_the_Snark_-_Plate_4.jpg) @@ -166,7 +157,6 @@ members of the Peeragogy Google+ community, as well as to the currently active members of the Peeragogy mailing list. The responses outlining the project’s purpose ranged from the general: “How to make sense of learning in our complex times” - to much more specific: - > **Anonymous Survey Respondent 1**: Push education further, providing a > toolbox and [techniques] to self-learners. In the peeragogy.org > introduction page we assume that self-learners are self-motivated, @@ -182,7 +172,6 @@ participated by joining the Google+ community) was: “[Seeking] shared aim of learning.” More active participants justified their participation in terms of what they get out of taking an active role, for instance: - > **Anonymous Survey Respondent 2**: “Contributing to the project allows > me to co-learn, share and co-write ideas with a colourful mix of great > minds. Those ideas can be related to many fields, from communication, @@ -190,7 +179,6 @@ for instance: The most active participants justified their participation in terms of beliefs or a sense of mission: - > **Anonymous Survey Respondent 3**: “Currently we are witnessing many > efforts to incorporate technology as an important tool for the > learning process. However, most of the initiatives are reduced to the @@ -202,7 +190,6 @@ beliefs or a sense of mission: > learn and find new strategies to learn better with my students.” Or again: - > **Anonymous Survey Respondent 4**: “I wanted to understand how ”peer > production” really works. Could we create a well-articulated system > that helps people interested in peer production get their own goals @@ -212,7 +199,6 @@ Or again: They also expressed criticism of the project, implying that they may feel rather powerless to make the changes that would correct course: - > **Anonymous Survey Respondent 5**: “Sometimes I wonder whether the > project is not too much ‘by education specialists for education > specialists.’ I have the feeling peer learning is happening anyway, @@ -221,7 +207,6 @@ feel rather powerless to make the changes that would correct course: > experts. Or at least, quite a few of them are.” Another respondent was more blunt: - > **Anonymous Survey Respondent 6**: “What problems do you feel we are > aiming to solve in the Peeragogy project? We seem to not be sure. How > much progress did we make in the first year? Some... got stuck in @@ -238,7 +223,6 @@ peers will find pathways to turn their excitement into shared products or process. For example, one respondent (who had only joined the Google+ community) had not yet introduced current, fascinating projects publicly: - > **Anonymous Survey Respondent 7**: “I joined the Google+ community > because I am interested in developing peer to peer environments for my > students to learn in. We are moving towards a community-based, @@ -253,7 +237,6 @@ Responses such as this highlight our need to make ourselves available to hear about exciting new projects from interested peers, simultaneously giving them easier avenues to share. Our work on developing a peeragogy accelerator in the next section is an attempt to address this situation. - ### Summary We can reflect back on how this feedback bears on the main sections of @@ -274,9 +257,7 @@ communities of life long learners to practice digital literacies." **Assess** *How can we be effective and relevant?* "I am game to also explore ways attach peeragogy to spaces where funding can flow based on real need in communities." - -Conclusion ----------- +## Conclusion We can estimate individual learning by examining the real problems solved by the individual. It makes sense to assess the way groups solve diff --git a/en-md/carrying_capacity.md b/en-md/carrying_capacity.md index d433f2c..2eaef43 100644 --- a/en-md/carrying_capacity.md +++ b/en-md/carrying_capacity.md @@ -1,29 +1,43 @@ +**Definition**: There's only so much any one person can do in a project. + +**Problem**: At times, a facilitator or participant in the peer-learning +enterprise may feel he or she is over-contributing -- or, perhaps more +likely, that others are under-contributing -- or that someone else is +railroading an idea or dominating the discussion. + +**Solution**: If this happens, take a step back and observe the dynamics +of involvement. Ask questions and let others answer. Especially if you +start to feel the symptoms of burnout, it's important that you find the +level of engagement that allows you to participate at a level that is +feasible for maintaining progress toward the project's goal. Lead by +example -- but make sure it's someplace you, and others, actually want +to go! This could be a good time to revisit the group’s roadmap and see +if you can figure out and clarify to others what concrete goal you're +working towards. Remember that you can also change the "landscape" by +making it easier for other people to get involved -- for example, by +explaining what you're trying to do in a clear manner. Be on the look +out for opportunities to step back, watch, and listen. Try to be mindful +of phases when active or quiet involvement would be more helpful to the +individual and the group. It's also helpful to let anyone who has taken +on a facilitation role know if you're stepping back temporarily. Then, +when the time is right, step back in and get to work! + +**Challenges**: Even though your project may be very important, you +won't always make it go better by working harder. + > **Alvin Toffler**: If overstimulation at the sensory level increases > the distortion with which we perceive reality, cognitive > overstimulation interferes with our ability to 'think.' -![external image -carrying%20capacity.gif](http://carrier.pbwiki.com/f/carrying%20capacity.gif "external image carrying%20capacity.gif") -from [Miss Baker's Biology Class -Wiki](http://missbakersbiologyclasswiki.wikispaces.com/Ecology+Study+Guide), -licensed under CC-By-NC-SA +If you notice yourself caring about the outcomes more than other +participants, investigate why this is. Are you all affected by the +outcomes in the same way? Working smart requires you to focus on your +goals, while relating to others who may have a different outlook, with +different, but still compatible goals. -At times, a facilitator or participant in the peer-learning enterprise -may feel he or she is over-contributing -- or, perhaps more likely, that -others are under-contributing -- or that someone else is railroading an -idea or dominating the discussion. If this happens, take a step back and -observe the dynamics of involvement. Ask questions and let others -answer. Especially if you start to feel the symptoms of burnout, it's -important that you find the level of engagement that allows you to -participate at a level that is feasible for maintaining progress toward -the project's goal. Lead by example – but make sure it's someplace you, -and others, actually want to go! This could be a good time to revisit -the group’s roadmap and see if you can figure out and clarify to others -what concrete goal you're working towards. Remember that you can also -change the "landscape" by making it easier for other people to get -involved -- for example, by explaining what you're trying to do in a -clear manner. Watch for opportunities to step back, watch, listen. Try -to be mindful of phases when active or quiet involvement would be more -helpful to the individual and the group. It's also helpful to let anyone -who has taken on a facilitation role know if you're stepping back -temporarily. Then, when the time is right, step back in and get to work! +**What’s Next**: This pattern catalog has been rewritten in a way that +should make it easy for anyone to add new patterns. Making it easy and +fruitful for others to get involved is one of the best ways to +redistribute the load (compare +the[Newcomer](http://peeragogy.org/practice/heuristics/newcomer/) +pattern). diff --git a/en-md/cofac.md b/en-md/cofac.md index e97ea4b..60ce12b 100644 --- a/en-md/cofac.md +++ b/en-md/cofac.md @@ -1,5 +1,4 @@ Authors: Maria Arenas and Charlie Danoff - Facilitation is a process of helping groups work cooperatively and effectively. Facilitation can be particularly helpful for individuals who, based on a certain level of insecurity or inexperience, tend to @@ -9,8 +8,7 @@ is done in service to the group and the group dialogue and process. For example, a facilitator may simply "hold space" for the group, by setting up a meeting or a regular series of discussions. -Co-facilitating in peer-to-peer learning ----------------------------------------- +## Co-facilitating in peer-to-peer learning Co-facilitation can be found in collaborations between two or more people who need each other to complete a task, for example, learn about @@ -21,7 +19,6 @@ learning requires that there be some kind of lasting change that is important in terms of the learner’s life; in peeragogy, one way to measure the effectiveness of co-facilitation is to look for a change in the peer group. - Co-facilitation roles can be found in groups/teams like basketball, health, Alcoholics Anonymous, spiritual groups, etc. For example, self-help groups are composed of people who gather to share common @@ -47,8 +44,7 @@ take place; but they should also challenge the participants. > learning. Too much autonomy for participants and laissez-faire on your > part, and they may wallow in ignorance, misconception, and chaos. [3] -Co-facilitating discussion forums ---------------------------------- +## Co-facilitating discussion forums If peers are preparing a forum discussion, here are some ideas from “[The Community Tool @@ -61,12 +57,10 @@ helpful as guidelines: - Be aware of mutual blind spots in facilitating and observing others. - Watch out for different rhythms of intervention. -Co-facilitating wiki workflows ------------------------------- +## Co-facilitating wiki workflows A good place to begin for any group of co-facilitators working with a wiki are Wikipedia's famous "5 Pillars." - - Wikipedia is an encyclopedia. - Wikipedia writes articles from a neutral point-of-view. - Wikipedia is free content that anyone can edit, use, modify, and @@ -75,8 +69,7 @@ wiki are Wikipedia's famous "5 Pillars." manner. - Wikipedia does not have firm rules. -Co-facilitating live sessions ------------------------------ +## Co-facilitating live sessions Learning experiences in live sessions are described in the article [Learning Re-imagined: Participatory, Peer, Global, @@ -91,8 +84,7 @@ But we want to emphasize one point here: > tools; keep everything as easily accessible as possible to ensure you > realize your goals. -References ----------- +## References 1. Fink, L. D (2003). *Creating significant learning experiences: An integrated approach to designing college courses*. John Wiley & diff --git a/en-md/collab-ex.md b/en-md/collab-ex.md index 2aec472..c2c92e8 100644 --- a/en-md/collab-ex.md +++ b/en-md/collab-ex.md @@ -1,5 +1,4 @@ -Part I. -======= +# Part I. *by*: Peter Taylor Collaborative Exploration invites participants to shape their own directions of inquiry and develop their skills as @@ -13,9 +12,7 @@ Collaborative Explorations as well as ideas and questions about how to make sense of what happens in them. A companion entry conveys one participant’s experience with several Collaborative Explorations (hereafter, “CE”). - -Overview and contrast to cMOOCs -------------------------------- +## Overview and contrast to cMOOCs The tangible goal of any CE is to develop contributions to the topic defined by the “case”, which is written by the host or originator of the @@ -55,7 +52,6 @@ fraction will complete it, while CE best practices focus on establishing effective learning in small online communities, and then potentially scale up from there by multiplying out. CEs aim to address the needs of online learners who want to: - - dig deeper, make “thicker” connections with other learners - connect topics with their own interests - participate for short periods of time @@ -68,7 +64,6 @@ contents is less common. By contrast, CEs are structured to elicit participants’ thoughtful reflections and syntheses. The use of the internet for CEs, in contrast, is guided by two principles of online education (Taylor 2007). - - Use computers first and foremost to teach or learn things that are difficult to teach or learn with pedagogical approaches that are not based on computers @@ -81,11 +76,10 @@ evolving guides to materials and resources. At the same time, participants benefit from the support of instructors/facilitators and peers who they can trust, and integrate what they learn with their own personal, pedagogical, and professional development. +## Example scenarios or “cases” -Example scenarios or “cases” ----------------------------- - -### Connectivist MOOCs: Learning and collaboration, possibilities and limitations +### Connectivist MOOCs: Learning and collaboration, possibilities and +limitations The core faculty member of a graduate program at a public urban university wants help as they decide how to contribute to efforts at the @@ -99,8 +93,8 @@ is just how learning works in cMOOCs. What are the possibilities and limitations of this educational strategy? How do they bear on themes like creativity, community, collaboration, and openness? The program is especially interested in anticipating any undesirable consequences... - -### Science and policy that would improve responses to extreme climatic events +### Science and policy that would improve responses to extreme climatic +events Recent and historical climate-related events shed light on the social impact of emergency plans, investment in and maintenance of @@ -115,9 +109,7 @@ budget, organization, and so on. It should even be possible to engage people who do not buy into the idea of human-induced climate change—after all, whatever the cause, extreme climatic events have to be dealt with.... - -The structure -------------- +## The structure Independent of the topic, we’ve found the following common structure useful for our online CEs. *Before the first live session*: Participants @@ -150,13 +142,10 @@ and to the experiential goal, as well as (b) how to extend what has emerged during the CE. *After session 4 (optional)*: Participants share on a public Google+ community not only the products they have prepared, but also reflections on the Collaborative Exploration process. - -How to make sense of what happens in CEs ----------------------------------------- +## How to make sense of what happens in CEs (Re-)engagement with oneself as an avid learner and inquirer in CEs is made possible by the combination of: - - Processes and tools used for inquiry, dialogue, reflection, and collaboration; - Connections made among the diverse participants who bring to bear @@ -173,16 +162,12 @@ support inquiries of others; other practices of critical intellectual exchange and cooperation; and that they will be more prepared to challenge the barriers to learning that are often associated with expertise, location, time, gender, race, class, or age. - -Acknowledgements ----------------- +## Acknowledgements The comments of Jeremy Szteiter and the contributions of the participants of the 2013 Collaborative Explorations have helped in the preparation of this article. - -Part II. -======== +# Part II. *by*: Teryl Cartwright As a May graduate of the Master’s program in Critical and Creative Thinking (CCT) at UMass Boston, I owe my gratitude @@ -191,9 +176,7 @@ informally continue my education less than a month later. It is a tribute to them that I would then take four consecutive CEs without stopping. They can best share how to run a CE, but as a “student,” it is how to creatively take a CE that inspires what I’d like to share. - -June 2013 CE: Scaffolding Creative Learning -------------------------------------------- +## June 2013 CE: Scaffolding Creative Learning I was grateful participants took the time to post links and ideas to support my inquiries, yet something else intrigued me about the @@ -205,9 +188,7 @@ back my learning too, so I combined the ideas of all the participants, adapted and taught a lesson outside the CE and then shared the results. From this jumping into someone else’s scaffolding, I went into even more experimental learning in the next CE. - -July 2013 CE: Design in Critical Thinking ------------------------------------------ +## July 2013 CE: Design in Critical Thinking In a second CE, I took the title literally and developed a design IN critical thinking. To try out my triangle tangent thinking model, during @@ -221,9 +202,7 @@ triangle drawing works as a lesson plan; the class took the tangent, but surprisingly, I wasn’t just relegated to moderator, it became a true co-facilitation,a model of change at the midpoint for both the individual and community in the choices and direction. - -September 2013 CE: Everyone Can Think Creatively ------------------------------------------------- +## September 2013 CE: Everyone Can Think Creatively This CE had to be commended for its participants humoring my project and allowing the exploration of testing a CE itself. Was it possible to be a @@ -238,9 +217,7 @@ would have been easy for them to ignore my continued posting, yet the community of a CE cannot be praised enough. They were supportive of me and finding academic colleagues who have a sense of humor is mercifully not novel, but extremely useful in this experience. - -October 2013 CE: Stories to Scaffold Creative Learning ------------------------------------------------------- +## October 2013 CE: Stories to Scaffold Creative Learning In this CE I gave myself the challenge of indirect teaching. Could I be a story “shower”, not teller? I took concepts important to me about @@ -262,18 +239,14 @@ the intense focus together on a topic. Yet seeing where the participant-directed ‘design as you go’ curriculum ends up is worth investing in and sharing with others. After all, there are many other ways still out there to try out CEs. - -Postscript ----------- +## Postscript I also ran a CE for the Susquehanna Conference of the UMC for 10 days, working with a group of professionals exploring a call into ordained ministry. Going in cold, I had to work harder to do community building without the Google hangout meetings and recommend their inclusion to increase the comfort level and participation of the group members. - -Resources ---------- +## Resources Further examples of CE scenarios can be viewed at [http://cct.wikispaces.com/CEt](http://cct.wikispaces.com/CEt). @@ -281,9 +254,7 @@ Recommended readings below convey some of the sources for the CE processes. Ideas about possible extensions of CEs can be viewed in the full prospectus at [http://cct.wikispaces.com/CEp](http://cct.wikispaces.com/CEp). - -References ----------- +## References 1. Morrison, D. (2013). “[A tale of two MOOCs @ Coursera: Divided by pedagogy](http://bit.ly/164uqkJ)”. @@ -294,8 +265,7 @@ References 3. Taylor, P. J. (2013). “[Supporting change in creative learning](http://wp.me/p1gwfa-vv)”. -Recommended Reading -------------------- +## Recommended Reading 1. Paley, V. G. (1997). The Girl with the Brown Crayon. Cambridge, MA, Harvard University Press. diff --git a/en-md/connectivism.md b/en-md/connectivism.md index 301cb6a..28f067f 100644 --- a/en-md/connectivism.md +++ b/en-md/connectivism.md @@ -45,8 +45,7 @@ lower cut-off in order to talk about 'massive': > people begin to be selective about which blogs they're reading, and > different (and interacting) subcommunities can form. -A learning theory for the digital age -------------------------------------- +## A learning theory for the digital age Traditionally, scholars distinguish between three main [categories of learning @@ -95,8 +94,7 @@ up on *all* the content). > modeling and demonstration (on the part of a teacher) and practice and > reflection (on the part of a learner). -Anatomy of a cMOOC ------------------- +## Anatomy of a cMOOC One example of a MOOC that claims to embody the connectivist theory is [change.mooc.ca](http://change.mooc.ca/index.html). The “[how it @@ -189,8 +187,7 @@ rules about privacy should be dealt with: what will be the status of the contributions? In this MOOC the status is public and open by default, for Downes this is an important element of the course. -Technologies ------------- +## Technologies Some MOOCs use Moodle, but Downes dislikes the centralization aspect and it's not as open as it could be, saying "people feel better writing in @@ -200,8 +197,7 @@ mixtures of the many tools out there. People choose their environment - whether it is WoW or Minecraft. Students use Blogger, WordPress, Tumblr, Posterous as blogging tools. -RSS harvesting is a key element -------------------------------- +## RSS harvesting is a key element Give participants a means to contribute their blogfeed. In “[Add a New Feed](http://change.mooc.ca/new_feed.htm),” Downes explains how to get @@ -266,8 +262,7 @@ Online Course](http://www.downes.ca/presentation/290) by Stephen Downes, in which he focuses on research and survey issues, preparing events, and other essentials. -Resources ---------- +## Resources - Change MOOC: [How this Course Works](http://change.mooc.ca/how.htm) - [What is a MOOC](http://www.youtube.com/watch?v=eW3gMGqcZQc) (video) diff --git a/en-md/convening.md b/en-md/convening.md index 68dc58e..9bf6144 100644 --- a/en-md/convening.md +++ b/en-md/convening.md @@ -1,5 +1,4 @@ Authors: Gigi Johnson and Joe Corneli - > So you've decided you want to try peer learning? Maybe you've already > found a few people who will support you in this effort. > Congratulations! It's time now to focus your thinking. How will you @@ -17,8 +16,7 @@ Authors: Gigi Johnson and Joe Corneli > ability to enhance and improve the share of each participant; the > expectation of success and potential benefit." -Group identity --------------- +## Group identity Note that there are many groups that may not need to be “convened", since they already exist. There is a good story from [A. T. @@ -33,8 +31,7 @@ kicking off a project. What steps should you take? We suggest you take a moment to ponder the following questions first - and revisit them afterward, as a way to identify best practices for the next effort. -There will be a quiz --------------------- +## There will be a quiz Those taking the initiative should ask themselves the traditional Who, What, Where, When, Why, and How. ([Simon @@ -53,12 +50,9 @@ its positive outcomes. width="300"]![Kipling](http://metameso.org/~joe/kipling.jpg) Engraving of Rudyard Kipling (1865-1936). "I keep six honest serving-men (They taught me all I knew)"[/caption] - -Expectations for participants ------------------------------ +## Expectations for participants **1. Who: Roles and flux** - - What are some of the roles that people are likely to fall into (e.g. Newcomer, Wrapper, Lurker, Aggregator, etc.)? - How likely is it that participants will stick with the project? If @@ -71,7 +65,6 @@ Expectations for participants support that? If not, how will people stay focused? **2. What: Nature of the project** - - What skills are required? What skills are you trying to build? - What kinds of change will participants undergo? Will they be heading into new ground? Changing their minds about something? Learning @@ -83,7 +76,6 @@ Expectations for participants given. **3. When: Time management** - - What do you expect the group to do, from the moment it convenes, to the end of its life-span, to create the specific outcome that will exist at the conclusion of its last meeting? (C. Gersick.) Note that @@ -105,8 +97,7 @@ Expectations for participants - Does everyone need to participate equally? How might non-equal participation play out for participants down the line? -**4. Where: Journey vs Destination** - +**4. Where: Journey vs Destination ** - What structures will support participants in their journey to the end result(s) you (or they) have envisioned? What content can you use to flesh out this structure? @@ -114,7 +105,6 @@ Expectations for participants or needs as participants learn, discover, and progress? **5. Why: Tool/platform choice** - - What tools are particularly suited to this group? Consider such features as learning styles and experiences, geographical diversity, the need for centralization (or de-centralization), cultural @@ -130,7 +120,6 @@ Expectations for participants expansion? **6. How: Linearity vs Messiness** - - How will your group manage feedback in a constructive way? - Why might participants feel motivated to give feedback? - How firm and extensive are the social contracts for this group? Do @@ -144,8 +133,7 @@ Expectations for participants (Alternatively, if the project is mostly distributed, do you have any facilities in place for coming together as a group?) -Cycles of group development ---------------------------- +## Cycles of group development The above questions remain important thoughout the life of the project. People may come and go, particpants may propose fundamentally new @@ -154,7 +142,7 @@ vice-versa. The questions we suggest can be most effective if your group discusses them over time, as part of its workflow, using synchronous online meetings (e.g., [Big Blue Button](http://www.bigbluebutton.org/), [Adobe -Connect](http://success.adobe.com/en/na/sem/products/connect/1109_6011_connect_webinars.html?sdid=IEASO&skwcid=TC|22191|adobe%20connect||S|e|5894715262), +Connect](http://success.adobe.com/en/na/sem/products/connect/1109_6011_connect_webinars.html?sdid=IEASO&skwcid=TC%7C22191%7Cadobe%20connect%7C%7CS%7Ce%7C5894715262), [Blackboard Collaborate](http://www.blackboard.com/platforms/collaborate/overview.aspx)), forums, Google docs, wikis, and/or email lists. Regular meetings are one @@ -181,8 +169,7 @@ milestones from the previous section!). Nevertheless, there are some strategies can be used to make this conflict productive, rather than merely destructive (see Ozturk and Simsek [3]). -References ----------- +## References 1. Engeström, Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. @@ -193,8 +180,8 @@ References (Oct.): 9-41. 3. Ozturk and Simsek, "Of Conflict in Virtual Learning Communiities in the Context of a Democratic Pedagogy: A paradox or sophism?," in - *Proceedings of the Networked Learning Conference, 2012, - Maastricht.*[Video](http://www.lancaster.ac.uk/fass/edres/seminars/Ozturk300311.htm "Video of presentation (requires Flash)") + *Proceedings of the Networked Learning Conference, 2012, Maastricht. + *[Video](http://www.lancaster.ac.uk/fass/edres/seminars/Ozturk300311.htm "Video of presentation (requires Flash)") or [text.](http://networkedlearningconference.org.uk/abstracts/pdf/ozturk.pdf "PDF of presentation (requires pdf reader)") diff --git a/en-md/coworking-story.md b/en-md/coworking-story.md index 8e1a37c..843798a 100644 --- a/en-md/coworking-story.md +++ b/en-md/coworking-story.md @@ -5,7 +5,6 @@ of his new-found peeragogical insights suggests an approach where individuals research specific factors and the team work together to draw out themes and strategic options. As a start he proposes that each board member researches an area of specific knowledge or interest. - > Jim, the Chairman, identifies questions he wants to ask the Chairs of > other Housing Associations. Pamela (a lawyer) agrees to do an analysis > of the relevant legislation. Clare, the CEO, plans out a series of diff --git a/en-md/coworking.md b/en-md/coworking.md index 6764e58..70fa2fa 100644 --- a/en-md/coworking.md +++ b/en-md/coworking.md @@ -1,5 +1,4 @@ Author: Joe Corneli - > The word "learning" does not adequately capture what it means to > figure out the “*for what purpose or reason*” dimension that is > essential for a peeragogical endeavor. Interpersonal exchange and @@ -10,8 +9,7 @@ Author: Joe Corneli > of thinking about how to do co-design when build systems for peer > learning and peer production. -Co-working as the flip side of convening ----------------------------------------- +## Co-working as the flip side of convening > **Linus Torvalds**: The first mistake is thinking that you can throw > things out there and ask people to help. That's not how it works. You @@ -45,9 +43,7 @@ people...and in fact the most active 2%, which is 1400 people, have done communities. ![image](http://metameso.org/~joe/tom-sawyer.jpg) - -A little theory ---------------- +## A little theory In many natural systems, things are not distributed equally, and it is not atypical for e.g. 20% of the population to control 80% of the wealth @@ -90,8 +86,7 @@ institutions and governments; we could contrast Aaron Swartz, the individual, with the peer-to-peer infrastructures like the ones that run PirateBay, which have proved much harder to stop. -Co-working: what is an institution? ------------------------------------ +## Co-working: what is an institution? As idealists, we would love to be able to create systems that are both powerful and humane. Some may reflect with a type of sentimental @@ -102,7 +97,6 @@ languages, for example, are so expressive and adaptive that most sentences have never been said before. A well-articulated system lends itself to "local solutions to local problems" -- but in the linguistics case, this is only because all words are not created equal. - > **Dr Seuss**: My brothers read a little bit. Little words like 'If' > and 'It.' My father can read big words, too, Like CONSTANTINOPLE and > TIMBUKTU. @@ -115,8 +109,7 @@ from Aaron Swartz. But we will not get so deeply into that here: you can explore it on your own! For now, it is enough to say that an institution is a bit like a language. This will help us a lot in the next section. -Designing a platform for peer learning** ----------------------------------------- +## Designing a platform for peer learning* * > [PlanetMath](planetmath.org "PlanetMath.org") *is a virtual community > which aims to help make mathematical knowledge more accessible.* @@ -169,7 +162,6 @@ would be helpful to think of every object as being part of at least one project: everything should have someone looking after it! Importantly, getting back to the very beginning of this article, each project can define its own purpose for existing. Here's how I put it in my thesis: - > *Actions and artifacts are embedded with projects, which can be > modeled in terms of informal user experience and formal system > features. Project updates can be modeled with a language of @@ -184,9 +176,7 @@ extended further, and I hope this will happen in further study. In particular, we need to understand more about how the "sub-language" of project updates (which connects to our [Roadmap](http://peeragogy.org/practice/roadmap/ "Roadmap") pattern). - -Another way to think about things ---------------------------------- +## Another way to think about things The five categories I used above (Context, Engagement, Quality, Structure, and Heuristic) come from reflecting on the 5 paragogy @@ -202,20 +192,17 @@ why Nowak's work is so essential is that we already have theories of local collaboration (like Ostrom's, mentioned above): his five rules can act as "glue" that bring different local entities together. I hope you can use these ideas in your own design projects! - > *In a "kin selection" regime, we cooperate with whomever (or whatever) > is "related".* On PlanetMath, the most important senses of "relatedness" apply to elements of the subject domain: encyclopedia pages are linked together if the topics relate. - > *In a "direct reciprocity" regime, we help those who help us.* One of the key legacy features of PlanetMath is that every object in the system is "discussable." This is the most easily graspable sort of peer interaction, direct feedback, starting a conversation. - > *In an "indirect reciprocity" regime, we are building something that > may be useful later on -- like a good reputation.* @@ -223,7 +210,6 @@ An important legacy feature of PlanetMath is that, unlike Wikipedia, articles are not generally open to the public to edit: high-quality resources "emerge" from the mediated engagement of individuals in a peer review process. - > *In a "spatial selection" regime, we are again defining an "inside" > and "outside."* @@ -231,19 +217,17 @@ With the new system, we see that "an article without an attached problem" is not as practical as an article that has an attached problem; similarly, "a problem without a solution" is lacking something. This helps people see what's missing, and what remains to be done. - > *In a "group selection" regime, we are building "sets" of activities > and patterns (milestones, roles) which can then act as selectors for -> behavior.* +> behavior. * Co-working requires people to be able to join groups, and it requires the groups to be able to structure their workflow. In some sense this is similar to an individual's work being structured by the use of heuristics. A person's choice to join this group instead of that one, is a basic social heuristic. - -The discussion continues: Reliving the history of mathematics as a peeragogical game? -------------------------------------------------------------------------------------- +## The discussion continues: Reliving the history of mathematics as a +peeragogical game? These notes have shown one approach to the design of spaces for learning and knowledge building. Although the article has focused on mathematics @@ -251,7 +235,6 @@ learning, similar reflections would apply to designing other sorts of learning spaces, for instance, to the continued development of the Peeragogy project itself! -- and perhaps to the development of a new kind of institutions. - > **Doug Breitbart**: It occurred to me that you could add a learning > dimension to the site that sets up the history of math as a series of > problems, proofs and theorems that, although already solved, could be @@ -260,8 +243,7 @@ kind of institutions. > and deconstruction of how they were arrived at, when the visitor > decides to throw in the towel). -Reference ---------- +## Reference 1. Corneli, J. (2014). [Peer Produced Peer Learning: A Mathematics Case Study](http://metameso.org/~joe/thesis-outline.html). Unpublished diff --git a/en-md/creating_a_guide.md b/en-md/creating_a_guide.md index 3672abb..ad7d696 100644 --- a/en-md/creating_a_guide.md +++ b/en-md/creating_a_guide.md @@ -1,13 +1,30 @@ -post\_content Meaning-carrying tools, like handbooks or maps, can help -people use an idea. In particular, when the idea or system is only -"newly discovered", the associated meanings may not be well understood -(indeed they may not have been created). In such a case, the process of -creating the guide can go hand-in-hand with figuring out how the system -works. Thus, techniques of [knowledge -cartography](http://knowledgecartography.org/) and [meaning +**Definition**: Meaning-carrying tools, like handbooks or maps, can help +people use an idea, collecting content and stories. + +**Problem**: When the idea or system is only “newly discovered”, the +associated meanings may not be well understood, and indeed they may not +have been created. Even if a topic is only “personally new”, it can be +hard to find ones way around. + +**Solution**: In such a case, the process of creating the guide can go +hand-in-hand with figuring out how the system works. Thus, techniques +of[knowledge cartography](http://knowledgecartography.org/) and[meaning making](http://www.hitl.washington.edu/publications/r-97-47/two.html) -are useful for would-be guide creators. Even so, it is worth noting that -"the map is not the territory," and map-making is only one facet of -shared human activity. Collaboratively refining a pattern is itself an -example of "Creating a Guide" - that is, a pattern description can be -thought of as a "micro-map" of a specific activity. +are useful for would-be guide creators. + +**Example**: We started the Peeragogy project by collaboratively making +an outline for the Peeragogy Handbook. We recommended this +handbook-making practice to others, as a way to learn collaboratively +and build a strong group. + +**Challenges**: Remember that “the map is not the territory,” and +map-making is only one facet of shared human activity. For instance, a +pattern description can be thought of as a “micro-map” of a specific +activity. These maps are not useful if they are divorced from practice. + +**What’s Next**: We've been talking with collaborators in the Commons +Abundance Network about how to make a Pattern Language for the Commons. +One of the challenges that arises is how to support ongoing development +of the Pattern Language itself: a “living” map for a living territory. +We're refining the Peeragogy Pattern language and template as a seed for +this. diff --git a/en-md/discerning_a_pattern.md b/en-md/discerning_a_pattern.md index 10d7b46..a542ea2 100644 --- a/en-md/discerning_a_pattern.md +++ b/en-md/discerning_a_pattern.md @@ -1,15 +1,34 @@ -Discerning patterns helps us build our vocabulary or repertoire for -peer-learning projects. As a very simple example, in building a peer -learning profile, a participant might identify an interest such as -organic gardening. We begin to notice that this is a pattern when it -repeats -- when organic gardening is frequently listed among the -interests listed by participants in their self-introductions. The -classic example of an architectural pattern is “*A place to wait*” *—*a -type of space found in many architectural and urban design projects. -Once a pattern is detected, give it a title and write down how the -pattern works. For example, what does this pattern say about the -self-selection process of the group? Without jumping to conclusions, -consider that an interest in organic gardening, for example, might -indicate the participants are oriented to cooperation, personal health, -or environmental activism. How does the pattern relate to other patterns -already listed in this catalog? +**The Definition**: Discerning patterns helps us build our vocabulary or +repertoire for peer-learning projects. (The classic example of an +architectural pattern is “A place to wait” -- a type of space found in +many architectural and urban design projects.) + +**The Problem**: We might notice an underlying pattern if something +repeats, and if we're paying attention. However, unless we make a record +of the patterns we notice, others cannot will not learn from our +experience, and with time, we'll forget what we learned. + +**The Solution**: Writing down patterns achieves at least two things: it +helps us pay attention and notice patterns in the first place, and it +provides a concrete summary of collective experience that is relatively +easy for others to engage with and extend. Once a pattern is detected, +give it a title and write down how the pattern works. + +**Challenges**: People may not be in the habit of writing down patterns +that they observe, and they are not likely to do it if the task is not +made easy and painless. Some projects that use the design pattern +methodology have developed detailed templates to gather information, but +this then needs to be processed by experts. We've tried to use a simple +template that is not much different from what you'd find in any short +textual abstract, to help make it easy to contribute new patterns. +Understanding how a given pattern relates to other patterns already +listed in in the catalog -- or to the wider context -- is not something +that can be easily encapsulated with templates. But it is still well +worth trying to express. + +**What’s Next**: What do the patterns we've observed say about the +self-selection processes of the group? For instance, it's possible that +a widespread interest in organic gardening, say, may indicate the +participants are oriented to cooperation, personal health, or +environmental activism. What can we learn about the Peeragogy project +from our collected patterns? diff --git a/en-md/forums.md b/en-md/forums.md index b25bb42..22f6ec3 100644 --- a/en-md/forums.md +++ b/en-md/forums.md @@ -1,5 +1,4 @@ Author: Howard Rheingold **Summary**: - Forums are web-based communication media that enable groups of people to conduct organized multimedia discussions about multiple topics over a period of time. Selecting the right kind of platform for forum @@ -87,20 +86,20 @@ evaluated](http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/boards.html) by one professor can help convey the difference between a good and a poor forum conversation: -*4 Points -*The posting(s) integrates multiple viewpoints and weaves +*4 Points - *The posting(s) integrates multiple viewpoints and weaves both class readings and other participants' postings into their discussion of the subject. -*3 Points -*The posting(s) builds upon the ideas of another participant +*3 Points - *The posting(s) builds upon the ideas of another participant or two, and digs deeper into the question(s) posed by the instructor. -*2 Points -*A single posting that does not interact with or incorporate +*2 Points - *A single posting that does not interact with or incorporate the ideas of other participants' comments. -*1 Point -*A simple "me too" comment that neither expands the +*1 Point - *A simple "me too" comment that neither expands the conversation nor demonstrates any degree of reflection by the student. -*0 Points -*No comment. +*0 Points - *No comment. ### Selecting a forum platform diff --git a/en-md/get-involved.md b/en-md/get-involved.md index 3857fef..a80f153 100644 --- a/en-md/get-involved.md +++ b/en-md/get-involved.md @@ -1,15 +1,11 @@ -*This page is for people who want to help develop/improve this -handbook.* - +*This page is for people who want to help develop/improve this handbook. +* *If you want to get involved, write to [Howard Rheingold](http://en.wikipedia.org/wiki/Howard_Rheingold) at [howard@rheingold.com](mailto:howard@rheingold.com).* - *Illustrations by [Amanda Lyons](http://www.visualsforchange.com/).* [![image](http://peeragogy.org/wp-content/uploads/2012/03/welcome_color.gif "welcome_color")](http://peeragogy.org/wp-content/uploads/2012/03/welcome_color.gif) - -Hello and welcome! ------------------- +## Hello and welcome! The peeragogy project was kicked off around the time of [Howard Rheingold’s](http://rheingold.com/) January 23, 2012 [Regents @@ -41,45 +37,99 @@ knowledgeable -- or are willing to learn -- and start writing (or filming, dancing, drawing, building, etc.). [![image](http://peeragogy.org/wp-content/uploads/2012/03/what_to_do_color.gif "what_to_do_color")](http://peeragogy.org/wp-content/uploads/2012/03/what_to_do_color.gif) - The goal we have in mind for our book is for it be a useful guide to peer learning! To achieve that goal we have in mind multiple -opportunities for peers to contribute: - -- Once we get to know you a little bit we'll be happy to give you a - login on peeragogy.org and you can start editing and improving this. -- You can go right ahead and post some links to relevant resources, - either in comments here, or in the G+ or SMC. -- Write the text for a new sub-section (this page was once "new" -- - but it's been revised many times by now!). -- We're particularly interested in case studies about [Peeragogy in - Action](http://peeragogy.org/peeragogy-in-action/ "Peeragogy in action")! -- Organize a team to tackle a larger section or topic. -- Make a video (like these on our [YouTube - Channel](http://www.youtube.com/channel/UCIQY4ja8e4Br-i9U5KnmyZQ)), -- Take notes of live meetings, or [grow concept - maps,](http://cmapspublic3.ihmc.us/rid=1K81VLSK7-1RL0RQ4-WZK/Peeragogy%20Cmap.cmap) -- Organize a newsletter for your group or the whole team, -- Add general purpose bookmarks to [this Diigo - group](http://groups.diigo.com/group/peeragogy-handbook ""Peeragogy Handbook" Diigo Group"), - or post comments and editorial notes about peeragogy.org in [this - one](http://groups.diigo.com/group/peering-into-peeragogy%20 ""Peering Into Peeragogy" Diigo Group"); - and -- Discuss peer learning matters and this handbook informally with us - and with others! +opportunities for peers to contribute. Here's our current "Top Ten" +list: + +1. - Site: Peeragogy.org + - What happens: Maintain the "master" copy of the peeragogy + handbook, public new about the project + - Who's in charge: Peeragogy Editorial Board, Stephanie Schipper, + Howard Rheingold + - URL: [http://peeragogy.org](http://peeragogy.org) + - Status: Active + +2. - Site: Google Docs + - What happens: Hive editing, working drafts to be delivered + elsewhere when they are finished or for final polishing + - Who's in charge: Everyone + - URL: [https://drive.google.com](https://drive.google.com) + - Status: Active + +3. - Site: PIA Google+ + - What happens: Random posts related to Peeragogy, quick + communications between members, news about events, hangouts, etc + - Who's in charge: Everyone + - URL: [http://goo.gl/4dRU92](http://goo.gl/4dRU92) + - Status: Active + +4. - Site: +Peeragogy Handbook page + - What happens: Coordinating Hangouts on Air, G+ news updates + - Who's in charge: Charlotte Pierce + - URL: + [https://plus.google.com/+PeeragogyOrgHandbook/posts](https://plus.google.com/+PeeragogyOrgHandbook/posts) + - Status: Active + +5. - Site: Peeragogy YouTube Channel + - What happens: videos posted here + - Who's in charge: Charlotte Pierce + - URL: + [http://www.youtube.com/channel/UCAQ5TpUxKrsVfWtIHMaDh5A/](http://www.youtube.com/channel/UCAQ5TpUxKrsVfWtIHMaDh5A/about) + - Status: Active + +6. - Site: Commons Abundance Network + - What happens: Public facing landing page for the accelerator, + networking with other commons-oriented groups + - Who's in charge: Helene Finidori + - URL: + [http://commonsabundance.net/groups/peeragogy/](http://commonsabundance.net/groups/peeragogy/) + - Status: Active + +7. - Site: PPT Google+ + - What happens: Meta-level coordination for the project + - Who's in charge: Peeragogy Editorial Board + - URL: [http://goo.gl/AzxXQq](http://goo.gl/AzxXQq) + - Status: Active + +8. - Site: Git.io/Handbook + - What happens: versioned storage of the LaTeX sources for the + print version of the handbook and other derived formats and + scripts + - Who's in charge: Joe Corneli + - URL: [http://git.io/Handbook](http://git.io/Handbook) + - Status: Low traffic + +9. - Site: Peeragogy mailing list + - What happens: Meta-level coordination for the project, main + point of contact with the email-o-sphere + - Who's in charge: Joe Corneli + - URL: + [https://groups.google.com/forum/\#!forum/peeragogy](https://groups.google.com/forum/#!forum/peeragogy) + - Status: Low traffic + +10. - Site: Paragogy.net + - What happens: Wiki editing if and when that makes sense, e.g. + for translations or large multi-part documents + - Who's in charge: Joe Corneli, Charlie Danoff, Fabrizio Terzi + - URL: [http://paragogy.net](http://paragogy.net) + - Status: Low traffic It’s up to you. Instead of worrying too much about [the -rules](http://peeragogy.org/co-working/), join our conversations, take +rules](http://peeragogy.org/co-working/), or trying to master all of the +[tools we use](http://peeragogy.org/resources/technologies/) at all +once, you can just jump in by joining our conversations, and take advantage of the digital memory of the forum to rewind the conversation all the way to the beginning (if you want to go that far), listen in for -a little bit if you want to, and jump in whenever you're ready. We won’t -know what you're up to until you speak up. You can have a look at the -outstanding tasks and teams that are listed on [this Google +a little bit if you want to, and jump in whenever you're ready. There +are always lots of things to do (including many that no one here has +thought of yet). We won’t know what you're up to until you speak up. You +can have a look at the outstanding tasks and teams that are listed on +[this Google Doc](https://docs.google.com/document/d/1_2I-z-Pt5NUKk-fpy4jsqxFeXbWS4ao4sIhkxCcRVeI/edit#): our [roadmap](http://peeragogy.org/peeragogy-org-roadmap/ "Peeragogy.org Roadmap") is a useful shared resource too. You can add to these at any time. - We regularly use Google+, Google Hangouts, forums, and email to communicate asynchronously and pretty much continuously. We also meet irregularly as a group for synchronous audio-video sessions. Further @@ -89,15 +139,12 @@ In short: here's how it works: [![image](http://peeragogy.org/wp-content/uploads/2012/03/lots_going_on_color_1000-e1352754548930.gif "lots_going_on_color_1000")](http://peeragogy.org/wp-content/uploads/2012/03/lots_going_on_color_1000.gif) [![image](http://peeragogy.org/wp-content/uploads/2012/03/where_to_go_color.gif "where_to_go_color")](http://peeragogy.org/wp-content/uploads/2012/03/where_to_go_color.gif) - -**[![image](http://peeragogy.org/wp-content/uploads/2012/03/create_content-300x145.gif "create_content")](http://peeragogy.org/wp-content/uploads/2012/03/create_content.gif)** -=============================================================================================================================================================================== +# **[![image](http://peeragogy.org/wp-content/uploads/2012/03/create_content-300x145.gif "create_content")](http://peeragogy.org/wp-content/uploads/2012/03/create_content.gif)** **[![image](http://peeragogy.org/wp-content/uploads/2012/03/communicate_color1-300x67.gif "communicate_color")](http://peeragogy.org/wp-content/uploads/2012/03/communicate_color1.gif)** -**[![image](http://peeragogy.org/wp-content/uploads/2012/03/questions_1000-300x50.gif "questions_1000")](http://peeragogy.org/wp-content/uploads/2012/03/questions_1000.gif)** - -Questions? ----------- +** +[![image](http://peeragogy.org/wp-content/uploads/2012/03/questions_1000-300x50.gif "questions_1000")](http://peeragogy.org/wp-content/uploads/2012/03/questions_1000.gif)** +## Questions? If you have questions, that's good! Use Google+ or post a comment on peeragogy.org, email the team energy center if you know who that is, or diff --git a/en-md/heartbeat.md b/en-md/heartbeat.md index f64e5a6..b96dd16 100644 --- a/en-md/heartbeat.md +++ b/en-md/heartbeat.md @@ -1,11 +1,31 @@ -Without someone or something acting as the "heartbeat" for the group, -energy may dissipate. In the "Collaborative Lesson Planning" course led -by Charlie Danoff at P2PU, Charlie wrote individual emails to people who +**Definition**: The project's heartbeat is a recurring activity, +something that makes it so that people experience a “there, there.” + +**Problem**: Without someone or something acting as the heartbeat for +the group, energy may dissipate. + +**Solution**: People seem to gravitate to regularly scheduled +activities. Sometimes people need a little extra prompt to join in. + +**Examples**: In the "Collaborative Lesson Planning" course led by +Charlie Danoff at P2PU, Charlie wrote individual emails to people who were signed up for the course and who had disappeared, or lurked but didn't participate. This kept a healthy number of the people in the -group to reengage and make positive contributions. In more recent +group to re-engage and make positive contributions. In more recent months, Charlotte Pierce has been running weekly meetings by Google -Hangout to coordinate work on the *Peeragogy Handbook*. Not only have we +Hangout to coordinate work on the Peeragogy Handbook. Not only have we gotten a lot of hands-on editorial work done this way, we've generated a tremendous amount of new material (both text and video footage) that is likely to find its way into future versions of the book. + +**Challenges**: Meetings that happen for the sake of having a meeting +are almost a bad joke. Be aware of the energy that's there before and +after meetings. If the energy isn't sustaining you or your group, think +about what needs to change. + +**What’s Next**: When the project is bigger than more than just a few +people, it's likely you'll get several heartbeats -- for instance, we've +recently been running two weekly meetings in the Peeragogy project, for +members with slightly different interests and slightly different +availability. Finding ways to communicate across these different “camps” +is useful. diff --git a/en-md/help_needed.md b/en-md/help_needed.md index a4fc858..db31e8c 100644 --- a/en-md/help_needed.md +++ b/en-md/help_needed.md @@ -3,7 +3,6 @@ resources (and relationships with them) that people cultivate in order to form their own public or private learning networks — living, growing, responsive sources of information, support, and inspiration that support self-learners. - > **Howard Rheingold**: “When I started using social media in the > classroom, I looked for and began to learn from more experienced > educators. First, I read and then tried to comment usefully on their @@ -33,7 +32,6 @@ you are sharing what you learn and discover with those in your network and not just taking, if you want to see your network expand. ![image](http://peeragogy.org/wp-content/uploads/2013/09/cultivate.jpeg) - ### Peer learning networks As you convene your peer learning group, in one form or another you will diff --git a/en-md/how_to_structure.md b/en-md/how_to_structure.md index b7ffbef..670fe41 100644 --- a/en-md/how_to_structure.md +++ b/en-md/how_to_structure.md @@ -1,5 +1,4 @@ -From syllabus and curriculum to personal and peer learning plans ----------------------------------------------------------------- +## From syllabus and curriculum to personal and peer learning plans Part of the reason for the effectiveness of peeragogy is that the “syllabus” or “curriculum” -- more generally, the learning plan -- is @@ -58,8 +57,7 @@ the record to reflect and evaluate key elements of the process for you as a facilitator and as a member of the peer learning group. Adapt your next phase of planning accordingly. -From corporate training to learning on the job ----------------------------------------------- +## From corporate training to learning on the job [caption id="attachment\_1999" align="aligncenter" width="380"][![Venn diagram by Joachim @@ -67,7 +65,6 @@ Stroh](http://peeragogy.org/wp-content/uploads/2012/12/learn.png)](http://peerag "I think because of the tremendous changes we see in education and at work, the sets (attitudes) are beginning to overlap more and more," said Joachim Stroh of the Google+ community, Visual Metaphors.[/caption] - Today’s knowledge workers typically have instant, ubiquitous access to the internet. The measure of their ability is an open-book exam. “What do you know?” is replaced with “What can you do?” And if they get bored, diff --git a/en-md/howto.md b/en-md/howto.md index 8a2a0d4..f33829c 100644 --- a/en-md/howto.md +++ b/en-md/howto.md @@ -32,7 +32,6 @@ to test the waters first, feel free to use the comment thread attached to each page on peeragogy.org to suggest any changes or additions, and to share a bit about your story. We might quote you in future versions of the book to help improve the resource for others, like this: - **John Glass**: Reading through the handbook, it strikes me that the users will be fairly sophisticated folks. They will have ample knowledge of various tech platforms, resources, a fair amount of formal education, diff --git a/en-md/introduction.md b/en-md/introduction.md index 98655a3..537e5af 100644 --- a/en-md/introduction.md +++ b/en-md/introduction.md @@ -1,55 +1,4 @@ -**Happy Public Domain Day, 1 Jan. 2014!** -========================================= - -Press Release -============= - -The editors of the Peeragogy Handbook are delighted to announce that the -revised, second edition of the Handbook ("Version 2") will be published -on Public Domain Day 2014 (1 Jan. ’14). The Handbook is the world’s -first book to present Peeragogy, a synthesis of techniques for -collaborative learning and collaborative work. Itself the result of the -techniques it presents, this version features a new Foreword from the -Internet pioneer and collaboration thinker, Stanford University -educator, and founding editor of the Handbook, [Howard -Rheingold](http://rheingold.com/). The Handbook has drawn praise from -leading Peer-to-Peer theorist Michel Bauwens, Research Director of the -[Free/Libre Open Knowledge Society](http://floksociety.org/en/) (a -project at the Instituto de Altos Estudios Nacionales (IAEN) national -university in Ecuador, with support of the Ecuadorian Ministry of Human -Resource and Knowledge): “Rheingold and a great team of collaborators -have preceded the rest of humanity in exploring the new dynamics of -technologically-enhanced peer learning," said Bauwens. - -- Click [here to read the full Press - Release](http://peeragogy.org/version-2-of-the-peeragogy-handbook-published-for-free-download-on-public-domain-day-2014/ "VERSION 2 OF THE PEERAGOGY HANDBOOK PUBLISHED FOR FREE DOWNLOAD ON PUBLIC DOMAIN DAY 2014"). -- Click [here to download a PDF version of the Press - Release](http://www.danoff.org/leftinfront/wp-content/plugins/download-monitor/download.php?id=104). - -Download and Read Your Copy for Free -==================================== - -- Click [here to download and read your FREE copy of Version 2 of the - Peeragogy Handbook](http://peeragogy.net/peeragogy-2.0-print.pdf). - -Help Spread the Word -==================== - -[+1 the Handbook on -Google+](http://plus.google.com/+PeeragogyOrgHandbook) - -[Tweet about the Handbook on Twitter](http://twitter.com/Peeragogy) - -(or tweet the whole thing, 140 characters at a time, it's public -domain!) - -[Like the Handbook on Facebook](http://facebook.com/Peeragogy) - -Register Below for Notification of the Print Edition -==================================================== - **Welcome to the Peeragogy Handbook!** - Peeragogy is a collection of techniques for collaborative learning and collaborative work. By learning how to "work smart" together, we hope to leave the world in a better state than it was when we arrived. diff --git a/en-md/isolation.md b/en-md/isolation.md index ec4d661..bf03dbd 100644 --- a/en-md/isolation.md +++ b/en-md/isolation.md @@ -1,3 +1,13 @@ +**Definition**: Many projects that are ostensibly oriented towards "the +commons" nevertheless want to funnel participants into "their way" of +thinking about things. Be careful with that, it's a slippery slope to +total isolation. +**Problem**: This problem is actually dual: with a too-narrow focus, +collaboration is impossible. However, with an overly-wide focus, things +are chaotic in other ways. + +**Solution**: + > **Félix Guattari**: Imagine a fenced field in which there are horses > wearing adjustable blinkers, and let’s say that the “coefficient of > transversality” will be precisely the adjustment of the blinkers. If @@ -8,18 +18,19 @@ > Gary Genosko) ![image](http://upload.wikimedia.org/wikipedia/commons/d/dd/Muybridge_race_horse_animated.gif) +Like the underlying problem, the solution is dual: you can avoid +isolation by becoming highly transversal -- or avoid noise and chaos by +blinkering yourself and shutting out other everything else. -From a design point of view: we should be conscious of interfaces that -are "too loud", and think about how that is compensated for by isolation -of various forms. With a too-narrow focus, collaboration is impossible. -However, with an overly-wide focus, things are chaotic in other ways -(see [Co-Learning: Messy with -Lurkers](http://peeragogy.org/practice/antipatterns/co-learning-messy-with-lurkers/ "Messy with Lurkers")). - -This anti-pattern sometimes goes by the name *Not Invented Here*. Many -projects that are ostensibly oriented towards "the commons" nevertheless -want to funnel participants into "their way" of thinking about things. -Be careful with that. Learning how to manage the uncertainty that comes -with experimentation is part of what makes the postmodern organization -tick! (See also: [Navel +**Challenges**: A moderate interpretation of Guattari's quote is that +it's good to be open, but not too open. We need to allow for +uncertainty, but not be completely vague. (See also:[Navel Gazing](http://peeragogy.org/antipatterns/navel-gazing/).) + +**What’s Next**: We recently submitted an abstract called “Escape from +Peeragogy Island” to a geography conference talking about the spatiality +of peer production. The idea behind this article is that we feel like +we've come up with something great with the Peeragogy project, but we're +going to be a bit isolated if it's not transparently useful to others. +If we can't explain why it's a great idea, then it's not entirely clear +how great of an idea it actually is. diff --git a/en-md/k12.md b/en-md/k12.md index 7217d63..68423e9 100644 --- a/en-md/k12.md +++ b/en-md/k12.md @@ -16,9 +16,7 @@ these roles: the solution is to work and learn in collaboration with others. This is where peer-based sharing and learning online, connected/networked learning, or peeragogy, can play an important role in helping educators. - -Becoming a connected/networked learner --------------------------------------- +## Becoming a connected/networked learner The following steps are set out in ‘phases’ in order to suggest possible experiences one may encounter when becoming connected. It is @@ -28,7 +26,7 @@ serve as a guide. ### Phase 1: Deciding to take the plunge To help educators begin to connect, the [Connected Educator’s Starter -Kit](http://www.google.com/url?q=https%3A%2F%2Fdl.dropbox.com%2Fu%2F38904447%2Fstarter-kit-final.pdf&sa=D&sntz=1&usg=AFQjCNE9sNo1Lz9-zJ0KH48djXeYVoAF4A) +Kit](http://www.google.com/url?q=https://dl.dropbox.com/u/38904447/starter-kit-final.pdf&sa=D&sntz=1&usg=AFQjCNE9sNo1Lz9-zJ0KH48djXeYVoAF4A) was created during Connected Educator’s Month in August 2012. This article previews the main steps. The first step to becoming a ‘connected educator-learner’ involves making the commitment to spending the time @@ -42,12 +40,12 @@ after reviewing the starter kit, establishing a digital presence (through a blog or a wiki) or signing up for Twitter and creating a basic profile containing a photo. In this phase, lurkers will begin to ['follow' other users on -Twitter](http://www.google.com/url?q=http%3A%2F%2Fwww.fractuslearning.com%2F2012%2F05%2F25%2Ftwitter-follow-education-technology%2F&sa=D&sntz=1&usg=AFQjCNF8grPMuRwU_ImW9Jk3ZYrg0m9KgQ) +Twitter](http://www.google.com/url?q=http://www.fractuslearning.com/2012/05/25/twitter-follow-education-technology/&sa=D&sntz=1&usg=AFQjCNF8grPMuRwU_ImW9Jk3ZYrg0m9KgQ) and observe [educational Twitter -'chats'](http://www.google.com/url?q=http%3A%2F%2Fcybraryman.com%2Fchats.html&sa=D&sntz=1&usg=AFQjCNFJASZiwfvPbfOzFbHvAunpXfNC1g). +'chats'](http://www.google.com/url?q=http://cybraryman.com/chats.html&sa=D&sntz=1&usg=AFQjCNFJASZiwfvPbfOzFbHvAunpXfNC1g). Lurkers will also begin to seek out other resources through [blogs](http://theinnovativeeducator.blogspot.ca/2012/04/ten-best-education-blogs.html), -[Facebook](http://www.google.com/url?q=http%3A%2F%2Fwww.edsocialmedia.com%2F2011%2F02%2Fthe-advantage-of-facebook-groups-in-education%2F&sa=D&sntz=1&usg=AFQjCNEvc43Q7GqJqS-2S8GhEJ53Ye-j4Q), +[Facebook](http://www.google.com/url?q=http://www.edsocialmedia.com/2011/02/the-advantage-of-facebook-groups-in-education/&sa=D&sntz=1&usg=AFQjCNEvc43Q7GqJqS-2S8GhEJ53Ye-j4Q), [Edmodo](http://www.slideshare.net/cmsdsquires/edmodo-for-teachers-guide) and [LinkedIn](http://www.emergingedtech.com/2012/02/8-great-linkedin-groups-for-educators/) @@ -71,7 +69,7 @@ One such site where such relationships can be built is [Classroom Hargadon.](http://www.stevehargadon.com/) Through Classroom 2.0, Steve facilitates a number of free online learning opportunities including weekly [Blackboard -Collaborate](http://www.google.com/url?q=http%3A%2F%2Fwww.futureofeducation.com%2Fnotes%2FPast_Interviews&sa=D&sntz=1&usg=AFQjCNHVYOvP-w7NTgKp2Fu2AX4YycnPQQ) +Collaborate](http://www.google.com/url?q=http://www.futureofeducation.com/notes/Past_Interviews&sa=D&sntz=1&usg=AFQjCNHVYOvP-w7NTgKp2Fu2AX4YycnPQQ) sessions, conferences, book projects and grassroots cross-country educational-transformation tours. Classroom 2.0 also offers a supportive Social Ning—a free, social learning space that provides online @@ -117,7 +115,7 @@ Education or a wide variety of other opportunities collected by and Educator's CPD online. Peggy George, the co-faciliator of the weekly Classroom 2.0 LIVE Sessions, created a livebinder package of free ‘[PD On -Demand](http://www.google.com/url?q=http%3A%2F%2Fwww.livebinders.com%2Fplay%2Fplay_or_edit%3Fid%3D429095&sa=D&sntz=1&usg=AFQjCNHCIdRn64rPwske2vP7xrpWolb-jA)’ +Demand](http://www.google.com/url?q=http://www.livebinders.com/play/play_or_edit?id=429095&sa=D&sntz=1&usg=AFQjCNHCIdRn64rPwske2vP7xrpWolb-jA)’ connected professional development online options for peeragogy enthusiasts. @@ -138,8 +136,7 @@ publicized through Twitter, Google Apps, and Facebook. Connecting face-to-face with other peeragogues can strengthen bonds to learning networks and help to promote their sustainability. -Postscript ----------- +## Postscript Sylvia Tolisano, Rodd Lucier and Zoe Branigan-Pipen co-created an [infographic](http://farm9.staticflickr.com/8160/7161689001_9b6725a4ca_h.jpg) diff --git a/en-md/license.md b/en-md/license.md index 4d1911b..5176d8c 100644 --- a/en-md/license.md +++ b/en-md/license.md @@ -11,9 +11,9 @@ together with all associated claims and causes of action with respect to this work to the extent possible under the law.** Signed: - - Bryan Alexander - Paul Allison +- Elisa Armendariz - Régis Barondeau - Doug Breitbart - George Brett @@ -34,6 +34,7 @@ Signed: - Christopher Tillman Neal - Ted Newcomb - Stephanie Parker +- Miguel Angel Pérez Alvarez - Charlotte Pierce - David Preston - Howard Rheingold @@ -58,7 +59,6 @@ fun! These Creative Commons license options were proposed by various members of the community: - - *CC Zero* - public domain; no restrictions for downstream users - *CC By-SA* - requires downstream users to include attribution and to license their work in the same way diff --git a/en-md/magical_thinking.md b/en-md/magical_thinking.md index c14485a..c5d5c69 100644 --- a/en-md/magical_thinking.md +++ b/en-md/magical_thinking.md @@ -1,28 +1,53 @@ -### Introduction - -While we could imagine an ideal information processing system that would -(magically) come with all solutions pre-built, a more realistic approach -recognizes that real problem solving always takes time and energy. For -instance, if we "knew", 100%, how to do peeragogy, then we would not -stand to learn very much by writing this handbook. Difficulties and -tensions would be resolved "in advance". The relevant problem solving -approach and associated "learning orientation" will depend on the task -and resources at hand. - -### Magical Thinking is the thief of process - -Magical thinking of the kind described above robs a context of its -"process" or "motion". The more structure we have in advance, the more -completely we fall back on "traditional" modes of doing things, and the -less we stand to learn. It's also true that traditions and habits can -serve a useful function: they can massively simplify and streamline, and -adopting some healthy habits can free up time and energy, making -learning possible [1]. But it's still going to take work. Time for a few -deep breaths? - -### Reference - -1. Dias-Ferreira, Eduardo, *et al*. "Chronic stress causes - frontostriatal reorganization and affects decision-making." - *Science* 325.5940 (2009): 621-625. +**Definition**: While we could imagine an ideal information processing +system that would (magically) come with all solutions pre-built, a more +realistic approach recognizes that real problem solving always takes +time and energy. + +**Problem**: Given a difficult problem, we usually want to take a +shortcut. + +**Solution**: Magical thinking robs a context of its "process" or +"motion". The more completely we fall back on "traditional" modes of +doing things (including magical ones) the less we stand to learn. It's +also true that traditions and habits can serve a useful function: they +can massively simplify and streamline, and adopting some healthy habits +can free up time and energy, making learning possible. But if we try +something new and imagine that things work the way they always have +(e.g. sign up for a course and get told what to do, then do it and +pass), we can run into trouble when the situation doesn't match our +preconceptions. + +**Example**: Joe Corneli's 2011 DIY Math course at P2PU went quite +badly. Students signed up hoping to learn mathematics, but none of them +had very concrete goals about what to learn, or very developed knowledge +about how to study this subject. This was what the class was supposed to +help teach. However, it seemed as if the students felt that signing up +for the course would “magically” give them the structure they needed. +Still, it's not as if the blame can be placed entirely on the students +in this case. Building a learning space with no particular structure and +saying, “go forth and self-organize!” is not likely to work, either. The +one saving grace of DIY Math is that the course post-mortem informed the +development of the paragogy principles: it was not a mistake we would +repeat again. + +**Challenges**: If we already "knew", 100%, how to do peeragogy, then we +would not stand to learn very much by writing this handbook. +Difficulties and tensions would be resolved "in advance". We know this, +but readers may still expect “easy answers”. + +**What’s Next**: Fast-forwarding a few years from the DIY Math +experiment: as part of the PlanetMath project, we are hoping to build a +well-thought-through example of a peer learning space for mathematics. +One of the ideas we're exploring is to use patterns and antipatterns +(exactly like the ones in this catalog) as a way not only of designing a +learning space, but also of talking about the difficulties that people +frequently run into when studying mathematics. Building an initial +collection of Calculus Patterns may help give people the guide-posts +they need to start effectively self-organizing. + +**Reference**: + +1. Dias-Ferreira, Eduardo, et al. "Chronic stress causes frontostriatal + reorganization and affects decision-making." *Science* 325.5940 + (2009): 621-625. diff --git a/en-md/meet-the-team.md b/en-md/meet-the-team.md index b2b6673..241284d 100644 --- a/en-md/meet-the-team.md +++ b/en-md/meet-the-team.md @@ -1,9 +1,8 @@ [![image](http://peeragogy.org/wp-content/uploads/2012/04/Bryan.jpg "Bryan")](http://peeragogy.org/wp-content/uploads/2012/04/Bryan.jpg)**Bryan -Alexander – USA, VT****Author** I research the ways new technologies +Alexander – USA, VT ****Author** I research the ways new technologies change education, teaching, learning, and scholarship. I'm passionate about storytelling, gaming, pedagogy, and understanding the future. My family homesteads on top of a little mountain, raising food. - Reach [Bryan on Twitter](https://twitter.com/#!/BryanAlexander) | [Bryan’s personal website](http://bryanalexander.org/) @@ -15,7 +14,6 @@ Project](http://nycwritingproject.org), and I'm the NYC Technology Liaison for the [National Writing Project](http://nwp.org). I help manage [Youth Voices](http://youthvoices.net/) and I co-produce [Teachers Teaching Teachers](http://teachersteachingteachers.org). - Reach [Paul on Google+](https://plus.google.com/u/0/113993022447291199374/about) | [Paul’s personal website](http://teachersteachingteachers.org) @@ -26,18 +24,16 @@ Argentina****[![image](http://peeragogy.org/wp-content/uploads/2012/04/Maria.jpg Learning, Digital Communication, Institutional, Corporate. On line facilitator tutorship. Professor on Semiotics, Social Communication, Networking. Non Violent Communication. - Reach [María on Google+](https://plus.google.com/u/0/stream/circles/p2e54657d0d6fc86d) | -****[María's personal website](http://arenastudies.wordpress.com/) +** **[María's personal website](http://arenastudies.wordpress.com/) **[![image](http://peeragogy.org/wp-content/uploads/2012/04/Regis.jpg "Regis")](http://peeragogy.org/wp-content/uploads/2012/04/Regis.jpg)Régis -Barondeau – Canada****Author** I build bridges between research, +Barondeau – Canada ****Author** I build bridges between research, praxeology and technology and I become creative "by finding a likeness between things which were not thought alike before" (Bronowski, 1958). I'm interested in complexity, culture, social media especially wikis, education, open government and more. - Reach [Régis on Twitter](https://twitter.com/regisbarondeau) | [Regis' personal website](http://www.regisbarondeau.com) @@ -46,14 +42,12 @@ Breitbart – USA, NJ Author, Meeting Support** I am first and foremost a catalyst and provocateur who has worn the hats of attorney, consultant, facilitator, coach, entrepreneur, father, husband, student, teacher, and passionate believer in a networked, wired and semantic world. - Reach [Doug on LinkedIn](http://www.linkedin.com/profile/view?id=791427&trk=tab_pro) | [Doug’s personal website](www.ontologique.com) [![George](http://peeragogy.org/wp-content/uploads/2012/04/George.jpg)](http://peeragogy.org/resources/meet-the-team/george/)**George -Brett – USA, VA Author, Edior, Meeting Support** - +Brett – USA, VA Author, Editor, Meeting Support** "Autodidactic techno arsty craftsy eclecticist." Many years as a diplomat for IT technology as applied to research and education. I'm a teacher/trainer, consultant, analyst, info ferret, artist, life-long @@ -67,7 +61,7 @@ LinkedIn](http://www.linkedin.com/in/ghbrett/ "George on LinkedIn") | archival)](http://ghbrett.org "George's Website") **[![image](http://peeragogy.org/wp-content/uploads/2012/04/Suz.jpg "Suz")](http://peeragogy.org/wp-content/uploads/2012/04/Suz.jpg)Suz -Burroughs - USA, CA****Author, Designer** I enable the connections +Burroughs - USA, CA ****Author, Designer** I enable the connections between the teacher and learner in all of us. [Learning Designer](http://www.learningsolutionsmag.com/articles/795/behavior-centered-design-at-google-a-case-study), [Design Thinking @@ -75,21 +69,19 @@ facilitator](http://googleblog.blogspot.com/2012/12/unleashing-creativity-in-goo [Visiting Professor of Innovation](http://www.stmarytx.edu/news/top-stories/index.php?headline=Design_Thinking_Now_a_Part_of_MBA_Program), and *Communitarian*. - Reach Suz on ... | [Suz’ personal website](http://susanburroughs.squarespace.com/) **[![image](http://peeragogy.org/wp-content/uploads/2012/04/Joe.jpg "Joe")](http://peeragogy.org/wp-content/uploads/2012/04/Joe.jpg)Joe -Corneli – U.K.****Author, Editor** Joseph Corneli is a Ph. D. student at -the Knowledge Media Institute of The Open University, UK, where he does -research on how people learn mathematics. He is a member of the board of -directors of the US-based nonprofit, [PlanetMath.org](planetmath.org). - +Corneli – U.K. ****Author, Editor** Joseph Corneli is a Ph. D. student +at the Knowledge Media Institute of The Open University, UK, where he +does research on how people learn mathematics. He is a member of the +board of directors of the US-based nonprofit, +[PlanetMath.org](planetmath.org). Reach [Joe on Identi.ca](http://identi.ca/arided) | [Joe’s personal website](http://metameso.org/~joe%20) [![Jay](http://peeragogy.org/wp-content/uploads/2012/04/Jay.jpg)](http://peeragogy.org/resources/meet-the-team/jay/) - **Jay Cross – USA, CA** **Author** Jay is the Johnny Appleseed of informal learning. The [Internet Time @@ -105,7 +97,6 @@ Jeffrey Danoff – USA, IL** **Author** Charles is the Owner of Mr. Danoff's Teaching Laboratory, an Educational Publishing and Services firm he established in 2009. With Joe Corneli, he started publishing research on Paragogy, Peeragogy's inspiration, in late 2010. - Reach [Charles on Identi.ca](http://identi.ca/mrd) | [Charles' personal website](http://mr.danoff.org) @@ -115,7 +106,6 @@ education has shifted from an emphasis on my teaching, to a more central focus on student learning, and finally to an activity-systems approach as I have come to realize that the two (teacher and learner) are inseparable parts of the learning ecosystem. - Reach [James on Google+](https://plus.google.com/u/0/114552232610071440407/about) | [James’ personal website](http://edgility.net) @@ -125,7 +115,6 @@ Graves, PhD - New Zealand Editor** Founder of [SlideSpeech](http://slidespeech.com). Graduate of [Singularity University](http://singularityu.org) and [AUT](http://www.aut.ac.nz/ "AUT University"). - Reach John on [Twitter](http://twitter.com/slidespeech) | [Personal website](http://slidespeech.tumblr.com) @@ -134,14 +123,12 @@ Johnson, EdD – USA, CA Author, Developer** I mix formal learning programs with programs to help learners begin to work, live, and create everywhere. My own adventures include writing, singing, video, teaching, and parenting 3 teens. - Reach [Gigi on Twitter](http://twitter.com/maremel) | [Gigi’s personal page](http://maremel.com) **[![image](http://peeragogy.org/wp-content/uploads/2012/04/Anna.jpg "Anna")](http://peeragogy.org/wp-content/uploads/2012/04/Anna.jpg)Anna -Keune – Germany/Finland****Co-author, Designer** I design technology for -learning and I like it. - +Keune – Germany/Finland ****Co-author, Designer** I design technology +for learning and I like it. Reach [Anna on Twitter](https://twitter.com/#!/akeune) | [Anna's personal website](www.annakeune.com) @@ -150,7 +137,6 @@ Larson - USA, FL** **Editor** Kyle Larson is an undergraduate thesis student at New College of Florida. His research interests include composition theory, rhetorical theory, computers and composition, and pedagogy. - Reach [Kyle on Google+](https://plus.google.com/110988036495982155492/posts) @@ -158,18 +144,16 @@ Google+](https://plus.google.com/110988036495982155492/posts) Legrand – Belgium Author** I'm a financial journalist, heavily involved in experimenting with social media and new forms for reporting and community conversation. - Reach [Roland on Twitter](http://www.twitter.com/rolandlegrand) | [Roland’s personal website](http://www.mixedrealities.com) **[![image](http://peeragogy.org/wp-content/uploads/2012/04/Amanda.jpg "Amanda")](http://peeragogy.org/wp-content/uploads/2012/04/Amanda.jpg)Amanda -Lyons – **USA**, NY****Designer** I am a Visual Practitioner, +Lyons – **USA**, NY ****Designer** I am a Visual Practitioner, Organization Development Consultant & Experiential Educator. I love helping people communicate via visual tools that generally include markers and paper. I think our education system (in the U.S.) could benefit from using visual communication tools as well as text based methods to teach. - Reach [Amanda on Twitter](https://twitter.com/#!/amanda_lyons) | [Amanda's personal website](www.visualsforchange.com/blog%20%20) @@ -178,56 +162,50 @@ Neal – USA, WA** **Communications and Media** I am driven by technology and its ability to modify virtual communities and social media. Coupled with a passion for Social:Learn, Social:iA, Situated Cognition, Social Learning Theory, Connectivism and Collective Intelligence etc. - Reach [Christopher on Google+](https://plus.google.com/u/0/106960445015668581969/posts) | [Christopher's personal website](http://beyondcredentials.com/index.php?option=com_bc_profile_pages&uname=berkeleyalum) **[![image](http://peeragogy.org/wp-content/uploads/2012/04/Ted.jpg "Ted")](http://peeragogy.org/wp-content/uploads/2012/04/Ted.jpg)Ted -Newcomb – USA, AZ****Author, Analytical project overview** Happily +Newcomb – USA, AZ ****Author, Analytical project overview** Happily retired grandpa, curating on digital culture, sociology of the web; interested in collaboration and cooperation in digital networks that result in positive change. - Reach [Ted on About.me](http://about.me/tcnewcomb) | [Ted’s personal website](http://www.tcnewcomb.com) **![Charlotte Pierce](http://peeragogy.org/wp-content/uploads/2012/12/CP-Headshot.jpg)Charlotte -Pierce – USA, MA****Editor, Publisher** Indie publisher who finds in +Pierce – USA, MA ****Editor, Publisher** Indie publisher who finds in happiness in pushing her limits and seeing them back down. Augmented her intellect in RheingoldU's [Think-Know Tools](http://socialmediaclassroom.com/host/think/ "Tools & practices for intellect augumentation & knowledge management") course, then joined the amazing Peeragogy community, where the plot thickens. - Reach [Charlotte on Twitter](https://twitter.com/#!/piercepress "Charlotte Pierce Twitter account") | [Charlotte's personal website](http://www.PiercePress.com "Pierce Press, DayTripper Books, Face The Book TV, and Pierce Productions") **[![image](http://peeragogy.org/wp-content/uploads/2012/04/Howard.jpg "Howard")](http://peeragogy.org/wp-content/uploads/2012/04/Howard.jpg)Howard -Rheingold – USA, CA****Author, Editor** Inspired by Charles Danoff and +Rheingold – USA, CA ****Author, Editor** Inspired by Charles Danoff and Joe Corneli's work on paragogy, I instigated the Peeragogy project in order to provide a resource for self-organizing self-learners. Learning is my passion. - Reach [Howard on Twitter](https://twitter.com/#!/hrheingold) | [Howard’s personal website](http://www.rheingold.com) **[![image](http://peeragogy.org/wp-content/uploads/2012/04/Paola.jpg "Paola")](http://peeragogy.org/wp-content/uploads/2012/04/Paola.jpg)Paola -Ricaurte – Mexico****Author, Translator** My belief: education and +Ricaurte – Mexico ****Editor, Translator** My belief: education and technology are essential tools for social change. My challenges: activist, teacher, mother, immigrant. My philosophy: I am what I am because of who we all are. - Reach [Paola on Twitter](https://twitter.com/paolaricaurte) | [Paola's personal website](http://blogs.eluniversal.com.mx/virtualis/) **![image](http://peeragogy.org/wp-content/uploads/2012/09/11156_377222500053_6186870_n-e1347489848265.jpg "Fabrizio Terzi")Fabrizio Terzi – IT Inventor, Designer, Translator** - I am involved in social and educational projects related to public access to knowledge and cultural diversity. I am an active member of FSF and the FTG -- working on Free/Open Culture. @@ -240,7 +218,6 @@ Walker – U.K. Author** A Further and Higher Education Lecturer and Tutor with 12 years experience of teaching in a wide range of subject areas. Social networker, e-learning advocate and user of blended learning techniques which follow from experience of teaching distance learning. - Reach [Geoff on Twitter](https://twitter.com/#!/geoffreyawalker) | [Geoff’s personal website](http://geoffreyawalker.blog.co.uk) diff --git a/en-md/messy_with_lurkers.md b/en-md/messy_with_lurkers.md index fee3850..099277b 100644 --- a/en-md/messy_with_lurkers.md +++ b/en-md/messy_with_lurkers.md @@ -1,4 +1,6 @@ -> **Gigi Johnson***:*(1) Co-learning is Messy. It needs time, patience, +**Definition**: + +> **Gigi Johnson**:(1) Co-learning is Messy. It needs time, patience, > confusion, re-forming, re-norming, re-storming, etc. Things go awry > and part of norms needs to be how to realign. (2) Co-learning is a > VERY different experience from traditional teacher-led learning in @@ -11,40 +13,55 @@ > traditional class finished, I'd have a hard time getting next > quarter's classes approved! -The second point is similar to the earlier Anti-pattern -“[Misunderstanding Power -(Laws)](http://socialmediaclassroom.com/host/peeragogy/forum/anti-patterns-concerns-complaints-and-critiques#comment-1854)”. -People have to join in order to try, and when joining is low-cost, and -completion low-benefit, it is not surprising that many people will -"dissipate" as the course progresses. The "messiness" of co-learning is -interesting because it points to a sort of “internal dissipation", as -contributors bring their multiple different backgrounds, interests, and -communication styles to bear. - -> **Tomlinson et al.**: More authors means more content, but also more +**Problem**: + +> **Tomlinson *et al.***: More authors means more content, but also more > words thrown away. Many of the words written by authors were deleted > during the ongoing editing process. The sheer mass of deleted words > might raise the question of whether authoring a paper in such a -> massively distributed fashion is efficient. [1] +> massively distributed fashion is efficient. + +**Solution**: People have to join in order to try, and when joining is +low-cost, and completion low-benefit, it is not surprising that many +people will "dissipate" as the course progresses. The "messiness" of +co-learning is interesting because it points to a sort of “internal +dissipation", as contributors bring their multiple different +backgrounds, interests, and communication styles to bear. -If we were to describe this situation in traditional subject/object -terms, we would say that peer production has a "low signal to noise -ratio". However, it may be more appropriate (and constructive) to think -of meanings as co-constructed as the process runs, and of messiness (or -meaninglessness) as symptomatic, not of peer production *itself*, but of +**Challenges**: If we were to describe this situation in the traditional +subject/object, sender/receiver terms of information theory, we would +say that peer production has a "low signal to noise ratio", and we would +tend to think of it as a highly inefficient process. However, it may be +more appropriate (and constructive) to think of meanings as +co-constructed as the process runs, and of messiness (or +meaninglessness) as symptomatic, not of peer production itself, but of deficiencies or infelicities in shared meaning-making and "integrating" features. -### Reference +**What’s Next**: What comes out of thinking about the anti-pattern is +that we need to be careful about how we think about “virtues” in a peer +production setting. It is not just a question of being a “good +contributor” to an existing project, but of continually improving the +methods that this project uses to make meaning. + +**References**: 1. Tomlinson, B., Ross, J., André, P., Baumer, E.P.S., Patterson, D.J., Corneli, J., Mahaux, M., Nobarany, S., Lazzari, M., Penzenstadler, B., Torrance, A.W., Callele, D.J., Olson, G.M., Silberman, M.S., Ständer, M., Palamedi, F.R., Salah, A., Morrill, E., Franch, X., Mueller, F., Kaye, J., Black, R.W., Cohn, M.L., Shih, P.C., Brewer, - J., Goyal, N., Näkki, P., Huang, J., Baghaei, N., and Saper, C., - [Massively Distributed Authorship of Academic + J., Goyal, N., Näkki, P., Huang, J., Baghaei, N., and Saper, + C.,[Massively Distributed Authorship of Academic Papers](http://altchi.org/submissions/submission_wmt_0.pdf), - *Proceedings of Alt.Chi, Austin Texas, May 5–10 2012* (10 page + *Proceedings of Alt.Chi*, Austin Texas, May 5–10 2012 (10 page extended abstract), ACM, 2012, +2. Yochai Benkler, and Helen Nissenbaum (2006). "Commons-based Peer + Production and Virtue." *Journal of Political Philosophy* 14.4 : + 394-419. + +3. Paul Kockelman (2010). "Enemies, parasites, and noise: How to take + up residence in a system without becoming a term in it" *Journal of + Linguistic Anthropology* 20.2: 406-421 + diff --git a/en-md/misunderstanding_power.md b/en-md/misunderstanding_power.md index afd9264..2526685 100644 --- a/en-md/misunderstanding_power.md +++ b/en-md/misunderstanding_power.md @@ -1,3 +1,5 @@ +**Definition**: + > **Wikipedia**: Zipf's law states that given some corpus of natural > language utterances, the frequency of any word is inversely > proportional to its rank in the frequency table. Thus the most @@ -5,49 +7,60 @@ > most frequent word, three times as often as the third most frequent > word, etc. [1] -Zipf's law (or other formulations of the same thing) govern the [size of +Related formulations, called power laws, model the [size of cities](http://www2.econ.uu.nl/users/marrewijk/geography/zipf/index.htm), -and related formulations describe [energy -use](http://pricetags.wordpress.com/2010/10/26/kleibers-law-growth-and-creativity-in-cities/): -roughly speaking, an elephant has a lower metabolism than a mouse and is -more "energy efficient". At that same link, we see the suggestion that -creativity and other social network effects speed up as population -grows! *The anti-pattern*: how many times have we been at a conference -or workshop and heard someone say (or said ourselves) "wouldn't it be -great if this energy could be sustained all year 'round?" Or in a -classroom or peer production setting, wondered why it is that everyone -does not participate equally. "Wouldn't it be great if we could increase -participation?" But participation in a given population is going falls -off according to *some* power law (see Introduction to Power Laws in -[The Uncertainty Principle, Volume II, Issue +and describe [energy use in +animals](http://pricetags.wordpress.com/2010/10/26/kleibers-law-growth-and-creativity-in-cities/) +and social network effects. Creativity and other social network effects +-- like crime -- are more prevalant in large cities. Power laws also +describe the forces governing [online +participation](http://shirky.com/writings/powerlaw_weblog.html). But it +is easy to forget this. + +**Problem**: How many times have we been at a conference or workshop and +heard someone say (or said ourselves) "wouldn't it be great if this +energy could be sustained all year 'round?" Or in a classroom or peer +production setting, wondered why it is that everyone does not +participate equally. "Wouldn't it be great if we could increase +participation?" But participation in a given population will fall off +according to some power law (see Introduction to Power Laws in [The +Uncertainty Principle, Volume II, Issue 3](http://www.theuncertaintyprinciple.danoff.org/v2i3.html)). It would -be a grand illusion to assume that everyone is coming from a similar -place with regard to the various literacies and motivations that are -conducive to participation. Furthermore, a "provisionist" attitude ("If -we change our system we will equalize participation and access") simply -will not work in general. Power laws are an inherent epiphenomenon of -network flow. Certainly, if you can -[moderate](http://peeragogy.org/practice/moderation/ "Moderation") the -way the network is shaped, you can change the "exponent" -- for example, -by helping more people develop relevant literacies. But even so, -"equality" remains a largely abstract notional. Note, as well, that -participation in a given activity tends to fall off over time. Many -people would like to write a hit song or a best selling novel or start a -religion, etc., but few actually do, because it takes sustained effort -over time. See the anti-pattern “[Magical -Thinking](http://peeragogy.org/antipatterns/magical-thinking/ "Magical thinking")” -for more on this. Our ability to develop new literacies is limited. Much -as Paul Graham wrote about programming languages -- programmers are -typically "satisfied with whatever language they happen to use, because -it dictates the way they think about programs" -- so too are people -often "satisfied" with their social environments, because these tend to -dictate the way they think and act in life. - -### Reference +be an illusion to assume that everyone is coming from a similar place +with regard to the various literacies and motivations that are conducive +to participation. + +**Solution**: It can be tempting to adopt a "provisionist" attitude, and +say: "If we change our system we will equalize participation and +access." + +**Challenges**: Power laws are an inherent epiphenomenon of network +flows. If you can adjust the way the way the network is shaped, for +example, through +[moderatation](http://peeragogy.org/practice/moderation/), then you may +be able to change the "exponent" in the power law. But even so, +"equality" remains a largely abstract notion. Note, also, that +participation in a given activity tends to fall off over time. It's easy +to imagine writing a hit song or a best selling novel, but hard to pull +this off, because it takes sustained effort over time. See the +anti-pattern [Magical +Thinking](http://peeragogy.org/antipatterns/magical-thinking/). + +**What’s Next**: As Paul Graham wrote about programming languages -- +programmers are typically "satisfied with whatever language they happen +to use, because it dictates the way they think about programs" -- so too +are people often "satisfied" with their social environments, because +these tend to dictate the way they think and act in life. Nevertheless, +if we put our minds to it, we can become more “literate” in the patterns +that make up our world and the ways we can effect change. + +**References**: 1. [Zipf's - law](http://en.wikipedia.org/w/index.php?title=Zipf%27s_law&oldid=575709945). + law](http://en.wikipedia.org/w/index.php?title=Zipf's_law&oldid=575709945). (2013). In *Wikipedia, The Free Encyclopedia*. + 2. Graham, P. (2001). [Beating the averages](http://www.paulgraham.com/avg.html). + diff --git a/en-md/moderation.md b/en-md/moderation.md index 6fe4381..b29ee75 100644 --- a/en-md/moderation.md +++ b/en-md/moderation.md @@ -1,18 +1,42 @@ +**Definition**: Moderation seems to have a double meaning: there's +moderation as in moderation in all things and moderation as in keeping a +discussion going smoothly. Actually, both of them are about the same +thing. + +**Problem**: +[Participation](http://peeragogy.org/organizing-a-learning-context/participation/) +in online forums tends to follow a "power law," with vastly unequal +engagement. + +**Solution**: If you want to counteract this tendency, one possibility +would simply be for the most active participants to step back, and +moderate how much they speak. This is related the the [Carrying +Capacity](http://peeragogy.org/patterns-usecases/patterns-and-heuristics/carrying-capacity/) +pattern and the [Misunderstanding +Power](http://peeragogy.org/practice/antipatterns/misunderstanding-power/) +anti-pattern: check those out before you proceed. + +**Examples**: Occupy Wall Street used a technique that they called the +“[progressive stack](http://en.wikipedia.org/wiki/Progressive_stack).” +There are lots of other strategies to try. + > **The Co-Intelligence Institute**: Why is a fishbowl more productive > than debate? The small group conversations in the fishbowl tend to > de-personalize the issue and reduce the stress level, making people's > statements more cogent. Since people are talking with their fellow > partisans, they get less caught up in wasteful adversarial games. -[Participation](http://peeragogy.org/organizing-a-learning-context/participation/ "Participation") -in online forums tends to follow a "power law," with vastly unequal -engagement. If you want to counteract this tendency, one possibility -would simply be for the most active participants to step back, and -moderate how much they speak. This is related the the [Carrying -Capacity](http://peeragogy.org/patterns-usecases/patterns-and-heuristics/carrying-capacity/ "Carrying Capacity / Channel Capacity") -pattern and the [Misunderstanding -Power](http://peeragogy.org/practice/antipatterns/misunderstanding-power/ "Misunderstanding power") -anti-pattern: check those out before you proceed. Occupy Wall Street -used a related technique that they called the “[progressive -stack](http://en.wikipedia.org/wiki/Progressive_stack).” There are lots -of other strategies to try. +**Challenges**: In a distributed project, there are many +side-conversations, and it is impossible (and would be undesirable) for +any one person to moderate all of them. The difficulty occurs if one of +these conversations becomes uncomfortable for one or more participants, +for whatever reason. Rather than depending on one central moderator, +it's useful for everyone in the project to be aware of the principles +underlying effective moderation, and apply them together even in small +side-projects. + +**What’s Next**: We recently ran a Paragogical Action Review to elicit +feedback from participants in the Peeragogy project. Some of them +brought up dissatisfactions, and some of them brought up confusion. Can +we find ways to bring these concerns front-and-center, without +embarrassing the people who brought them up? diff --git a/en-md/more_fun.md b/en-md/more_fun.md index 0a4b418..ad49f34 100644 --- a/en-md/more_fun.md +++ b/en-md/more_fun.md @@ -1,5 +1,4 @@ Consider the following learning scenarios: - 1. A small study group for a tough class in Quantum Mechanics convenes at at the library late one night, resolving to do well on the next day’s exam. The students manage to deflect their purpose for a while @@ -23,7 +22,6 @@ they master a trick. In most cases, the primary motivation for learning physics is extrinsic, coming from parents' and society’s expectations that the student excel and assure his or her future by getting into a top college. - The student very well could be intrinsically motivated to have a glowing report card, but not for the joy of learning physics or chemistry, but because of the motivation to earn a high grade as part of her overall @@ -49,7 +47,6 @@ have to accept that. width="300"]![Mendeleev](http://24.media.tumblr.com/tumblr_m25ta0G1pC1rttc8xo1_r1_500.jpg) Photo of Dmitri Mendeleev (1834-1907). Found on The Guardian’s Notes & Theories blog. Public domain.[/caption] - One way to think about fun learning is that it’s fun to learn - and be aware that you're learning - new patterns. Jürgen Schmidhuber wrote: “A [...] learner maximizes expected fun by finding or creating data that is @@ -60,8 +57,7 @@ patterns: novel tricks that are learnable. (By the way, a few people, like mathematician William Stein, find ways to combine the love of science and skateboarding.) -Learner, know thyself: a self-evaluation technique --------------------------------------------------- +## Learner, know thyself: a self-evaluation technique The learning contributed and acquired by each member of the peer learning enterprise depends on a healthy sense of self-awareness. When @@ -80,7 +76,6 @@ learning activities, social reinforcements, and visible reward. The peeragogical view is that learning is most effective when it contains some form of enjoyment or satisfaction, or when it leads to a concrete accomplishment. - When joining the Peeragogy project, Charles Jeffrey Danoff did a brief self-evaluation about what makes him interested in learning: @@ -98,9 +93,7 @@ self-evaluation about what makes him interested in learning: We will explore the patterns of peer learning in more detail in the section on [practice](http://peeragogy.org/practice/). - -Reference ---------- +## Reference 1. Schmidhuber, J. (2010). Formal theory of creativity, fun, and intrinsic motivation. Autonomous Mental Development (IEEE), 2(3), diff --git a/en-md/motivation.md b/en-md/motivation.md index e49be21..360df7b 100644 --- a/en-md/motivation.md +++ b/en-md/motivation.md @@ -8,7 +8,6 @@ The primary motivators reported by participants in the Peeragogy project include: - 1. Acquisition of training or support in a topic or field; 2. Building relationships with interesting people; 3. Finding professional opportunities through other participants; @@ -29,18 +28,15 @@ factors. Actions that typify inappropriate behavior in one culture might represent desirable behavior in another. Motivations often come out of the closet through conflict; for example, when one learner feels offended or embarrassed by the actions of another. - > **Philip Spalding**: *“The idea of visiting a garden together in a > group to learn the names of flowers might have been the original > intention for forming a Garden Group. The social aspect of having a > day out might be goal of the people participating.”* *[![4427](http://peeragogy.org/wp-content/uploads/2013/01/44272.jpg)](http://peeragogy.org/motivation/4427-3/)* - *"What's my motivation?"* -Example: Peeragogy editor Charlotte Pierce -========================================== +# Example: Peeragogy editor Charlotte Pierce Basically, I’m here because as an early adopter and admitted gadget freak, I find it fun and rewarding to explore new technologies and @@ -83,16 +79,14 @@ project. I connected, learned, grew, and contributed. Now I'm on the brink of starting a peer learning project of my own in my publishing organization, IPNE.org. Stay tuned! -Example: Cafes, schools, workshops -================================== +# Example: Cafes, schools, workshops Suppose we wanted to make Peeragogy into a model that can be used in schools, libraries, and so forth, worldwide - and, in fact we do! How can we bring the basic Peeragogy motivations to bear, and make a resource, plan of action, and process that other people can connect -with? In brief, how do we build peer learning into the -curriculum*,*providing new insight from the safety of the existing -structure? +with? In brief, how do we build peer learning into the curriculum*, +*providing new insight from the safety of the existing structure? One concrete way to implement these broad aims would be to make a peeragogy-oriented *development* project whose goal is to set up a @@ -133,7 +127,6 @@ Accelerator](http://commonsabundance.net/docs/help-build-the-peeragogy-accelerat for a half-dozen peer learning projects, each of which defines their own metrics for success, but who come together to offer support and guidance, using the *Peeragogy Handbook* as a resource? - ### Reference 1. Jérôme Hergueux (2013). [Cooperation in a Peer Production Economy: diff --git a/en-md/navel_gazing.md b/en-md/navel_gazing.md index 0a8483e..ddec5d1 100644 --- a/en-md/navel_gazing.md +++ b/en-md/navel_gazing.md @@ -1,21 +1,39 @@ -The difficulty I am referring to breaks down like this: +**Definition**: The difficulty breaks down like this: 1. Certainly we cannot get things done just by talking about them. -2. And yet, feedback *can* be useful, i.e., if there are mechanisms for + +2. And yet, feedback can be useful, i.e., if there are mechanisms for responding to it in a useful fashion. -3. The associated *anti-pattern* is a special case of the prototypical - Bateson [double bind](http://en.wikipedia.org/wiki/Double_bind), + +3. The associated anti-pattern is a special case of the prototypical + Batesonian [double bind](http://en.wikipedia.org/wiki/Double_bind), "the father who says to his son: go ahead, criticize me, but strongly hints that all effective criticism will be very unwelcome" [1], p. 88. -And indeed -- criticism is not always useful. Sometimes it is just -"noise". The art of paragogical praxis is to make something useful out -of what would otherwise just be noise*.* (And, note, we have hinted that -for this project, [effective criticism will be very -welcome](http://peeragogy.org/how-to-use-this-handbook/ "How to use this handbook")!) +**Problem**: Criticism is not always useful. Sometimes it is just +"noise". + +**Solution**: It's tempting to create “open” systems that inadvertantly +replicate the double bind -- by being open to criticism, but unable to +act on it effectively. + +**Challenges**: A long list of criticisms that haven't been dealt with +is maybe better than no communication at all, but it's also a tell-tale +sign of deeper dissatisfaction. It's better to make sure you have enough +bandwidth (see [Carrying +Capacity](http://peeragogy.org/patterns-usecases/patterns-and-heuristics/carrying-capacity/)) +for dealing with a given class of problems and issues. Adjust your focus +accordingly, but be careful (see +“[Isolation](http://peeragogy.org/antipatterns/isolation/)”). + +**What’s Next**: We have hinted that, in this project, [effective +criticism is very +welcome](http://peeragogy.org/how-to-use-this-handbook/)! But +understanding what makes criticism effective is, in general, still a +research problem. -### Reference +**Reference**: 1. Deleuze, G., and Guattari, F. (2004). *Anti-oedipus*. Continuum International Publishing Group. diff --git a/en-md/newcomer.md b/en-md/newcomer.md index 61655b4..c574a17 100644 --- a/en-md/newcomer.md +++ b/en-md/newcomer.md @@ -1,28 +1,43 @@ [![Fool card from Michael Everson and Karl Pentzlin's proposal ISO/IEC JTC1/SC2/WG2 N4089](http://peeragogy.org/wp-content/uploads/2012/04/unicode-fool.jpeg)](http://peeragogy.org/practice/newcomer/unicode-fool/) -Unless there is a new person to talk to, a lot of the "education stuff" -we do could grow stale. Many of the patterns and use cases for peeragogy -assume that there will be an audience or a new generation of learners - -hence the drive to create a guide. Note that the newcomer and the -[wrapper](http://peeragogy.org/practice/wrapper/ "Wrapper") may work -together to make the project accessible. Even in the absence of actual -newcomers, we often try and look at things with a "beginner's mind." For -example: +**Definition**: Unless there is a new person to talk to, a lot of the +"education stuff" we do could grow pretty stale. Many of the patterns +and use cases for peeragogy assume that there will be an audience or a +new generation of learners. + +**Problem**: Some of the problems are well summed up with a quote: > **Régis Barondeau**: I joined this handbook project late, making me a -> "newcomer". When I started to catch up, I rapidly faced doubts: *Where +> "newcomer". When I started to catch up, I rapidly faced doubts: Where > do I start? How can I help? How will I make it, having to read more > than 700 posts to catch up? What tools are we using ? How do I use -> them?* Etc. Although this project is amazingly interesting, catching +> them? Etc. Although this project is amazingly interesting, catching > the train while it already reached high speed can be an extreme sport. -> By taking care of newcomers, we might avoid loosing valuable -> contribuors because they don't know how and where to start, and keep -> our own project on track. **Charlotte Pierce**: Joe was working a lot -> on the book, and I thought "this is interesting hard work, and he -> shouldn't have to do this alone." As a Peeragogy newcomer, I was -> kindly welcomed and mentored by Joe, Howard, Fabrizio, and others. I -> asked naive questions and was met with patient answers, guiding -> questions, and resource links. Concurrently, I bootstrapped myself -> into a position to contribute to the workflow by editing the live -> manuscript for consistency, style, and continuity. +> By taking care of newcomers, we might avoid losing valuable +> contributors because they don't know how and where to start, and keep +> our own project on track. + +**Solution**: It is good to try to become aware of what a newcomer +needs, and what their motivations are. Another quote can illustrate: + +> **Charlotte Pierce**: Joe was working a lot on the book, and I thought +> "this is interesting hard work, and he shouldn't have to do this +> alone." As a Peeragogy newcomer, I was kindly welcomed and mentored by +> Joe, Howard, Fabrizio, and others. I asked naive questions and was met +> with patient answers, guiding questions, and resource links. +> Concurrently, I bootstrapped myself into a position to contribute to +> the workflow by editing the live manuscript for consistency, style, +> and continuity. + +**Challenges**: Newcomers in the Peeragogy project have often complained +about feeling confused, suggesting that our project roadmap that the +newcomer and the[roadmap](http://peeragogy.org/practice/roadmap/) may +not be sufficiently clear, and that more work has to be done the project +accessible. Even in the absence of actual newcomers, we need to try and +look at things with a "beginner's mind. + +**What’s Next**: We recently revised the “How to Get Involved” page, +listing the top ten sites we use. Another reasonable thing to post would +be a top-ten list of activities, so that people can get an easier view +on the kinds of things we do in the project. diff --git a/en-md/organizing.md b/en-md/organizing.md index d206a80..1187593 100644 --- a/en-md/organizing.md +++ b/en-md/organizing.md @@ -10,7 +10,6 @@ For the moment we consider the following division: This section focuses on existing learning contexts and examines in detail how they have been "organized" by their (co-)creators. At a "meta-level" of media, we can talk about this parallel structure: - - *Building Co-learning Platforms* - Development trajectories (e.g. "design, implement, test, repeat") @@ -24,7 +23,6 @@ designers" -- as well as for learners -- should be: *what features best support learning?* The answer will depend on the learning task and available resources. - For example, nearly everyone agrees that the best way to learn a foreign language is through immersion. But not everyone who wants to learn, say, French, can afford to drop everything to go live in a French-speaking @@ -41,8 +39,8 @@ associated "learning orientation" will also depend on the task and resources at hand. The following sections will develop this issue further through some specific case studies. -Case study 1 (pilot, completed): "Paragogy" and the After Action Review. ------------------------------------------------------------------------- +## Case study 1 (pilot, completed): "Paragogy" and the After Action +Review. In our analysis of our experiences as course organizers at P2PU, we (Joe Corneli and Charlie Danoff) used the US Army's technique of After Action @@ -55,7 +53,6 @@ paper](http://paragogy.net/ParagogyPaper2) [2]: > peers, and examines the operations of the unit as a whole. > > The four steps in an AAR are: -> > 1. Review what was supposed to happen (training plans). > 2. Establish what happened. > 3. Determine what was right or wrong with what happened. @@ -84,8 +81,7 @@ re-used in a design/administration/moderation approach [4]. For example, we also used the AAR to help structure our writing and subsequent work on [paragogy.net](http://paragogy.net). -Case Study 2 (in progress): "Peeragogy". ----------------------------------------- +## Case Study 2 (in progress): "Peeragogy". Our particular focus in the interviews was on drawing out and emphasizing the relational dimension of students, learning experiences @@ -101,12 +97,10 @@ Peeragogy community with questions similar to those used by Boud and Lee [1] and then identify strengths and shortcomings as we did with the AAR above. These questions are derived from the AAR. -Questions ---------- +## Questions These were discussed, refined, and answered on an etherpad: revisions to the original set of questions are marked in italics. - 1. Who have you learned with or from in the Peeragogy project? *What are you doing to contribute to your peers' learning?* 2. How have you been learning during the project? @@ -199,8 +193,7 @@ those. Some of the tensions highlighted in the answers are as follows: proposed asking questions in a more ongoing fashion, e.g., asking people who are leaving: "What made you want to quit the project?" -Discussion ----------- +## Discussion > **Lisewski and Joyce**: In recent years, the tools, knowledge base and > discourse of the learning technology profession has been bolstered by @@ -219,7 +212,6 @@ studies and descriptive patterns. As we share our experiences and make needed adaptations, our techniques for doing peer learning and peer production become more robust. Based on the experiences described above, here are a few things people may want to try out in future projects: - - "Icebreaking" techniques or a "buddy system"; continual refactoring into teams. - Maintain a process diagram that can be used to "triage" new ideas @@ -229,17 +221,44 @@ here are a few things people may want to try out in future projects: - Gathering some information from everyone who joins, and, if possible, everyone who leaves. - ------------------------------------------------------------------------------------------------------------------ --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- - **Paragogical Principles...** **Reflections on practice and experience suggest...** - 1. *Changing context as a decentered center.* We interact by changing the space. 1. **Develop empirical studies and a critical apparatus.***It seems we begin with *w*eak ties, and then experience a slow formation of "peer" relationships, as we form and re-form our social context, and come to better understand our goals.* - 2. *Meta-learning as a font of knowledge.* We interact by changing what we know about ourselves. 2. **Find companions for the journey**. *We learn a lot about ourselves by interacting with others. But participants struggle to find the right way to engage:* *"co-learning", "co-teaching", or "co-producing"? Moreover, "People come--they stay for a while, they flourish, they build--and they go."* - 3. *Peers provide feedback that wouldn’t be there otherwise.* We interact by changing our perspective on things. 3. **Work with real users**. *We begin with a weak structure at the outset but this may afford a more "flexible" approach as time goes on (see also this [handbook section](http://peeragogy.org/adding-structure-with-activities/ "Adding structure with activities") which offers advice on designing activities that help create a "flexible structure").* - 4. *Learning is distributed and nonlinear.* We interact by changing the way things connect. 4. **Study and build nonlinear interfaces**. *There are a number of technological concerns, which in a large part have to do with tensions between "content production" and "conversation", and to a lesser extent critique the platforms we're using.* - 5. *Realize the dream if you can, then wake up!* We interact by changing our objectives. 5. **Limit philosophizing**. E*ven with a small group, we can extract meaningful ideas about peer learning and form a strong collective effort, which moves things forward for those involved: this means work. We would not get the same results through "pure contemplation".* - ------------------------------------------------------------------------------------------------------------------ --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- - -References ----------- +**Paragogical Principles...** +**Reflections on practice and experience suggest...** +1. *Changing context as a decentered center.* We interact by changing +the space. +1. **Develop empirical studies and a critical apparatus.***It seems we +begin with *w*eak ties, and then experience a slow formation of "peer" +relationships, as we form and re-form our social context, and come to +better understand our goals.* +2. *Meta-learning as a font of knowledge.* We interact by changing what +we know about ourselves. +2. **Find companions for the journey**. *We learn a lot about ourselves +by interacting with others. But participants struggle to find the right +way to engage:* *"co-learning", "co-teaching", or "co-producing"? +Moreover, "People come--they stay for a while, they flourish, they +build--and they go." * +3. *Peers provide feedback that wouldn’t be there otherwise.* We +interact by changing our perspective on things. +3. **Work with real users**. *We begin with a weak structure at the +outset but this may afford a more "flexible" approach as time goes on +(see also this [handbook +section](http://peeragogy.org/adding-structure-with-activities/ "Adding structure with activities") +which offers advice on designing activities that help create a "flexible +structure").* +4. *Learning is distributed and nonlinear.* We interact by changing the +way things connect. +4. **Study and build nonlinear interfaces**. *There are a number of +technological concerns, which in a large part have to do with tensions +between "content production" and "conversation", and to a lesser extent +critique the platforms we're using. * +5. *Realize the dream if you can, then wake up!* We interact by changing +our objectives. +5. **Limit philosophizing**. E*ven with a small group, we can extract +meaningful ideas about peer learning and form a strong collective +effort, which moves things forward for those involved: this means work. +We would not get the same results through "pure contemplation".* +## + +## References 1. Boud, D. and Lee, A. (2005). [‘Peer learning’ as pedagogic discourse for research diff --git a/en-md/participation.md b/en-md/participation.md index 87afcae..a0cf63d 100644 --- a/en-md/participation.md +++ b/en-md/participation.md @@ -20,8 +20,7 @@ this? How do *you* participate? ![image](http://peeragogy.org/wp-content/uploads/2013/10/james-gang.jpg) Hey you, stop this train! -Guidelines for participation ----------------------------- +## Guidelines for participation - Accept that some people want to watch what is going on before jumping in. This doesn't mean you have to keep them hanging around @@ -69,10 +68,10 @@ Peeragogy projects may be, naturally, a bit different from other settings, although we can potentially reuse both formal and informal methods of organization. For example, unlike a typical wiki -- or classroom -- peeragogy projects often expect to break the [90/9/1 -rule](http://en.wikipedia.org/wiki/1%25_rule_%28Internet_culture%29). -Keep in mind that some participants may not contribute all the time -- -but one really good idea can be a major contribution. See the -anti-pattern “[Misunderstanding +rule](http://en.wikipedia.org/wiki/1%_rule_(Internet_culture)). Keep in +mind that some participants may not contribute all the time -- but one +really good idea can be a major contribution. See the anti-pattern +“[Misunderstanding Power](http://peeragogy.org/practice/antipatterns/misunderstanding-power/ "Misunderstanding power")” for some further reflections on these matters. diff --git a/en-md/patterns.md b/en-md/patterns.md index 56d20c6..906fd0d 100644 --- a/en-md/patterns.md +++ b/en-md/patterns.md @@ -4,15 +4,14 @@ > want to take a look over the patterns we have collected here. You will > likely return here many times as your project develops. -What is a pattern? ------------------- +## What is a pattern? A pattern is anything that has a repeated effect. In the context of peeragogy, the practice is to repeat processes and interactions that advance the learning mission. Frequent occurrences that are not desirable are called anti-patterns! -> **Christopher Alexander**: “Each pattern describes a problems which +> **Christopher Alexander**: “Each pattern describes a problem which > occurs over and over again in our environment, and then describes the > core of the solution to that problem, in a way that you can use this > solution a million times over, without ever doing it the same way @@ -47,14 +46,50 @@ that Christopher Alexander introduced in his book, *A Pattern Language*. Peeragogy can help to extend and enrich this network, and, as we shall see, patterns can be used by those involved to do ongoing “emergent” design, not only by building new structures, but by adapting and -improving our catalog of patterns as we go. +improving our catalog of patterns as we go. For consistency, and easy +use, adaptation, and extension we present the patterns using the +following template. The format is meant to be neutral and easy to work +with -- it's, intentionally, an outline that you might use to write a +short abstract describing an active project. -Patterns of peeragogy ---------------------- +> **Title**: *Encapsulate the idea - possibly include a subtitle* +> +> **Definition**: *Explain the idea and the context in which it is +> meaningful. (You can link to other patterns, if they are useful for +> clarifying the relevant context.)* +> +> **Problem**: *Explain why there’s some issue to address here.* +> +> **Solution**: *Talk about an idea about how to address the issue.* +> +> **Challenges**: *Talk about what can go wrong.* +> +> **What’s Next**: *Talk about specific next steps. (Again, link to +> other patterns, if they are useful for clarifying the relevant +> context.)* +> +> The pattern template also includes the following optional elements: +> +> [**Objectives**: *Explain the purpose(s) of the proposed solution’s +> functioning, if they aren't fully specified by the description of the +> solution itself.*] +> +> [**Examples**: *Present example(s) that have been encountered, if this +> aids comprehension.*] +> +> [**References**: *Citations, if relevant.*] + +Notice the emphasis the active aspect of things -- the "What's Next" +section concretely links the patterns we discuss here to the Peeragogy +project. If you adapt them for use in your own project, you're likely to +have a different set of next steps. Although we think that these +patterns can be generally useful, they aren't useful in the abstract, +but rather, as a way for discussing what we actually do. + +## Patterns of peeragogy Here is our index of the main patterns we've found so far (described in more detail after the jump): - - [Wrapper](http://peeragogy.org/patterns/wrapper/) - Front end appearance to participants. Consolidate and summarize. - [Discerning a @@ -89,13 +124,17 @@ more detail after the jump): Repurposing, tinkering, or creating from scratch? We'll introduce three additional patterns in the chapter on [researching -peeragogy](http://peeragogy.org/to-peeragogy/researching-peeragogy/ "Researching peeragogy"). - -Anti-patterns for Peeragogy ---------------------------- - -And some "anti-patterns" (things to avoid if possible): +peeragogy](http://peeragogy.org/to-peeragogy/researching-peeragogy/ "Researching peeragogy"), +and one more in a short [case +study](http://peeragogy.org/case-study-learning-to-use-technology-with-peers-the-case-of-swats/) +that appears later on in this section. +## Anti-patterns for Peeragogy +And some "anti-patterns" (things to avoid if possible). Note that we use +the same template to talk about both patterns and anti-patterns, but +here, although the proposed solution may look like a good idea +initially, but it doesn't work so well over the long term. Pay +particular attention to the challenges that arise in practice! - [Isolation](http://peeragogy.org/antipatterns/isolation/) - A tale of silos, holes, and not-invented-here. - [Magical @@ -117,8 +156,7 @@ And some "anti-patterns" (things to avoid if possible): ties](http://peeragogy.org/antipatterns/stuck-at-the-level-of-weak-ties/) - Can we deepen the connection? -What is a use case? -------------------- +## What is a use case? A use case describes someone (or something) who uses a given system or tool to achieve a goal. A use case can include a title, a summary of the @@ -137,8 +175,7 @@ short, they are a lot like design patterns, which they may contain in hidden or explicit form. Use cases are presented in vignettes that appear throughout the book (like the one at the end of this section). -A peeragogy pattern language ----------------------------- +## A peeragogy pattern language By looking at how patterns combine in real and hypothetical use cases, you can start to identify a *pattern language* that can be used in your @@ -150,7 +187,7 @@ their plan is just to see what develops. You can see here how peeragogy patterns often break down further into individual micro-steps: we'll say more about that shortly. -![Roadmap](http://peeragogy.org/wp-content/uploads/2013/03/pattern-map1.jpg) +[![pattern-language](http://peeragogy.org/wp-content/uploads/2012/04/pattern-language.jpg)](http://peeragogy.org/wp-content/uploads/2012/04/pattern-language.jpg) The subsequent main sections of this book -- [*Convene*](http://peeragogy.org/convene/ "Convene"), @@ -168,23 +205,19 @@ What we've put together here is a starter kit. > glimpses of a much deeper level of structure, and is ultimately within > this deeper level of structure, that the origin of life occurs. [2] -Patterns and Problem Solving ----------------------------- +## Patterns and Problem Solving Ten potentially useful things to do when you're solving a problem are described by the computer scientist Marvin Minsky in a series of [m](http://web.media.mit.edu/~minsky/OLPC-1.html)[e](http://web.media.mit.edu/~minsky/OLPC-2.html)[m](http://web.media.mit.edu/~minsky/OLPC-3.html)[o](http://web.media.mit.edu/~minsky/OLPC-4.html)[s](http://web.media.mit.edu/~minsky/OLPC-5.html) written for the One Laptop Per Child project. We can sum them up visually with the following diagram: - ![image](http://metameso.org/~joe/heuristic-images.jpg) - We can also see some interesting connections between these intuitive problem solving heuristics and peeragogy patterns listed above. This can help illustrate further connections between the patterns, and some of the ways that groups can apply them to solve real-world problem. To elaborate briefly: - - Simplify things for **Newcomers**. We don't expect a newcomer to enter at full speed. - Use a **Roadmap** to guide us from one phase to another, while the diff --git a/en-md/peer-learning.md b/en-md/peer-learning.md index 995d82b..f45d905 100644 --- a/en-md/peer-learning.md +++ b/en-md/peer-learning.md @@ -18,9 +18,7 @@ > more effective informal educator. ![image](http://metameso.org/~joe/peeragogy-in-action.jpg) - -The interplay of individual and group -------------------------------------- +## The interplay of individual and group “Personal” supports “peer”. We can consciously cultivate living, growing, responsive webs of information, support, and inspiration that @@ -36,8 +34,7 @@ for help and offer our help to others, everybody’s learning escalates. Being mindful of effective interpersonal learning patterns is an important part of building an effective personal learning plan. -Peer learning through the ages ------------------------------- +## Peer learning through the ages As you will have guessed, our new term, peeragogy, is a riff on the word pedagogy — the art, science, or profession of teaching. Pedagogy has a @@ -93,9 +90,7 @@ width="461"][![image](http://upload.wikimedia.org/wikipedia/commons/thumb/b/b1/P [Platon Cave Sanraedam (1604)](http://commons.wikimedia.org/w/index.php?title=File:Platon_Cave_Sanraedam_1604.jpg&oldid=68567627 "Plato's Allegory of the Cave, Engraving by Jan Sanraedam"). By Jan Saenredam [Public domain], via Wikimedia Commons[/caption] - -From peer learning to peeragogy -------------------------------- +## From peer learning to peeragogy The idea that we needed a new theory (which we initially gave the name "paragogy" [4]) arose out of the challenges we faced doing peer @@ -151,8 +146,7 @@ words are actually synonyms. If you want to go into theory-building mode, you can spell it “paragogy”. If you want to be a bit more down to earth, stick with “peeragogy.” -References ----------- +## References 1. Dewey, J. (2004). Democracy and education. Dover Publications. 2. Vygotsky, L. S. (1986). Thought and language. MIT press. diff --git a/en-md/play.md b/en-md/play.md index d3118b3..c0b3aca 100644 --- a/en-md/play.md +++ b/en-md/play.md @@ -67,7 +67,6 @@ game-based learning and peer learning. Classic strategy games like also provide clear examples of peer learning practices: the question is partly, what skills and mindsets do our game-related practices really teach? - > **Socrates**: "No compulsory learning can remain in the soul . . . ln > teaching children, train them by a kind of game, and you will be able > to see more clearly the natural bent of each." (quoted by Thomas @@ -88,8 +87,7 @@ teach? with a group of people online and performing theatrical performances on a shared topic that are recorded. -References ----------- +## References 1. Gee, J. P. (1992). *The social mind: Language, ideology, and social practice*. Series in language and ideology. New York: Bergin & diff --git a/en-md/polling_for_ideas.md b/en-md/polling_for_ideas.md index c431fb8..52ce377 100644 --- a/en-md/polling_for_ideas.md +++ b/en-md/polling_for_ideas.md @@ -1,8 +1,33 @@ -... *and then Howard said:* "At the beginning, until we all know the -ropes well enough to understand when to create a new discussion forum -topic and when to add to an existing one, let's talk in this topic -thread about what else we want to discuss and I will start new topic -threads when necessary." Polling for Ideas can happen at many junctures -in a peer learning experience. We could poll for ideas like "what's -missing?", "who might like to join our group?", and "what are the right -tools and resources for us to use at this point?" +**Definition**: Polling for Ideas can happen at many junctures in a peer +learning experience. We could poll for ideas like "what's missing?", +"who might like to join our group?", and "what are the right tools and +resources for us to use at this point?" + +**Problem**: We recognize that we don't always know the answers in +advance -- particularly if we're trying to come up with an answer that +satisfies other people. + +**Solution**: Others might have an important or useful idea. Even if all +you can supply is the question and a context for discussion, they may be +willing to contribute these answers. + +**Example**: Near the start of the project, Howard suggested that we use +the forum categories he set up, but opened the floor to other ideas, in +this way: “At the beginning, until we all know the ropes well enough to +understand when to create a new discussion forum topic and when to add +to an existing one, let's talk in this topic thread about what else we +want to discuss and I will start new topic threads when necessary.” + +**Challenges**: In the Peeragogy in Action Google+ community, and in our +earlier Social Media Classroom forum, both of which have been open to +any suggestion at all, we've many different ideas appear and then roll +by without being catalogued. When you have too much data, it can be +necessary to take separate steps to organize it. At the other end of the +spectrum, people don't always respond to surveys, and you can end up +with less data than you'd like. + +**What’s Next**: We've considered asking new members of the project to +do an “entry survey” as part of joining the project, to describe their +aims and understanding of what they hope to contribute. This could +establish a context of contribution, and help new members to feel like +full “peers”. diff --git a/en-md/praxis_vs_poeisis.md b/en-md/praxis_vs_poeisis.md index 12cecdd..0249512 100644 --- a/en-md/praxis_vs_poeisis.md +++ b/en-md/praxis_vs_poeisis.md @@ -1,22 +1,49 @@ -> "Praxis, a noble activity, is always one of use, as distinct from -> poesis which designates fabrication. Only the former, which plays and -> acts, but does not produce, is noble." [1] (p. 101) - ![image](http://lh5.ggpht.com/_OLJ1m43rLvk/S3wtlforRrI/AAAAAAAAA6A/n3OUMGXp_Fs/s800/victorian%20collage_cards.JPG) 19th century collage cards, care of [Nick Haus](http://www.nickhaus.com/2010/02/afternoon-remembered-complete-with.html). -There is a tension between "making stuff" (*poesis*) and "using stuff" -(*praxis*). Peer *production*, as the name indicates, is about "making -stuff." And making stuff can be fun. But we should also ask ourselves, -how much new stuff do we really need? There's not a hard and fast answer -to that. We should also consider how much "learning" is really "remix" --- that is, re-use and recycling of other people's ideas and techniques. -Understanding and negotiating the tension between reuse and creativity -is the key to *the art of remix* or "paragogical praxis"! +**Definition**: Peer production, as the name indicates, is about "making +stuff." And making stuff can be fun and worthwhile. But we should also +ask ourselves, how much new stuff do we really need? Is there something +around that we could already use? There's not a hard and fast answer to +this question. + +**Problem**: Usually we end up working at both levels -- for example, +writing something new using an existing wiki, or creating a piece of +software that builds on someone else's API. Sometimes we have to dig +deeper, and recreate a system in a more bottom-up fashion. The main +issue at stake is to try to become clear about where you do and do not +need to start from scratch (and also, be aware of the fact that we +almost never really start from scratch). + +**Solution**: A lot of "learning" is really "remix" -- that is, reuse +and recycling of other people's ideas and techniques. Understanding and +negotiating the tension between reuse and creativity is the key to the +art of remix! + +**Challenges**: We've had interesting conversations recently about the +role of open source software in peeragogy. Most project participants +agree that the open source ideals are more important than strictly using +open source software for everything. Some feel that it would be best if +we create an open source alternative for any proprietary systems we use. +The debate has been an interesting and largely fruitful one: it's +mentioned here to point out that there's usually no one right answer to +“reuse” questions. + +**What’s Next**: “Platform” debates can be frustrating but can also add +something to a project in the long term, since they help people become +aware of their priorities. As mentioned in +the[Newcomer](http://peeragogy.org/patterns/newcomer/) pattern, +developing a more clear picture of the activities that we engage in in +the project will help make it comprehensible to others. It will also be +useful for us to have a clearer picture of what we do, and what we make. + +> **Jean Baudrillard**: "Praxis, a noble activity, is always one of use, +> as distinct from poesis which designates fabrication. Only the former, +> which plays and acts, but does not produce, is noble." [1] (p. 101) -### Reference +**Reference**: -1. Baudrillard, J. (1975). *The mirror of production*. Telos Press +1. Baudrillard, J. (1975). The mirror of production. Telos Press diff --git a/en-md/realtime.md b/en-md/realtime.md index 6cc5382..ce7cf8d 100644 --- a/en-md/realtime.md +++ b/en-md/realtime.md @@ -1,6 +1,5 @@ Author: [Howard Rheingold](http://peeragogy.org/resources/meet-the-team/ "Meet the Team") - ### Summary Web services that enable broadband-connected learners to communicate in @@ -13,8 +12,7 @@ for-free or for-fee platforms, tips on participative activities for real-time meetings, and suggestions for blending real-time and asynchronous media. -Real-time meeting media ------------------------ +## Real-time meeting media The *Peeragogy Handbook* was conceived and constructed by a group of people on four continents who had not met and had not known about each @@ -54,16 +52,13 @@ Free phone conferencing services provide another technological "lowest common denominator": some provide a few extras like downloadable recordings. ![image](http://socialmediaclassroom.com/host/peeragogy/system/files/images/Elluminate.img_assist_custom-800x694.png) - -Features of real-time meeting platforms ---------------------------------------- +## Features of real-time meeting platforms There are many free services for chat, screen-sharing, whiteboards, and video conferencing, but combining all these components in separate panes of the same screen (preferably) or as separate tabs of a browser can have a powerful synchronizing and harmonizing effect on the group. The features to look for in meeting platforms include: - **Audio and video**: Choose platforms that enable voice-over-internet-protocol (VOIP) and easy ways for participants to configure their microphones and speakers. Today's webcams, together with @@ -110,12 +105,11 @@ Collaborative anonymous mind-mapping of the discussion is one technique to try with whiteboards. The whiteboard can also be used to generate an emergent agenda for an "un-meeting". -Configuring Google+ Hangout - a free alternative for up to 10 people --------------------------------------------------------------------- +## Configuring Google+ Hangout - a free alternative for up to 10 people For up to 10 people, each equipped with a webcam, microphone, and broadband connection, [Google+ -Hangout](http://lifehacker.com/5842191/google%252B-hangouts-adds-screen-sharing-google-docs-collaboration-and-more "Google+ Hangouts, a free option") +Hangout](http://lifehacker.com/5842191/google%2B-hangouts-adds-screen-sharing-google-docs-collaboration-and-more "Google+ Hangouts, a free option") can provide high-quality audio-video conferencing. By enabling the text-chat feature and adding Google Docs (text documents, presentations, or spreadsheets), screensharing, and SketchUp (whiteboard), it is @@ -129,9 +123,7 @@ that it is possible to [stream a Hangout and record it to YouTube](http://www.google.com/+/learnmore/hangouts/onair.html), again at no cost to the user. We've used this tool extensively in the Peeragogy project. - -Suggestions for real-time meetings ----------------------------------- +## Suggestions for real-time meetings In the nine online courses I have facilitated, the emphasis on co-learning encouraged participants to suggest and shape active roles @@ -141,9 +133,7 @@ about collective learning which can be as pleasurable as well as useful. Typically we first brainstorm, then analyze, then organize and present the knowledge that we discover, construct, and ultimately convey together. - -Roles for participants in real-time meetings --------------------------------------------- +## Roles for participants in real-time meetings - **Searchers:** search the web for references mentioned during the session and other resources relevant to the discussion, and publish @@ -162,13 +152,11 @@ Roles for participants in real-time meetings text-chat channels for discussing nominations, a group can quickly set its own agenda for the real-time session. -The Paragogical Action Review ------------------------------ +## The Paragogical Action Review Charlie Danoff and Joe Corneli slightly modified the US Army's "After Action Review" into a technique for evaluating peer learning as it happens. The five steps in the "PAR" are: - 1. Review what was supposed to happen 2. Establish what is happening 3. Determine what’s right and wrong with what we are doing @@ -180,7 +168,6 @@ reassess the medium, the readings, the group dynamics, or any other choices that have learning relevance. The focus in the PAR is on change: as such, it provides a simple way to help implement the "double loop learning" described Chris Argris [1]. - ### Reference 1. Argyris, Chris. "[Teaching smart people how to diff --git a/en-md/recommended.md b/en-md/recommended.md index de32c59..736347d 100644 --- a/en-md/recommended.md +++ b/en-md/recommended.md @@ -1,5 +1,4 @@ -Which is more fun, skateboarding or physics? --------------------------------------------- +## Which is more fun, skateboarding or physics? ### On the subject of fun and boredom @@ -8,98 +7,151 @@ Which is more fun, skateboarding or physics? 2. Wallace, D.F. (2011). *The [Pale King](http://en.wikipedia.org/wiki/The_Pale_King).* NY: [Back Bay Books](http://www.amazon.com/Pale-King-David-Foster-Wallace/dp/0316074225). -3. Khayati, M. (1966).*[On the Poverty of Student - Life](http://en.wikipedia.org/wiki/On_the_Poverty_of_Student_Life)*. - -How do we know if we’ve won? ----------------------------- - -1. Forming, Norming, Storming, Performing (from Bruce Tuckman) -2. The “five-stage e-moderating model” (from Gilly Salmon) -3. I, We, Its, It (from Ken Wilber) -4. Assimilative, Information Processing, Communicative, Productive, - Experiential, Adaptive (from Martin Oliver and Gráinne Conole) -5. Guidance & Support, Communication & Collaboration, Reflection & - Demonstration, Content & Activities (from Gráinne Conole) -6. Considered in terms of “Learning Power” (Ruth Deakin-Crick *et al*.) -7. Multiple intelligences (after Howard Gardner) -8. The associated “mental state” (after Mihaly Csíkszentmihályi; see - picture) - -Motivation ----------- - -1. Simon Sinek, Start With Why: How Great Leaders Inspire Everyone To - Take Action, Penguin Books, 2011 - -Case Study: 5PH1NX ------------------- - -1. Senge, Peter. "The fifth discipline: The art and science of the - learning organization." *New York: Currency Doubleday* (1990). - -Patterns --------- +3. Situationist International & Students of the University of + Strasbourg (2000/1966).* [On the Poverty of Student + Life](https://archive.org/stream/OnThePovertyOfStudentLife#page/n1/mode/2up)*. + Detroit: Black and Red. + +## How do we know if we’ve won? + +1. Tuckman, B. (1965). [Developmental Sequence in Small + Groups.](http://aneesha.ceit.uq.edu.au/drupal/sites/default/files/Tuckman%201965.pdf) + *Psychological Bulletin* 63, 6, pp. 384-399. +2. Tuckman, B. & Jansen, MAC. (1977). [Stages of Small-Group + Development + Revisited](http://www.freewebs.com/group-management/BruceTuckman(1).pdf). + *Group and Organization Studies*, 2, 4, p. 419. +3. Salmon, G. [The five stage + model](http://www.gillysalmon.com/five-stage-model.html). + [http://www.gillysalmon.com/five-stage-model.html](http://www.gillysalmon.com/five-stage-model.html) +4. Salmon, G. (2011). [E-moderating: The key to teaching and learning + online](http://www.atimod.com/book/13/e-moderating-book-third-edition) + (3rd ed.). New York: Routledge. +5. I, We, It's, It, from Wilber, K. The [Four Quadrant + Model](http://en.wikipedia.org/wiki/Ken_Wilber). +6. "Types of learning activities", Assimilative, Information + Processing, Communicative, Productive, Experiential, Adaptive from + Conole, G. and Oliver, M. (2013). [Trajectories of + e-learning](http://www.slideshare.net/GrainneConole/conole-south-africa) +7. "Vision of the course", guidance & support, communication & + collaboration, reflection & demonstration, content & activities from + Conole, G. and Oliver, M. (2012). [The 7C + workshop](7Cs%20Workshop%20-%20University%20of%20Leicester) and + [Trajectories of + e-learning](http://www.slideshare.net/GrainneConole/conole-south-africa) + (2013) +8. Conole, G. and Oliver, M. (Eds.) [Contemporary Perspectives in + E-Learning Research: Themes, Methods and Impact on + Practice](http://www.amazon.co.uk/Contemporary-Perspectives-Learning-Research-Practice/dp/0415393949). + Open and Flexible Learning Series. Abingdon: Routledge. +9. Conole, G. (2010). [What would learning in an open world look like? + A vision for the future.](http://oro.open.ac.uk/22889/) In: *Edmedia + Conference 2010*, 29 June - 3 July 2010, Toronto, Canada. +10. Deakin-Crick, R. (2007). [Learning how to learn: The Dynamic + assessment of Learning + Power](http://www.tandfonline.com/doi/abs/10.1080/09585170701445947#.Us3Xh2TuIqQ). + *The Curriculum Journal*, 18, 2, pp. 135-153. + **DOI:**10.1080/09585170701445947 +11. Gardner, H. Multiple Intelligence Theory. + [http://www.multipleintelligencetheory.co.uk/](http://www.multipleintelligencetheory.co.uk/) +12. See "mental states" from Csikszentmihalyi, M. (1990). [*Flow: The + Psychology of Optimal + Experience*](http://www.amazon.com/Flow-The-Psychology-Optimal-Experience/dp/0061339202). + New York: Harper and Row. + +## Motivation + +1. Sinek, S. (2009). [Start With Why: How Great Leaders Inspire + Everyone To Take + Action](http://www.amazon.com/Start-Why-Leaders-Inspire-Everyone/dp/1591846447). + London: Penguin Books. + +## Case Study: 5PH1NX + +\1. Senge, P. M. (1990). [The Fifth Discipline: The Art and Science of +the Learning +Organization](http://www.amazon.com/The-Fifth-Discipline-Practice-Organization/dp/0553456342). +New York: Doubleday/Currency. + +## Patterns ### Further readings on patterns -1. [The Timeless Way of - Building](http://en.wikipedia.org/wiki/The_Timeless_Way_of_Building), - by Christopher Alexander. +1. Alexander, C. (1979). [The Timeless Way of + Building](http://en.wikipedia.org/wiki/The_Timeless_Way_of_Building). + Berkeley, CA: Center for Environmental Structure. 2. Article, “Manifesto 1991” by Christopher Alexander, Progressive Architecture, July 1991, pp. 108–112, provides a brief summary of Alexander’s ideas in the form of a critique of mainstream architecture. Many of the same sorts of critical points would carry over to mainstream education. Some highlights are excerpted [here](https://plus.google.com/u/0/108598104736826154120/posts/agWYcqPhqSN). -3. [Wikipatterns](http://www.wikipatterns.com/display/wikipatterns/About) -4. [The Origins of Pattern Theory, the Future of the Theory, And The - Generation of a Living - World](http://www.patternlanguage.com/archive/ieee/ieeetext.htm), - Christopher Alexander’s talk at the 1996 ACM Conference on - Object-Oriented Programs, Systems, Languages and Applications - (OOPSLA) +3. Mader, S. (2008). + [Wikipatterns](http://www.wikipatterns.com/display/wikipatterns/About). + Indianapolis, IN: Wiley. +4. Alexander, C. (1996). [The Origins of Pattern Theory, the Future of + the Theory, And The Generation of a Living + World](http://www.patternlanguage.com/archive/ieee/ieeetext.htm). + Talk at the 1996 ACM Conference on Object-Oriented Programs, + Systems, Languages and Applications (OOPSLA). ### Other related work -1. [Cluetrain Manifesto](http://www.cluetrain.com) (the [First - edition](http://www.cluetrain.com/book/index.html) is available for - free) -2. [New Rules for the New - Economy](http://www.kk.org/newrules/contents.php)[(you can - also](http://www.kk.org/newrules/contents.php)[read the book - online](http://www.kk.org/newrules/contents.php)) -3. OpenHatch.org, “an open source community aiming to help newcomers - find their way into free software projects.” +1. The [Cluetrain Manifesto](http://www.cluetrain.com). + http://www.cluetrain.com/ +2. Kelly, K. (1998). [New Rules for the New + Economy](http://www.kk.org/newrules/contents.php). New York: Penguin + Books. [(You can also](http://www.kk.org/newrules/contents.php)[read + the book online](http://www.kk.org/newrules/contents.php)) +3. [OpenHatch.org](http://openhatch.org/), “an open source community + aiming to help newcomers find their way into free software + projects.” ### On Newcomers -1. [Why do newcomers abandon open source software - projects?](http://lapessc.ime.usp.br/public/papers/13872/CHASE13_present.pdf) - (sildes by Igor Steinmacher and coauthors) +1. Steinmacher, I., Wiese, I., Chaves, A.P. and M.A. Gerosa (2013). + [Why do newcomers abandon open source software + projects?](http:http://www.academia.edu/2908840/Why_Do_Newcomers_Abandon_Open_Source_Software_Projects//) + [Cooperative and Human Aspects of Software Engineering (CHASE), 6th + International + Workshop](http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=6596554), + San Francisco, CA. -Antipatterns ------------- +## Antipatterns -1. [Sapir-Whorf +1. The [Sapir-Whorf Hypothesis](http://en.wikipedia.org/wiki/Linguistic_relativity) -2. Bourdieu's notion of “[symbolic - violence](http://en.wikipedia.org/wiki/Symbolic_violence)”. -3. [These fifteen properties are the glue which binds wholeness - together](http://www.livingneighborhoods.org/ht-0/fifteen.htm) - - Christopher Alexander's more recent work, going beyond the idea of a +2. Kay, P. and W. Kempton. (1984). [What is Sapir-Whorf + Hypothesis?](http://www1.icsi.berkeley.edu/~kay/Kay&Kempton.1984.pdf) + *American Anthropologist* 86. pp. 65-79. +3. Bourdieu's notion of “[symbolic + violence](http://en.wikipedia.org/wiki/Symbolic_violence)” +4. Lawler, S. (2011). [Symbolic + violence](http://knowledge.sagepub.com/view/consumerculture/n534.xml). + In D. Southerton (Ed.), *Encyclopedia of consumer culture.*(pp. + 1423-1425). Thousand Oaks, CA: SAGE Publications, Inc. doi: + http://dx.doi.org/10.4135/9781412994248.n534 +5. [These fifteen properties are the glue which binds wholeness + together](http://www.livingneighborhoods.org/ht-0/fifteen.htm). A + summary of Alexander's more recent work, going beyond the idea of a pattern language. - -Convening a Group ------------------ - -1. Engeström, Y. (1999). Innovative learning in work teams: Analyzing - cycles of knowledge creation in practice. In Y. Engeström, R. - Miettinen & R.-L-. Punamäki (Eds.), *Perspectives on activity - theory*, (pp. 377-404). Cambridge, UK: Cambridge University Press -2. Gersick, C. (1988). Time and transition in work teams: Toward a new - model of group development. *Academy of Management Journal* 31 - (Oct.): 9-41. +6. Alexander, C. (2004). [The Nature of Order. An Essay on the Art of + Building and the Nature of the + Universe](http://www.natureoforder.com/overview.htm). Berkeley, CA: + The Center for Environmental Structure. + +## Convening a Group + +1. Engeström, Y. (1999). [Innovative learning in work teams: Analyzing + cycles of knowledge creation in + practice](http://books.google.com.ec/books?hl=es&lr=&id=GCVCZy2xHD4C&oi=fnd&pg=PA377&dq=Innovative+learning+in+work+teams:+Analyzing+cycles+of+knowledge+creation+in+practice&ots=lY7NQFDbhY&sig=cjJB4WaOt2vM2vySRzu0TGGETH0#v=onepage&q=Innovative%20learning%20in%20work%20teams:%20Analyzing%20cycles%20of%20knowledge%20creation%20in%20practice&f=false). + In Engeström, Y., Miettinen R. & R.L. Punamäki (Eds.) *Perspectives + on activity theory.* Cambridge, UK: Cambridge University Press, pp. + 377-404. +2. Gersick, C. (1988). [Time and transition in work teams: Toward a new + model of group + development](http://www.jstor.org/discover/10.2307/256496?uid=3738664&uid=2&uid=4&sid=21103244756847). + *Academy of Management Journal,* 3, 1, pp. 9-41. 3. Mimi Ito's observations about [manga fan groups co-learning Japanese](http://mitpress.mit.edu/books/full_pdfs/hanging_out.pdf) 4. Rheingold U, [MindAmp @@ -108,20 +160,30 @@ Convening a Group discovery and innovation](http://doi.acm.org/10.1145/1323688.1323689). *Commun. ACM* 50, 12 (December 2007). -6. David de Ugarte, Phyles. - ([Summary](http://david.lasindias.com/phyles/)) - ([Book](http://deugarte.com/gomi/phyles.pdf)) -7. Scheidel, T. M., & Crowell, L. (1964). Idea development in small - discussion groups. *Quarterly Journal of Speech*, 50, 140-145. -8. Scheidel, T. M., & Crowell, L. (1979), *Discussing and Deciding - A - Desk Book for Group Leaders and Members*, Macmillan Publishing -9. Paragogy Handbook, [How to Organize a - MOOC](http://peeragogy.org/organizing-a-learning-context/connectivism-in-practice-how-to-organize-a-mooc/ "Peeragogy chapter on MOOCs") -10. Cathy Davidson et al., [How a Class Becomes a - Community](http://news.rapgenius.com/Cathy-davidson-how-a-class-becomes-a-community-theory-method-examples-chapter-one-lyrics) - -K-12 Peeragogy --------------- +6. de Ugarte, D. [**Phyles: Economic Democracy in the Network + Century**](http://p2pfoundation.net/Economic_Democracy_in_the_Network_Century).(summary). + [http://p2pfoundation.net/Phyles](http://p2pfoundation.net/Phyles). + In Spanish: [Filés: de las naciones a las + redes.](http://lasindias.com/de-las-naciones-a-las-redes) Biblioteca + de las Indias. + [http://deugarte.com/gomi/phyles.pdf](http://deugarte.com/gomi/phyles.pdf) +7. Scheidel, T. M., & Crowell, L. (1964). [Idea development in small + discussion + groups](http://www.tandfonline.com/doi/abs/10.1080/00335636409382654?journalCode=rqjs20#.Us4j3GTuIqQ). + *Quarterly Journal of Speech*, 50, 2, 140-145. +8. Scheidel, T. M., & Crowell, L. (1979). *[Discussing and Deciding. A + Desk Book for Group Leaders and + Members](http://www.amazon.com/Discussing-Deciding-Group-Leaders-Members/dp/0024067504). + *London: Macmillan. +9. The Peeragogy Handbook, [How to Organize a + MOOC](http://peeragogy.org/organizing-a-learning-context/connectivism-in-practice-how-to-organize-a-mooc/ "Peeragogy chapter on MOOCs"). + [peeragogy.org](peeragogy.org) +10. Davidson, C. (2013). [How a Class Becomes a + Community](http://news.rapgenius.com/Cathy-davidson-how-a-class-becomes-a-community-theory-method-examples-chapter-one-lyrics): + Theory, Method, Examples. + [https://www.hastac.org/book/export/html/107536](https://www.hastac.org/book/export/html/107536) + +## K-12 Peeragogy ### amazing technology tools for your classroom: @@ -130,185 +192,231 @@ K-12 Peeragogy - [Caitlin Tucker](http://catlintucker.com/2011/11/12-tech-tools-that-will-transform-your-classroom/) - [Vicki Davis](http://coolcatteacher.blogspot.ca/) +- [Google Media + Tools](http://www.google.com/get/mediatools/gather.html) ### How to develop your PLN: -- [Degrees of Connected - Teaching](%20http://thecleversheep.blogspot.ca/2012/06/seven-degrees-of-connectedness_06.html) - by Rodd Lucier +- Lucier, R. (June 2012). [Seven Degrees of + Connectedness.](http://thecleversheep.blogspot.ca/2012/06/seven-degrees-of-connectedness.html) + The Clever Sheep. + [http://thecleversheep.blogspot.ca/](http://thecleversheep.blogspot.ca/) - [TeachThought](%20http://thecleversheep.blogspot.ca/2012/06/seven-degrees-of-connectedness_06.html) -### Theory & philosophy of connnected learning for classroom transformation: +### Theory & philosophy of connected learning for classroom +transformation: - [David Truss](http://pairadimes.davidtruss.com/) - [Steven Downes](http://www.downes.ca/presentation/264) - [Will Richardson](http://willrichardson.com/) -Case Study: Collaborative Explorations --------------------------------------- - -1. Paley, V. G. (1997). The Girl with the Brown Crayon. Cambridge, MA, - Harvard University Press. -2. Paley, V. G. (2010). The Boy on the Beach: Building Community by - Play. Chicago, University of Chicago Press. -3. Taylor, P. J. and J. Szteiter (2012). Taking Yourself Seriously: - Processes of Research and Engagement Arlington, MA, The Pumping - Station. -4. White, M. (2011). Narrative Practice: Continuing the Conversation. - New York, Norton. - -Adding Structure with Activities --------------------------------- +## Case Study: Collaborative Explorations + +1. Paley, V. G. (1997). [The Girl with the Brown Crayon: How Children + use Stories to Shape Their + Lives.](http://www.amazon.com/The-Girl-Brown-Crayon-Childen/dp/0674354427) + Cambridge, MA: Harvard University Press. +2. Paley, V. G. (2010). [The Boy on the Beach: Building Community by + Play](http://press.uchicago.edu/ucp/books/book/chicago/B/bo8434942.html). + Chicago: University of Chicago Press. +3. Taylor, P. J. and J. Szteiter (2012). [Taking Yourself Seriously: + Processes of Research and + Engagement](http://cct.wikispaces.umb.edu/file/view/TYS.pdf/281917816/TYS.pdf). + Arlington, MA: The Pumping Station. +4. White, M. (2011). [Narrative Practice: Continuing the + Conversation](http://www.amazon.com/Narrative-Practice-Conversations-Michael-White/dp/0393706923). + New York: Norton. + +## Adding Structure with Activities 1. [The d.school Bootcamp Bootleg](http://dschool.stanford.edu/wp-content/uploads/2011/03/BootcampBootleg2010v2SLIM.pdf) (CC-By-NC-SA) includes lots of fun activities to try. Can you crack the code and define new ones that are equally cool? -2. Puzio, R. S. (2005). "On free math and copyright bottlenecks." *Free - Culture and the Digital Library Symposium Proceedings*. - -Connectivism in Practice — How to Organize a MOOC (Massive Open Online Class) ------------------------------------------------------------------------------ - -1. Downes & Siemens [MOOC site](http://change.mooc.ca "Change MOOC") -2. [What Connectivism - Is](http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html) - by Stephen Downes -3. [An Introduction to Connective - Knowledge](http://www.downes.ca/post/33034) by Stephen Downes -4. [Facilitating a Massive Open Online - Course](http://www.downes.ca/presentation/290), by Stephen Downes -5. [gRSShopper](http://grsshopper.downes.ca/index.html) -6. [Connectivism: A Learning Theory for the Digital - Age](%20http://www.elearnspace.org/Articles/connectivism.htm) by - George Siemens -7. [A Connectivism +2. Puzio, R. S. (2005). "[On free math and copyright + bottlenecks](http://www.educopia.org/sites/educopia.org/files/FCDL-Proceedings-FINAL_0.pdf)." + *Free Culture and the Digital Library Symposium Proceedings*. Emory + University, Atlanta, GA. + +## Connectivism in Practice — How to Organize a MOOC (Massive Open +Online Class) + +1. Downes, S., Siemens, G. and Cormier, D. (2011) [MOOC + site](http://change.mooc.ca "Change MOOC") + [http://change.mooc.ca](http://change.mooc.ca) +2. Downes, S. (2007). [What Connectivism + Is](http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html). + *Half an Hour*. Blog post. +3. Downes, S. (2012). [Connectivism and Collective + Knowledge](http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf). + Essays on meaning and learning networks. National Research Council. + Canada. +4. Downes, S. (2005). [An Introduction to Connective + Knowledge](http://www.downes.ca/post/33034). + [http://www.downes.ca/post/33034](http://www.downes.ca/post/33034) . + Published as *An Introduction to Connective Knowledge* in Hug, Theo + (ed.) (2007). Media, Knowledge & Education. Exploring new Spaces, + Relations and Dynamics in Digital Media Ecologies.* Proceedings of + the International Conference* held on June 25-26, 2007. +5. Downes, S. (2012). [Facilitating a Massive Open Online + Course](http://www.downes.ca/presentation/290). + [http://www.downes.ca/presentation/290](http://www.downes.ca/presentation/290) +6. [gRSShopper](http://grsshopper.downes.ca/index.html) +7. Siemens, G. (2004). [Connectivism: A Learning Theory for the Digital + Age](http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf). + elearnspace. +8. Siemens, G. (2011). [A Connectivism Glossary](http://en.wikiversity.org/wiki/Connectivism_glossary) -8. [Rhizomes and Networks](http://www.connectivism.ca/?p=329) by George - Siemens -9. [Rhizomatic Education: Community as - Curriculum](http://innovateonline.info/pdf/vol4_issue5/Rhizomatic_Education-__Community_as_Curriculum.pdf "opens as PDF document") - by Dave Cormier -10. [Knowing - Knowledge](http://www.amazon.ca/Knowing-Knowledge-George-Siemens/dp/1430302305), - a book by George Siemens -11. [Net Smart,](http://www.amazon.com/Net-Smart-ebook/dp/B007D5UP9G) - Howard Rheingold (about internal and external literacies for coping - with the 'always on' digital era) -12. [Massive Open Online + [http://www.connectivism.ca/?p=303](http://www.connectivism.ca/?p=303) +9. Siemens, G. (2011). [Rhizomes and + Networks](http://www.connectivism.ca/?p=329) . + [http://www.connectivism.ca/?p=329](http://www.connectivism.ca/?p=329) +10. Cormier, D. (2008). [Rhizomatic Education: Community as + Curriculum](http://innovateonline.info/pdf/vol4_issue5/Rhizomatic_Education-__Community_as_Curriculum.pdf "opens as PDF document"). + Dave's Educational Blog. Blog post. +11. Siemens, G. (2006). [Knowing + Knowledge](http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf). + [knowingknowledge.com](http://www.knowingknowledge.com/) +12. Rheingold, H. (2012). [Net + Smart](http://www.amazon.com/Net-Smart-ebook/dp/B007D5UP9G): How to + Thrive online. + [http://rheingold.com/netsmart/](http://rheingold.com/netsmart/)(about + internal and external literacies for coping with the 'always on' + digital era) +13. de Ward, I. (2012). [Massive Open Online Courses](http://www.learningsolutionsmag.com/articles/886/): Setting - Up (StartToMOOC, Part 1) -13. [The MOOC guide](https://sites.google.com/site/themoocguide/) + Up (StartToMOOC, Part 1). *Learning Solutions Magazine*. +14. [The MOOC guide](https://sites.google.com/site/themoocguide/) + [https://sites.google.com/site/themoocguide/](https://sites.google.com/site/themoocguide/) -Co-Facilitation ---------------- +## Co-Facilitation 1. [Peer Education: Training of Trainers - Manual](http://www.scribd.com/doc/54544925/51/TRAINING-TOPIC-Co-facilitation-skills "UN Interagency Group on Young Peoples Health; Sub-Committee on Peer Education"); - UN Interagency Group on Young Peoples Health -2. [Co - Facilitating](http://www.breakoutofthebox.com/Co-FacilitatingPfeifferJones.pdf): - Advantages & Potential Disadvantages. J. Willam Pfeifer and John E - Johnes + Manual](http://www.scribd.com/doc/54544925/51/TRAINING-TOPIC-Co-facilitation-skills "UN Interagency Group on Young Peoples Health; Sub-Committee on Peer Education"). + (2003). UN Interagency Group on Young Peoples Health. Development + and Protection in Europe and Central Asia. +2. Pfeifer, J.W. and Johnes, J. [Co + Facilitating](http://www.breakoutofthebox.com/Co-FacilitatingPfeifferJones.pdf).[www.breakoutofthebox.com](%20www.breakoutofthebox.com) 3. [Summary](http://reviewing.co.uk/archives/art/13_1_what_do_facilitators_do.htm#8_WAYS_OF_FACILITATING_ACTIVE_LEARNING "8 ways of facilitating active learning") of John Heron’s model of the role of facilitators -4. [C](http://www.infed.org/thinkers/et-rogers.htm)[arl Rogers, Core - Conditions and - Education](http://www.infed.org/thinkers/et-rogers.htm), - Encyclopedia of Informal Education -5. [Peer Mediation](http://www.studygs.net/peermed.htm), Study Guides - and Strategies -6. [Co-Facilitation: The Advantages and - Challenges](http://sk.cupe.ca/updir/cofacilitation-handouts.doc), - Canadian Union of Public Employees -7. [Bohemia Interactive Community Wiki +4. Heron, J. (1999). [The Complete Facilitator's + Handbook](http://www.amazon.co.uk/Complete-Facilitators-Handbook-John-Heron/dp/0749427981). + London: Kogan Page. +5. Smith, M. K. (1997, 2004). [Carl Rogers, Core Conditions and + Education](http://infed.org/mobi/carl-rogers-core-conditions-and-education/). + T*he Encyclopaedia of Informal Education*. + [[www.infed.org/thinkers/et-rogers.htm](http://www.infed.org/thinkers/et-rogers.htm). + Last update: May 29, 2012] +6. [Peer Mediation](http://www.studygs.net/peermed.htm).*Study Guides + and Strategies.* + [http://www.studygs.net/peermed.htm](http://www.studygs.net/peermed.htm) +7. Bohemia Interactive Community (2009). [Wiki Guidelines](http://community.bistudio.com/wiki/Bohemia_Interactive_Community:Guidelines) -8. Barrett-Lennard, G. T. (1998) *[Carl Roger's Helping System. Journey - and - Substance](http://openlibrary.org/works/OL2014352W/Carl_Rogers'_Helping_System)*, - London: Sage -9. [5 Pillars of - Wikipedia](http://en.wikipedia.org/w/index.php?title=Wikipedia:Five_pillars&oldid=501472166), - from Wikipedia -10. *[Training the - Force](http://www.africom.mil/WO-NCO/DownloadCenter/%5C40Publications/Training%20the%20Force%20Manual.pdf "Field Manual #FM 7-0 (FM 25-100)")* - (2002) US Army Field Manual \#FM 7-0 (FM 25-100) -11. [Learning Reimagined: Participatory, Peer, Global, - Online](http://dmlcentral.net/blog/howard-rheingold/learning-reimagined-participatory-peer-global-online), - by Howard Rheingold -12. [Research Gate](http://www.researchgate.net/) is a network dedicated +8. [Barrett-Lennard, G. T. (1998) *Carl Roger's Helping System. Journey + and Substance.* London: + Sage](http://community.bistudio.com/wiki/Bohemia_Interactive_Community:Guidelines) +9. Wikipedia: [Five + Pillars](http://en.wikipedia.org/wiki/Wikipedia:Five_pillars). +10. Rheingold, H. (2011). [Learning Reimagined: Participatory, Peer, + Global, + Online](http://dmlcentral.net/blog/howard-rheingold/learning-reimagined-participatory-peer-global-online). + *DLM Central*. Blog post. +11. [Research Gate](http://www.researchgate.net/) is a network dedicated to science and research, in which members connect, collaborate and discover scientific publications, jobs and conferences. -13. [Creating and Facilitating Peer Support - Groups](http://ctb.ku.edu/en/tablecontents/section_1180.aspx), by - The Community Tool Box -14. [Facilitation - Tips](http://www1.villanova.edu/content/villanova/artsci/vcle/resources/toolkit/_jcr_content/pagecontent/download_8/file.res/FacilitationTips.doc), - by Villanova University -15. [Herding Passionate Cats: The Role of Facilitator in a Peer - Learning](http://pippabuchanan.com/2011/09/04/herding-passionate-cats-the-role-of-facilitator-in-a-peer-learning-process/), - by Pippa Buchanan -16. [Reflective Peer Facilitation: Crafting Collaborative - Self-Assessment](http://webpages.sou.edu/~vidmar/SOARS2008/vidmar.ppt), - by Dale Vidmar, Southern Oregon University Library -17. [Effective - Co-Facilitation](http://www.umass.edu/ewc/ea/Facilitation%20Skills/important%20tips.doc), - by Everywoman's Center, University of Massachussetts -18. “[Teaching smart people how to - learn](www.ncsu.edu/park_scholarships/pdf/chris_argyris_learning.pdf?)” - by Chris Argyris, Harvard Business Review 69.3, 1991; also published - in expanded form as a +12. The Community Tool Box. (2013). [Creating and Facilitating Peer + Support + Groups](http://ctb.ku.edu/en/tablecontents/section_1180.aspx). The + Community Tool Box is a service of the [Work Group for Community + Health and Development](http://www.communityhealth.ku.edu/) at the + University of Kansas. +13. [Facilitation + Tips.](http://www1.villanova.edu/villanova/artsci/acsp/resources/toolkit.html) + Tool Kit for DE. Villanova University +14. Buchanan, P. (2011). [Herding Passionate Cats: The Role of + Facilitator in a Peer + Learning](http://pippabuchanan.com/2011/09/04/herding-passionate-cats-the-role-of-facilitator-in-a-peer-learning-process/). + [http://pippabuchanan.com](http://pippabuchanan.com). Blog post. +15. Vidmar, D. (2008). [Reflective Peer Facilitation: Crafting + Collaborative + Self-Assessment](http://webpages.sou.edu/~vidmar/SOARS2008/vidmar.ppt). + [PPT]. Southern Oregon University Library, Southern Oregon + University. +16. [Effective + Co-Facilitation](http://www.umass.edu/ewc/ea/Facilitation%20Skills/important%20tips.doc). + [Doc]. Everywoman's Center, University of Massachusetts, Amherst, + MA. +17. Argyris, C. (1991). [Teaching smart people how to + learn.](http://www.ncsu.edu/park_scholarships/pdf/chris_argyris_learning.pdf) + *Harvard Business Review* 69, 3. Also published in expanded form as + a [book](http://www.amazon.com/Teaching-People-Harvard-Business-Classics/dp/1422126005) with the same name. -Assessment ----------- +## Assessment 1. Morgan, C. and M. O'Reilly. (1999). [Assessing Open and distance learners.](http://www.amazon.com/Assessing-Distance-Learners-Flexible-Learning/dp/0749428783/ref=tmm_pap_title_0?ie=UTF8&qid=1388199564&sr=1-1) - London: Kogan Page Limited. + London: Kogan Page. 2. Schmidt, J. P., Geith, C., Håklev, S. and J. Thierstein. (2009). [Peer-To-Peer Recognition of Learning in Open Education](http://www.irrodl.org/index.php/irrodl/article/view/641/1389). *International Review of Research in Open and Distance Learning*. Volume 10, Number 5. -3. L.S. Vygotsky: [Mind in Society: Development of Higher Psychological - Processes](http://books.google.com/books?id=RxjjUefze_oC&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false "Mind in Society") -4. [Reijo - Miettinen](http://org.sagepub.com/search?author1=Reijo+Miettinen&sortspec=date&submit=Submit) - and [Jaakko - Virkkunen](http://org.sagepub.com/search?author1=Jaakko+Virkkunen&sortspec=date&submit=Submit), - [Epistemic Objects, Artifacts and Organizational - Change](http://org.sagepub.com/content/12/3/437.abstract), - *Organization,* May 2005, 12: 437-456. - -Technologies, Services, and Platforms -------------------------------------- - -1. Irene Greif and Sunil Sarin (1987): Data Sharing in Group Work, ACM - Transactions on Office Information Systems, vol. 5, no. 2, April - 1987, pp. 187-211. -2. Irene Greif (ed.) (1988): Computer-Supported Cooperative Work: A - Book of Readings, San Mateo, CA: Morgan Kaufman. -3. Irene Greif (1988): Remarks in panel discussion on “CSCW: What does - it mean?”, CSCW ‘88. Proceedings of the Conference on - Computer-Supported Cooperative Work, September 26-28, 1988, - Portland, Oregon, ACM, New York, NY. -4. Kamnersgaard, 1988 -5. Vessey & Galletta, 1991 -6. Norman, 2001, 2003 -7. DeSanctis & Pool, 2004 +3. L.S. Vygotsky (1978). [Mind in Society: Development of Higher + Psychological + Processes](http://books.google.com/books?id=RxjjUefze_oC&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false "Mind in Society"). + Cambridge, MA: Harvard University Press. +4. [Miettinen](http://org.sagepub.com/search?author1=Reijo+Miettinen&sortspec=date&submit=Submit), + R. and [J. + Virkkunen](http://org.sagepub.com/search?author1=Jaakko+Virkkunen&sortspec=date&submit=Submit). + (2005). [Epistemic Objects, Artifacts and Organizational + Change](http://org.sagepub.com/content/12/3/437.abstract). + *Organization,* 12, pp. 437-456. + +## Technologies, Services, and Platforms + +1. Greif, I. and S. Sarin (1986). [Data Sharing in Group + Work.](http://dl.acm.org/citation.cfm?id=637092) CSCW'86 Proceedings + of the 1986 ACM Conference on Computer-supported cooperative work, + pp. 175-183. +2. Greif, I. (ed.) (1988). [Computer-Supported Cooperative Work: A Book + of + Readings](http://www.amazon.com/Computer-Supported-Cooperative-Work-Book-Readings/dp/0934613575). + San Mateo, CA: Morgan Kaufman. +3. Greif, I. (1988). [Remarks in panel discussion on CSCW: What does it + mean?](http://dl.acm.org/author_page.cfm?id=81100427186&query=(Author:81100427186)%20&querydisp=(Author:81100427186)%20&role=Author&perpage=10&start=11&slide=1&srt=meta_published_date%20dsc&short=0&source_disp=&since_month=&since_year=&before_month=&before_year=&coll=DL&dl=GUIDE&termshow=matchboolean&range_query=&CFID=281196399&CFTOKEN=40787810) + CSCW ‘88. Proceedings of the Conference on Computer-Supported + Cooperative Work, September 26-28, 1988, Portland, Oregon, ACM, New + York, NY. +4. Kammersgaard, J. (1988). [Four different perspectives on + human-computer + interaction](http://dl.acm.org/citation.cfm?id=51416).* + International Journal of Man-Machine Studies, *Volume 28 Issue 4, + pp. 343 - 362. +5. Vessey, I. & Galletta, D. (1991). [Cognitive Fit: An Empirical Study + of Information + Acquisition](http://home.business.utah.edu/actme/7410/ME%204_15_02/Vessey%20Galletta%20ISR%201991.pdf). + *Information Systems Research*, 2(1), pp. 63-84. +6. DeSanctis, G. & M.S. Poole. (1994). [Capturing the Complexity in + Advanced Technology Use: Adaptative Structuration + Theory](http://pubsonline.informs.org/doi/pdf/10.1287/orsc.5.2.121). + *Organization Science*, 5, 2, pp. 121-147. ### Additional Tips from an open source perspective -Care of User:Neophyte on the Teaching Open Source wiki. - -1. The Art of Community -2. Open Advice -3. The Open Source Way +Care of User: Neophyte on the Teaching Open Source wiki +1. Bacon, J. (2009). [The Art of + Community](http://www.amazon.com/The-Art-Community-Building-Participation/dp/0596156715): + Building the New Age of Participation. Sebastopol, CA: O'Reilly + Media. +2. [Open Advice](http://open-advice.org/) is a knowledge collection + from a wide variety of Free Software projects. +3. [The Open Source Way](http://www.theopensourceway.org/) is a way of + thinking about how people collaborate within a community to achieve + common goals and interests. -Forums ------- +## Forums 1. Rheingold, H. [Why use forums?](http://blip.tv/file/1123048) *Social Media Classroom*. @@ -325,25 +433,26 @@ Forums Boards](http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/boards.html). Worcester Polytechnic Institute. -Real-time Meetings ------------------- +## Real-time Meetings 1. Howard Rheingold's webconferencing [bookmarks](http://delicious.com/hrheingold/webconferencing). -Still more recommended reading ------------------------------- +## Still more recommended reading ### On Paragogy 1. Corneli, J. (2010). Implementing Paragogy. Lesson plan. Wikiversity. -2. Corneli, J. and C. Danoff. (2010/2013). *Paragogy*. +2. Corneli, J. and C. Danoff. (2010/2013). + [Paragogy.net.](http://paragogy.net/) Collection of resources, + projects and readings about *paragogy.* ### On Learning vs Training -1. Hart, J. (April 20th, 2012). Is it time for a BYOL (Bring Your Own - Learning) strategy for your organization? *Learning in the Social - Space. Jane Hart's Blog.* +1. Hart, J. (April 20th, 2012).[Is it time for a BYOL (Bring Your Own + Learning) strategy for your + organization?](http://www.c4lpt.co.uk/blog/2012/04/20/is-it-time-for-a-byol-bring-your-own-learning-strategy-in-your-organization-byol/) + *Learning in the Social Space. Jane Hart's Blog. *Blog post. ### On PLNs @@ -360,7 +469,6 @@ Still more recommended reading ### A word list for your inner edu-geek You can read about all of these things on Wikipedia. - 1. [Constructivism](http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)) 2. [Social constructivism](http://en.wikipedia.org/wiki/Social_constructivism) diff --git a/en-md/researching.md b/en-md/researching.md index 1d0e4fc..e8c3ee8 100644 --- a/en-md/researching.md +++ b/en-md/researching.md @@ -1,7 +1,7 @@ If you have a research bent, by this point, you may be asking yourself questions like these: *How can we understand peer learning better?* *How can we do research "the peeragogical way"?* *How do we combine research -and peer learning?*You may also be asking more technical methodological +and peer learning? *You may also be asking more technical methodological and instrumentation-level questions: *Do we have a good way to measure learning?* *Which activities and interventions have the biggest payoff?* This chapter summarizes qualitative research I did on PlanetMath.org, @@ -24,9 +24,7 @@ Spanning Set, and Minimum Viable Project. These patterns are both an "outcome" of research in a real peer learning context -- and also a reflection on peeragogical research methods. Like the other peeragogy patterns, they are tools you can use in your own work. - -Study design ------------- +## Study design The study was based on interviews with users of a new software system that we deployed on PlanetMath.org. In the interviews, we covered a wide @@ -39,7 +37,6 @@ is that patterns emerge as "paths in the grass", or "desire lines". The idea that learning design has emergent features is not itself new; see e.g. [2]. What's new here is a characterization of the key patterns for *doing* emergent design in a peer learning context. - [![PeeragogyEDU](http://peeragogy.org/wp-content/uploads/2012/04/PeeragogyEDU-300x217.png)](http://peeragogy.org/to-peeragogy/researching-peeragogy/peeragogyedu/) Map of a virtual campus @@ -48,14 +45,12 @@ Map of a virtual campus Peeragogy patterns as loci for "paths in the grass" -Initial thematic analysis -------------------------- +## Initial thematic analysis Before describing the new patterns, I will briefly summarize the themes I identified in the interviews. This can serve as an overview of the current features and shortcomings of PlanetMath system for people who are not familiar with it. - - **"Necessary but not sufficient".** Users identified a range of essential features, like a critical mass of other users to talk to. - **"Nice to have".** It was also easy to identify a bunch of cool new @@ -85,110 +80,165 @@ are not familiar with it. unlimited potential for personalization, although many basic personalized interaction modes have not been built yet. -Pattern analysis ----------------- +## Pattern analysis At the next level of analysis, the themes extracted above were further analysed in relationship to the peeragogy pattern catalog. - ### Frontend and Backend -Although mathematics is a relatively formal domain, many of the -motivations for using PlanetMath map onto what Zimmerman and Campillo -call informal problem solving [3]. Informal problems are are personally -defined and possess openended boundary conditions, i.e., are situated -within an "open world." I like thinking about this in terms of the way a -car works. You can model the steering and drive system with classical -mechanics. But you ultimately need to model the engine with statistical -mechanics and chemistry. You get in a car and start driving and usually -it works more or less the way you’d expect. This is how it works with -other “formal” systems. You queue here, sign there, pay your fee, and -it’s all done. With informal systems, it’s messier. Of course, the car’s -engine has a detailed diagram, and for a mechanic, it’s just another -“formal” system. And, yes, the streets at rush hour can get very messy. -It's all relative. The broader point is that where ever it appears, -“formal” is straightforward. In order to design a collaborative system, -you want to bring in enough messiness to let new and unexpected features -emerge -- support for serendipity -- but you also need to be aware of -the user's experience. As another analogy, imagine a butcher shop. You -want the user to be able to take away nice little packages of meat, you -don't want them cutting up whole cows. Leave that to the pros. The idea -of Frontend and Backend is related to the pattern of the -“[Newcomer](http://peeragogy.org/practice/newcomer/ "Newcomer")” -pattern, since typically one will not expect the user of a system to -know how to, or to be motivated to, work with backend features of a -system until they have mastered at least some of the frontend features. -It would be rare to find an auto mechanic who did not know how to drive. -David Cavallo wrote about an "engine culture" in rural Thailand, in -which structurally open systems made some of the "backend" features of -internal combustion engines a part of daily life [4]. In PlanetMath, we -have an "open engine", but not necessarily an open engine culture (users -expect a level of service provision). The Frontend and Backend pattern -clearly lends itself to standard service provision, but it can also be -part of paragogical activity. For example, sophisticated and committed -users of the PlanetMath website could focus energy on supporting -individual newcomers, by helping them develop a high-quality sub-site on -their topic of interest. Such effort would simultaneously inform the -development of backend features, and help raise the profile of the site -as a whole. The pattern is in this way associated with [Focusing on a -Specific -Project](http://peeragogy.org/practice/focusing-on-a-specific-project/ "Focusing on a specific project") -and with the Divide pattern. +**Definition**: In order to design a collaborative system, you want to +bring in enough messiness to let new and unexpected features emerge, and +you want to facilitate meaningful engagement at every level -- but you +also need to be aware of the user's experience, including requirements +related to simplicity. As an analogy, imagine a butcher shop. There are +reasons for leaving the butchery work to the pros. There's a similar +phenomenon, even with open source systems. The part of the system users +experience is often connected to a “backend” that they don't interact +with, at least not as much. The process of working with a system's +frontend is often relatively formal (following specific straightforward +rules) whereas the process of working with the backend may be very +informal. + +**Problem**: The idea of Frontend and Backend is related to the +“[Newcomer](http://peeragogy.org/practice/newcomer/)” pattern: typically +one will not expect the user of a system to know how to, or to be +motivated to, work with any of the backend features of a system until +they have mastered at many of the frontend features. “Users” tend to +expect a level of service provision. New users often require some +hand-holding. +**Solution**: As with the example of a butcher shop, the pattern of +frontend and backend lends itself to standard service provision and +transactional models of exchange. However, it can also be part of more +peer-driven activity. For example, sophisticated and committed users of +a community website can focus energy on supporting individual newcomers, +by helping them develop a high-quality sub-site on their topic of +interest. This helps newcomers stay within their comfort zone: having +supportive human involvement as part of their frontend experience makes +things go more smoothly. At the same time, through a process of +reflection on the part of the oldtimers, this effort can simultaneously +inform the development of backend features. In addition, the new content +can help to raise the profile of the site as a whole. The pattern is in +this way associated with[Focusing on a Specific +Project](http://peeragogy.org/practice/focusing-on-a-specific-project/) +(in this case, following the interests of the newcomers) and with +the[Roles](http://peeragogy.org/patterns/roles/) pattern, since it +requires a committed and knowledgeable mentor who can translate between +the user experience in the frontend and the system features in the +backend. + +**Example**: David Cavallo wrote about an "engine culture" in rural +Thailand, in which structurally open systems made some of the "backend" +features of internal combustion engines a part of daily life. Cavallo +felt that people who were familiar with tinkering with engines tended to +be able to learn how to tinker with software, suggesting that there are +some common underlying informal reasoning skills. + +**Challenges**: Mentoring newcomers while also working on system +features to support them better constitutes a major commitment. If this +work can be spread out among several volunteers -- or possibly paid +staff -- this could have some advantages. On the other hand, depending +on the nature of the process, providing a single point of contact for +the user may still be the most straightforward. + +**What’s Next**: At PlanetMath, we have an "open engine", but not +necessarily an “open engine culture”. In addition to directly running +the pattern described here by focusing on individual users, we want to +build pathways for more user involvement in working with the software +system. This may involve its own significant outreach and teaching +efforts. ### Spanning Set -You may be able to get what you need without digging - but if you do -need to dig, it would be very good to get some indication about which -direction to dig in. At the content level, this might be achieved by -using high-level "topic articles" as a map to the content. But there is -another broader interpretation of this pattern that related to but -distinct from Frontend and Backend - we call this the Spanning Set. In -general, the Spanning Set might be made up of people, or media objects. -In a standard course model, there is one central node, the teacher, who -is responsible for all teaching and course communication. In large -online courses, this model can be is scaled up: +**Definition**: With a well-constructed information access system, you +may be able to get what you need without digging. If you do need to dig, +it is very good to get some indication about which direction to dig in. +At the level of content, this may be achieved by using high-level "topic +articles" as narrative map to the content. In general, the Spanning Set +may include people as well as less dynamic media objects. In a standard +course model, there is one central node, the teacher, who is responsible +for all teaching and course communication. In large courses, this model +is sometimes scaled up: > **Anonymous study participant**: [E]veryone's allocated a course > tutor, who might take on just a half-dozen students - so, they're not > the overall person in charge of the course, by any means. -Another version is the classical master/apprentice system, in which -every apprentice is supervised by a certified master. In the typical -online Q&A context, these roles are made distributed, and are better -modeled by power laws than by formal gradations. A "spanning set" of -peer tutors could help shift the exponent attached to the power law in -massive courses. We can imagine a given discussion group of 100 persons -that is divided according to the so-called [90/9/1 +In general, a spanning set is comprised of a set of fundamental actions +and fundamental relationships between resources. + +**Problem**: People need to know what can be done with a given resource, +and this isn't always obvious. Relying on a single knowledgeable guru +figure isn't always possible. + +**Solution**: A spanning set of a system's features, categories, and +relations can be comprised of many different kinds of components: for +example, a "start menu" or pop-up window showing keyboard shortcuts that +shows what can be done with a given tool; a schedule of office hours so +that people know how to find help; and topic-level narrative guides to +content. + +**Examples**: One social version of a Spanning Set is the classical +master/apprentice system, in which every apprentice is supervised by a +certified master. In the typical online Q&A context, these roles are +made distributed, and are better modeled by power laws than by formal +gradations. A "spanning set" of peer tutors could help shift the +exponent attached to the power law in massive courses. For instance, we +can imagine a given discussion group of 100 persons that is divided +according to the so-called[90/9/1 rule](http://www.wikipatterns.com/display/wikipatterns/90-9-1+Theory), so that 90 lurk, 9 contribute a little, and 1 creates the content. This is what one might observe, for example, in a classroom with a lecture -format. We could potentially shift the system by breaking the group up, -so that each of the 9 contributors leads a small group of 10 persons, at -which point, chances are good that some of the former lurkers would be -converted into contributors. At a more semantic level, we can advance -the five paragogical principles and their various analogues as a -candidate description of the fundamental categories and relationships -relevant to peer learning. In practice, principles can only provide the -most visible "frontend", and an actual spanning set is comprised of -emergent patterns. In PlanetMath, this would arise from combining -several different features, like a "start menu" that shows what can be -done with the site, a -[Heartbeat](http://peeragogy.org/practice/heartbeat/ "Heartbeat") built -of recurring meetings, and topic-level guides to content. (Note: as a -project with an encyclopedic component, PlanetMath itself can be used to -span and organize a significantly larger body of existing material.) +format. We could potentially shift this pcentage by breaking the group +up into smaller groups, so that each of the 9 contributors leads a +discussion section of 10 persons, at which point, chances are decent +that at least some of the former lurkers would be converted into +contributors. +**Challenges**: In practice, principles -- like the paragogy principles +or like the rules of tennis -- are not entirely sufficient for +understanding what to do or how things work. Principles and features may +be visible as part of a system's "frontend" -- but the actual spanning +set of relevant behaviors is emergent. + +**What’s Next**: As a project with an encyclopedic component, PlanetMath +can be used to span and organize a significantly larger body of existing +material. We have come up with a high-level design for a “cross-index” +to the mathematics literature. We're working on a prototype for +Calculus. ### Minimum Viable Project -The Minimum Viable Product approach to software development is about -putting something out there to see if the customer bites [5]. Another -approach, related to the pattern we just discussed, is to make it clear -what people can do with what's there and see if they engage. We might -call this the Minimum Viable Project, an adjunct to the -“[Roadmap](http://peeragogy.org/practice/roadmap/ "Roadmap")” pattern, -and yet another interpretation of [Focusing on a Specific -Project](http://peeragogy.org/practice/focusing-on-a-specific-project/ "Focusing on a specific project"). -One way to strengthen the PlanetMath project as a whole would be to +**Definition**: The Minimum Viable Product approach to software +development is about putting something out there to see if the customer +bites [5]. Another approach, building on the notion of a *Spanning Set*, +is to make it clear what people can do with what's there, and see how +they engage. A *Minimum Viable Project* is something someone can and +will engage with. + +**Problem**: In general, it is an open question to know what will make a +given project engaging. We can point to some likely common features, +based on the features of viable systems in general [6] -- but typically, +the proof is in the pudding, so we need a methodology for trying things +out. + +**Solution**: This “solution” is largely theoretical -- taking a +project-oriented view on everything, proposing to understand actions and +artifacts as being embedded within projects, modeling projects in terms +of informal user experience and formal system features (see *Frontend +and Backend*). Where possible, project updates can be modeled with a +language of fundamental actions (see *Spanning Set*). We make the +philosophical claim that projects themselves model their outcomes to +some degree of fidelity -- and that they are made viable by features +that connect to the motivations and ambitions of potential participants. +The practical side of the proposed solution is to build systems that can +express all of these aspects of projects, and study what works. + +**Challenges**: It's not clear if a unified view of this sort will be +broadly useful. The features that make a project in one domain viable +(e.g. basketball) may have little to do with the features that make +another project in another domain viable. + +**What’s Next**: As we mentioned in the *Frontend and Backend* pattern, +one way to strengthen the PlanetMath project as a whole would be to focus on support for individual projects. The front page of the website could be redesigned so that the top-level view of the site is project focused. Thus, instead of collecting all of the posts from across the @@ -199,8 +249,7 @@ stories or StackExchange questions. For instance, each Mathematics Subject Classification could be designated as a "sub-project", but there could be many other cross-cutting or smaller-scale projects. -Summary -------- +## Summary This chapter has used the approach suggested by Figure 2 to expand the peeragogy pattern language. It shows that the peeragogy pattern language @@ -215,7 +264,6 @@ stuff in a peer produced setting are exactly the same things that designers and system builders need, too. And one concrete way to assess our collective learning is in terms of the growth and refinement of our pattern catalog. - **Frontend and Backend** Principles and features **Minimum Viable Project** A Specific Project, Roadmap, Heartbeat, @@ -225,21 +273,22 @@ Divide, Use or Make Peeragogical emergent design: a tool for conviviality -References ----------- +## References -1. Gabriel, R. (1996). Patterns of Software. Oxford University Press +1. Gabriel, R. (1996). *Patterns of Software*. Oxford University Press New York. -2. Luckin, R. (2010). Re-designing learning contexts: technology-rich, - learner-centred ecologies. Routledge. +2. Luckin, R. (2010). *Re-designing learning contexts: technology-rich, + learner-centred ecologies*. Routledge. 3. Zimmerman, B. J. & Campillo, M. (2003). Motivating self-regulated problem solvers. In J. Davidson & R. Sternberg (Eds.), The psychology of problem solving (pp. 233-262). Cambridge University Press New York, NY. -4. Cavallo, D. P. (2000). Technological Fluency and the Art of - Motorcycle Maintenance: Emergent design of learning environments +4. Cavallo, D. P. (2000). *Technological Fluency and the Art of + Motorcycle Maintenance: Emergent design of learning environments* (Doctoral dissertation, Massachusetts Institute of Technology). -5. Ries, E. (2011). The Lean Startup: How today's entrepreneurs use - continuous innovation to create radically successful businesses. +5. Ries, E. (2011). *The Lean Startup: How today's entrepreneurs use + continuous innovation to create radically successful businesses*. Crown Pub. +6. Stafford Beer (1981). *Brain of the firm: the managerial cybernetics + of organization*. J. Wiley diff --git a/en-md/roadmap.md b/en-md/roadmap.md index b6b0d38..9694ff9 100644 --- a/en-md/roadmap.md +++ b/en-md/roadmap.md @@ -1,37 +1,63 @@ -It is very useful to have an up-to-date public roadmap for the project, -a place where it can be discussed and maintained. This helps -[newcomers](http://peeragogy.org/practice/heuristics/newcomer/ "Newcomer") -see where they can jump in. It also gives a sense of the accomplishments -to date, and any major challenges that lie ahead. Remember, the Roadmap -exists as an artifact with which to share current, but never complete, -understanding of the space. Never stop learning! - -### Examples - -In the Peeragogy project, once the book's outline became fairly mature, -we could use it as a roadmap, by marking the sections that are -"finished" (at least in draft), marking the sections where editing is -currently taking place, and marking the stubs (possible starting points -for future contributors). After this outline matured into a real [table -of contents](http://peeragogy.org/table-of-contents/), we started to -look in other directions for ways to build on our successes to date, and -started working on a [roadmap for further development of the website and -peeragogy project as a -whole](http://peeragogy.org/peeragogy-org-roadmap/). - -### And also - -Note that a shared roadmap is very similar to a [Personal Learning -Plan](http://peeragogy.org/to-peeragogy/personal-learning-plan/ "Personal Learning Plan"), -or "paragogical profile". We've made some -[examples](http://campus.ftacademy.org/wiki/index.php/Free_Technology_Guild#Learning_design) -of these as we got started working on the Free Technology Guild. - -There is a certain roadmappiness to "presentation of self", and you can -learn to use this well. For instance, when introducing yourself and your -work to other people, you can focus on highlights like these: - -- "What is the message behind what you're doing?" -- "How do you provide a model others can follow or improve upon?" -- "How can others get directly involved with your project?" +**Definition**: It is very useful to have an up-to-date public roadmap +for the project, a place where it can be discussed and maintained. The +Roadmap exists as an artifact with which to share current, but never +complete, understanding of the space. +**Problem**: Without a roadmap, there will not be a shared sense of the +project's goals or working methods. It will be much harder for people to +volunteer to help out, or to assess the project's progress. + +**Solution**: Keeping a list of current and upcoming activities, as well +as goals and working methods can +help[newcomers](http://peeragogy.org/practice/heuristics/newcomer/) and +old-timers alike see where they can jump in. As we cross things off the +list, this gives a sense of the accomplishments to date, and any major +challenges that lie ahead. + +**Examples**: + +- In the Peeragogy project, once the handbook's outline became fairly + mature, we could use it as a roadmap, by marking the sections that + are "finished", marking the sections where editing is currently + taking place, and marking the stubs (possible starting points for + future contributors). After this outline matured into a real[table + of contents](http://peeragogy.org/table-of-contents/), we started to + look in other directions for things to work on, and created + a[roadmap for further development of the website and peeragogy + project as a whole](http://peeragogy.org/peeragogy-org-roadmap/). + +- There can be a certain roadmappiness to "presentation of self", and + you can learn to use this well. For instance, when introducing + yourself and your work to other people, you can focus on highlights + like these: + + - "What is the message behind what you're doing?" + + - "How do you provide a model others can follow or improve upon?" + + - "How can others get directly involved with your project?" + +**Challenges**: Unless the roadmap is easy for people to see and to +update, they are not likely to use it. In the Peeragogy Accelerator +phase of the project, we've included a roadmap in the “behind the +scenes” version of our landing page, we're using it as a way to link to +other documents we're working on. Accordingly, people participating in +the accelerator frequently encounter the roadmap as a “first level” +object. All of this said, sometimes it's impossible to know in advance +what will happen! A roadmap that's not quite right will feel burdening. +Sometimes it's better to become more open to the unknown. + +**What’s Next**: Our roadmap document, which currently includes many +sub-sections, needs refining and re-outlining. We're hoping that our +work in the Accelerator will inform the 3rd edition of the Peeragogy +Handbook, so it's useful to think about the roadmap as a table of +contents for the book. However, since we are not just interested in +writing activities, the current roadmap will develop in different ways +than the first one did. A shared roadmap is very similar to a[Personal +Learning +Plan](http://peeragogy.org/to-peeragogy/personal-learning-plan/), or +"paragogical profile". We made +some[examples](http://campus.ftacademy.org/wiki/index.php/Free_Technology_Guild#Learning_design) +of these as we worked on the Free Technology Guild, but more work would +have to be done before we have a rich ecosystem of peer learning +profiles that people can use to develop a peer learning plan. diff --git a/en-md/roles.md b/en-md/roles.md index e85d240..cf35f27 100644 --- a/en-md/roles.md +++ b/en-md/roles.md @@ -1,15 +1,31 @@ -This may seem like an obvious one, but educational interactions tend to -have a number of different roles associated with them. Consider that -everything could bifurcate from the "autodidact": - -\1. Autodidact 2. Tutor-Tutee 3. Tutor-Tutee-Parent 5. Tutor-Tutee -\#1-Tutee \#2-Parent-Principal etc., until we have bursars, librarians, -technicians, janitors, editors of peer reviewed research journals, -government policy makers, spin-off industrial ventures and partnerships, -etc., all involved in Education. Even the autodidact may assume -different roles at different points in time - sometimes making a library -run, sometimes constructing a model, sometimes checking a proof. The -decomposition of "learning" into different phases or polarities could be -an endless theoretical task. For the moment, we just note that roles are -often present "by default" at the start of a learning process, and that -they may change as the process develops. +**Definition**: Educational interactions tend to have a number of +different roles associated with them. Everything could bifurcate from +the "autodidact", as in, (1) Autodidact, (2) Tutor-Tutee, (3) +Tutor-Tutee-Peer, etc., until we have bursars, librarians, technicians, +janitors, editors of peer reviewed research journals, government policy +makers, spin-off industrial ventures and partnerships, and so on. + +**Problem**: Even the autodidact may assume different roles at different +points in time - sometimes building a library, sometimes constructing a +model, sometimes checking a proof. The decomposition of "learning" into +different phases or polarities could be an endless theoretical task. The +simpler problem is to be aware of the roles that you and your teammates +have in the projects you're working on. + +**Solution**: We've described some exercises on +“[metacognition](http://peeragogy.org/can-we-work-together/)” that you +can apply when thinking about the roles that you're taking on and those +that you'd like to take on in your project. + +**Challenges**: Roles are often present "by default" at the start of a +learning process, and that they may change as the process develops. Both +of these features can be challenging, but they also present learning +opportunities. + +**What’s Next**: We've listed some of the roles for which we're seeking +volunteers in the[Peeragogy.org +Roadmap](http://peeragogy.org/peeragogy-org-roadmap/): Volunteer +Coordinator, Seminar Coordinator, Usability Guru, Activities Master, and +Tech lead. As with everything else in the roadmap, this list should be +reviewed and revised regularly, as the roles are understood relative to +the actual happenings in the Peeragogy project. diff --git a/en-md/sole.md b/en-md/sole.md index e9d89e3..ef225aa 100644 --- a/en-md/sole.md +++ b/en-md/sole.md @@ -1,5 +1,4 @@ Author: Jan Herder - > From this conversational piece you can engage in a journey to affect > your learning space through many points of entry interacting with the > physical one. We hope to inspire emerging structure and reciprocal @@ -10,13 +9,10 @@ Author: Jan Herder width="540"][![image](https://lh6.googleusercontent.com/m119p5TEeC2AwVv3rcDRLscSjbCQX1HE0iarrlEuYxYJVvqmSjinIHzMVtlwGOMfZNc8qHbQYsYdtOqkF6pjl-ts3WHUFu4NXyguaDsJTVqTWeFnT2mTH02w6A)](https://lh6.googleusercontent.com/m119p5TEeC2AwVv3rcDRLscSjbCQX1HE0iarrlEuYxYJVvqmSjinIHzMVtlwGOMfZNc8qHbQYsYdtOqkF6pjl-ts3WHUFu4NXyguaDsJTVqTWeFnT2mTH02w6A) A visualization of the facilitated peer to peer SOLE (Self-Organized Learning Environment) [/caption] - -The Guiding Strategy: ---------------------- +## The Guiding Strategy: In his [Peeragogical Case Study](http://peeragogy.org/case-study-5ph1nx/) David Preston states: - > Peeragogical interaction requires refining relational and topical > critique, as well as skills in other “meta” literacies, including but > not limited to critical thinking, collaboration, conflict resolution, @@ -61,9 +57,7 @@ considered as the learners participating. As a learning designer, I am also seeking more clues about the living structure of a well crafted SOLE. [![image](https://lh6.googleusercontent.com/UMoSK0Qr2zeCPdjVLvceq9_jj9XcVKQcbNGL5r99e9DkZTZ3S6e6NEfx1NHXpH9MNAPxiUIoVU1lhqqS9hnm_g_8Sc2-FfzS8O2-LRhBR0copHWApHVF9LFi0w)](https://lh6.googleusercontent.com/UMoSK0Qr2zeCPdjVLvceq9_jj9XcVKQcbNGL5r99e9DkZTZ3S6e6NEfx1NHXpH9MNAPxiUIoVU1lhqqS9hnm_g_8Sc2-FfzS8O2-LRhBR0copHWApHVF9LFi0w) - -Centers within the Center -------------------------- +## Centers within the Center SOLEs exist in a particular context. Take Sugata’s [hole in the wall](http://www.ted.com/talks/sugata_mitra_shows_how_kids_teach_themselves.html) @@ -282,9 +276,27 @@ SOLE provides. As facilitator and designer, you are, most of all, in a reciprocal relationship with the other learners. This is the essence of being a peer, an interaction that respects what each of us brings to the experience. +## A Review + +> **Sugata Mitra**: It is great to see the thinking that has gone into +> taking the idea of a SOLE forward. To my mind, SOLEs are quite +> experimental at this time and efforts such as these will provide +> invaluable data. I look forward to this. I notice that most of the +> important design features of a SOLE are incorporated into the article. +> I repeat them anyway, just to emphasise: 1. Large, publicly visible +> displays are very important, this is what resulted in the surprising +> results in the hole in the wall experiments and subsequent SOLEs for +> children in England and elsewhere. 2. The absence of unnecessary +> people in the learning space, no matter who they are; parents, +> teachers, principals, curious adults etc. 3. Free, undirected +> activity, conversation and movement. 4. A certain lack of order: I +> must emphasise that ‘Self Organised’, the way I use it does not mean +> ‘organising of the self’. Instead it has a special meaning from the +> subject, Self Organising Systems, a part of Chaos Theory. The SOLE +> should be a space at the ‘edge of chaos’, thereby increasing the +> probability of the appearance of ‘emergent order’. -References ----------- +## References 1. [Case Study: 5PH1NX](http://peeragogy.org/case-study-5ph1nx/ "Peeragogy Case Study: 5PH1NX ") diff --git a/en-md/specific_project.md b/en-md/specific_project.md index 85c4452..b347b07 100644 --- a/en-md/specific_project.md +++ b/en-md/specific_project.md @@ -1,7 +1,20 @@ -In the Jan. 2013 plenary session, as [Independent Publishers of New -England](http://IPNE.org "Website of IPNE") (IPNE) President Tordis +**Definition**: Being concrete about what you'd like to do, learn, and +achieve, takes you from thinking about a topic to becoming a +practitioner. + +**Problem**: It's easy to think about issues that matter: there are many +of them. The problem is figuring out what you're going to do about it. + +**Solution**: Specificity is relatively important in order for things to +happen. Values -- and even metrics -- tend to be less concretely +meaningful than acts. At the same time, while actions speak louder than +words, it's important to act in a coherent way if you want to be +understood by others. + +**Example**: In the January, 2013, plenary session,[Independent +Publishers of New England](http://ipne.org) (IPNE) President Tordis Isselhardt quietly listened to a presentation about how we created the -*Peeragogy Handbook*. During the Q&A, he spoke up, wondering if +*Peeragogy Handbook*. During the Q&A, she spoke up, wondering if peer-learning effort in IPNE might be more likely to succeed if the organization’s members "focused around a specific project." As this lightbulb illuminated the room, those of us attending the plenary @@ -13,3 +26,16 @@ motivation and incentive to participate in "PeerPubU", members of the association will earn authorship credit for contributing articles, editor credit for working on the manuscript, and can spin off their own chapters as stand-alone, profit-making publications. + +**Challenges**: As often happens, you may realize that your specific +goal is great, as a goal, but too large to tackle directly. It this +case, you may have to find a smaller piece of the project to focus on. +There will, eventually, be the problem of putting together the little +pieces in a coherent way. + +**What’s Next**: In the third year of the Peeragogy project, rather than +just keep working on the handbook, we've been working on building a +Peeragogy Accelerator, as a peer support system for projects related to +peer learning and peer production. Not only does specificity help member +projects, being clear about what the Accelerator itself is supposed to +do will help people get involved. diff --git a/en-md/sphinx.md b/en-md/sphinx.md index f862b60..ce0adac 100644 --- a/en-md/sphinx.md +++ b/en-md/sphinx.md @@ -2,7 +2,6 @@ > it as a "curiously trans-media" use case in peeragogical assessment *Author:* David Preston - > Over the last several decades technology has driven massive shifts in > the way we communicate and collaborate. Information technology, > socioeconomic trends, an increasingly complex and uncertain future, @@ -35,15 +34,13 @@ > old and so make possible a direct, unmediated contact with the new, > the mystery, moment by moment, of our existence. -Enter 5PH1NX ------------- +## Enter 5PH1NX On Monday, April 2, 2011, students in three English classes at a California public high school discovered anomalies in the day's entry on their course blog. (Reminder: not so long ago this sentence would have been rightly interpreted as being science fiction.) The date was wrong and the journal topic was this: - > In The Principles of Psychology (1890), William James wrote, "The > faculty of voluntarily bringing back a wandering attention, over and > over again, is the very root of judgment, character and will. No one @@ -68,8 +65,7 @@ and the journal topic was this: > you than they did before. I've had that experience myself. But don't > let appearance**s** fool you. There's always only one reality.” -Find the jokers ---------------- +## Find the jokers ![image](http://2.bp.blogspot.com/-9EhJ64lXiiw/UNDnBcrI0LI/AAAAAAAAAlQ/stlSWvuqDKI/s320/5ph1nx+1Q84+jokers.jpg) @@ -103,7 +99,7 @@ through nonfiction articles and literary selections such as Montaigne's Essays, Plato's Allegory of the Cave, Bukowski's Laughing Heart, Shakespeare's Hamlet, Sartre's No Exit and others. The first poem assigned in the course was Bukowski's “[Laughing -Heart](http://www.youtube.com/watch?v=bHOHi5ueo0A)?”: *The Gods will +Heart](http://www.youtube.com/watch?v=bHOHi5ueo0A)”: *The Gods will offer you chances. Know them. Take them.* So it is with knowledge and understanding. Today we are presented with an overwhelming, unprecedented quantity and variety of data in our physical and virtual @@ -112,9 +108,7 @@ analyze, evaluate, and act on information. On the back of each Joker card was a QR code that linked to a blog page with riddles and clues to a search. At this point students realized they were playing a game. A tab on the blog page labeled “The Law” laid out the rules of engagement: - -This is The Law ---------------- +## This is The Law 1. You cannot "obey" or "break" The Law. You can only make good decisions or bad decisions. @@ -133,7 +127,7 @@ This is The Law. After a second set of on-campus and blog quests, students noticed a shift in 5PH1NX. A couple of weeks before the first clue was published, during a Socratic seminar on Derrida's concept of Free Play, a student said, "We learn best when adults take away the -crutches and there is no safety net."? The quote was used in the next +crutches and there is no safety net." The quote was used in the next clue; students began to realize that the game was not pre-determined. 5PH1NX was evolving in response to their contributions. This is a manifestation of the hackneyed writing cliché: show, don't tell. The @@ -142,7 +136,6 @@ designed to engage learners over a vacation break in fun, collaborative, social media-friendly missions that required engagement in the community, expansion of their personal learning networks, and documentation on their blogs. For example: - ### FEAT \#1 *Buy a ticket to "The Hunger Games" (or any other movie that's likely to @@ -157,14 +150,11 @@ Students had been using the Internet without an Acceptable Use Policy all year; such policies are one-to-many artifacts of a central authority and far weaker than community norms. So rather than introduce "rules" 5PH1NX simply provided a reminder of the client-side responsibility. - -The Emergence of Peeragogical Assessment ----------------------------------------- +## The Emergence of Peeragogical Assessment The third page on the Feats of Wisdom blog was entitled *Identifying and Rewarding Greatness*, where learners were greeted with the following paragraph: - > If you see something that was done with love, that pushed the > boundaries, set the standard, broke the mold, pushed the envelope, > raised the bar, blew the doors off, or rocked in some previously @@ -193,9 +183,7 @@ coursework. This was learner-centered Peeragogical assessment in action; learners identified a need and an opportunity, they built a tool for the purpose, they managed it themselves, and they leveraged it in a meaningful way to support student achievement in the core curriculum. - -Project Infinity 2 & Implications for the Future ------------------------------------------------- +## Project Infinity 2 & Implications for the Future Alumni from the Class of 2012 felt such a strong positive connection to their experience in Open Source Learning and Peeragogical assessment @@ -240,7 +228,7 @@ of conversations about in-person retreats and the alumni community led to students wanting to create a massively multiple player learning cohort. Imagine 50,000-100,000 learners collaborating and sharing information on a quest to pass an exam by solving a puzzle that leads -them to a "Learning Man Festival"? over Summer break. When 5PH1NX +them to a "Learning Man Festival" over Summer break. When 5PH1NX players return from Winter Break in January they will transform their roles relative to the game and the course. Several have already shared "AHA!" moments in which they discovered ways to share ideas and @@ -264,9 +252,7 @@ probability to a world of possibility. As one student put it in a video entitled "We Are Superman," "What we are doing now may seem small, but we are part of something so much bigger than we think. What does this prove? It proves everything; it proves that it's possible." - -Background ----------- +## Background A world in which work looks like what's described in the PSFK think tank's **[Future of Work Report @@ -282,7 +268,6 @@ Skinner's Box 2.0. So what is to be done? How can we use emerging tools and culture to deliver such an amazing individual and collaborative experience that it shatters expectations and helps students forget they're in school long enough to fall in love with learning again? - Education in the Information Age should enable learners to find, analyze, evaluate, curate, and act on the best available information. Pursuing an interdisciplinary path of inquiry in an interest-based @@ -357,7 +342,7 @@ evidence of their own inability: "I'm just not good at math." How do we know when we're really good at something? Standardized testing feedback doesn't help learners improve. Most of us don't have a natural talent for offering or accepting criticism. And yet, as Wole Soyinka put -it, "The greatest threat to freedom is the absence of criticism."? +it, "The greatest threat to freedom is the absence of criticism." Peeragogical interaction requires refining relational and topical critique, as well as skills in other "meta" literacies, including but not limited to critical thinking, collaboration, conflict resolution, diff --git a/en-md/stasis.md b/en-md/stasis.md index b57486e..5df39a2 100644 --- a/en-md/stasis.md +++ b/en-md/stasis.md @@ -1,25 +1,29 @@ -Actually, living beings are never *really* in stasis. It just sometimes -feels that way. Different anti-patterns like -[Isolation](http://socialmediaclassroom.com/host/peeragogy/forum/anti-patterns-concerns-complaints-and-critiques#comment-2267) -or -[Navel-Gazing](http://socialmediaclassroom.com/host/peeragogy/forum/anti-patterns-concerns-complaints-and-critiques#comment-1808) -have described different aspects of the *experience* of feeling like one -is in stasis. Typically, what is happening in such a case is that one or -more dimensions of life are moving very slowly. +**Definition**: Actually, living beings are never really in stasis. It +just sometimes feels that way. Other anti-patterns like +[Isolation](http://peeragogy.org/antipatterns/isolation/) and [Navel +Gazing](http://peeragogy.org/antipatterns/navel-gazing/) have described +different aspects of the experience of feeling like one is in stasis. +Typically, what is happening in such a case is that one or more +dimensions of life are moving very slowly. -For instance, we were not able to get programming support to improve the -first version of the Social Media Classroom, for love or money, since -all developer energy was going into the next version. This isn't true -stasis, but it can feel frustrating when a specific small feature is -desired, but unavailable. +**Problem**: When important things are moving slowly or not at all, and +when they are mostly or entirely out of your control, this can be +frustrating. -The solution? Don't get hung up on small things, and find the dimensions -where movement *is* possible. In a sense this is analogous to eating a -balanced diet. You probably shouldn't only eat grilled cheese -sandwiches, even if you like them a lot. You should go for something -different once in a while. +**Solution**: It's tempting in this case just to be upset and to feel +disempowered. -This is also related to the pattern that talks about “[Carrying -Capacity](http://socialmediaclassroom.com/host/peeragogy/forum/patterns-and-use-cases#comment-2320)”. -There is always some dimension on which you can make progress -- it just -might not be the same dimension you've recently over-harvested! +**Example**: We were not able to get programming support to improve the +first version of the Social Media Classroom, since all developer energy +was allocated to the next version of the system. It becomes frustrating +if a specific small feature is desired, but unavailable. + +**Challenges**: Of course, it's very unpleasant to be frustrated all the +time. The hint to pick up is that there is always some dimension on +which you can make progress. It might not be the same one you've been +working on -- you might have “over-harvested” that niche (see [Carrying +Capacity](http://peeragogy.org/patterns-usecases/patterns-and-heuristics/carrying-capacity/)). + +**What’s Next**: We're working on a new handbook chapter about the +relationship of open source software and peeragogy. This will include +some more specific ideas about ways of making change. diff --git a/en-md/structure.md b/en-md/structure.md index 07fd60f..7fa3bb1 100644 --- a/en-md/structure.md +++ b/en-md/structure.md @@ -32,11 +32,9 @@ While we can't eliminate scarcity in one stroke, we can design activities for peer learning that are "scarcity aware" and that help us move in the direction of adaptive learning structures. -Planning Peer Learning Activities ---------------------------------- +## Planning Peer Learning Activities We begin with two simple questions: - - How do we select an appropriate learning activity? - How do we go about creating a learning activity if we don't find an existing one? @@ -76,7 +74,6 @@ own. For example, in a mathematics learning context, you would be likely to find people... - - solving textbook-style problems; - finding and sharing new research problems; - asking questions when something seems too difficult; @@ -103,8 +100,7 @@ able to support the written instructions or exercises with live/in-person feedback (e.g. meta-critique to coach and guide novice critics, a demonstration, etc.). -One scenario: building activities for the Peeragogy Handbook ------------------------------------------------------------- +## One scenario: building activities for the Peeragogy Handbook Adding a bunch of activities to the handbook won't solve all of our usability issues, but more activities would help. We can think about @@ -118,9 +114,8 @@ each article or section from this perspective: e.g. [2], [3].) 4. What customizations do we need for this particular application? -****As a quick example: designing a learning activity for the current -page** - +*** *As a quick example: designing a learning activity for the current +page ** 1. *We want to be able to come up with effective learning activities, for instance, to accompany a "how to" article for peer learners*. These activities will extend from from the written word to the world @@ -142,8 +137,7 @@ page** own experience, come back and create a related activity to accompany another handbook page! -References ----------- +## References 1. Bruffee, Kenneth A. (1984). "Collaborative learning and the conversation of mankind." *College English* 46.7, 635-652 diff --git a/en-md/stuck.md b/en-md/stuck.md index 6f667f4..ad609b2 100644 --- a/en-md/stuck.md +++ b/en-md/stuck.md @@ -1,4 +1,5 @@ -Knowing how to make good use of "weak ties" is often seen as a strength. +**Definition**: Knowing how to make good use of "weak ties" is often +seen as a “personal strength”. > **Nancy Darling**: [S]trong and weak ties tend to serve different > functions in our lives. When we need a big favor or social or @@ -8,14 +9,12 @@ Knowing how to make good use of "weak ties" is often seen as a strength. > and more diverse ties than our close friends do. We ask them when we > want to know who to hire to install our washing machine. [1] -The quote suggests that there is a certain trade-off between use of weak -ties and use of strong ties. The *anti-pattern* in question then is less -to do with whether we are forming weak ties or strong ties, and more to -do with whether we are being honest with ourselves and with each other -about the nature of the ties we are forming -- and their potential uses. -We can be "peers" in either a weak or a strong sense. The question to -ask is whether our needs match our expectations! In the peeragogy -context, this has to do with how we interact. +The question is less to do with whether we are forming weak ties or +strong ties. We can be "peers" in either a weak or a strong sense. The +question to ask is whether our needs match our expectations! + +**Problem**: In the peeragogy context, this has to do with how we +interact. > **One of us**: I am learning about peeragogy, but I think I'm failing > to be a good peeragogue. I remember that Howard once told us that the @@ -25,17 +24,26 @@ context, this has to do with how we interact. > to learn? If we are "only" co-consumers of information then this seems like a -classic example of a weak tie. We are part of the same "audience". On -the other hand, if we are actively engaging with other people, then this -is a foundation for strong ties. In this case of deep learning, our aims -are neither instrumental nor informational, but "interactional". People -who do not put in the time and effort will remain stuck at the level of -"weak ties", and will not be able to draw on the benefits that "strong -ties" offer. +classic example of a weak tie. We are part of the an "audience". + +**Solution**: Perhaps especially in an online, mediated, context, it is +possible to stay at the level of "weak ties" -- although you will not be +able to draw on the benefits that "strong ties" offer. (Cf. +[Isolation](http://peeragogy.org/antipatterns/isolation/).) + +**Challenges**: This strategy reveals its problems directly, if you ever +need help moving your washing machine. -Reference +**What’s Next**: If we are actively engaging with other people, then +this is a foundation for strong ties. In this case of deep learning, our +aims are neither instrumental nor informational, but "interactional". +Incidentally, the "One of us" quoted above has been one of the most +consistently engaged peeragogues over the years of the project. Showing +up is a good step -- you can always help someone else move their washing +machine! -- as is constructive self-critique. -1. Nancy Darling (2010). [Facebook and the Strength of Weak - Ties](http://www.psychologytoday.com/blog/thinking-about-kids/201005/facebook-and-the-strength-weak-ties), - Psychology Today. +**Reference**: +Nancy Darling (2010). [Facebook and the Strength of Weak +Ties](http://www.psychologytoday.com/blog/thinking-about-kids/201005/facebook-and-the-strength-weak-ties), +*Psychology Today*. diff --git a/en-md/student_syllabus.md b/en-md/student_syllabus.md index 74efb1c..dca39f9 100644 --- a/en-md/student_syllabus.md +++ b/en-md/student_syllabus.md @@ -40,8 +40,7 @@ deep inquiry on a topic that they are less familiar with. This will *even out* the expertise level across the cohort as well as ensure that a co-learner is neither bored nor dominating the dialogue. -3 example designs to structure the learning -------------------------------------------- +## 3 example designs to structure the learning ### Weekly topics structure @@ -94,8 +93,7 @@ their original topic in the fourth. > *Con:* co-learners may receive a topic that is poorly researched or > otherwise neglected. -Content -------- +## Content ### A vast number of topics @@ -154,8 +152,7 @@ be outlined ahead of time: > follow up by sharing both what you learned and what you accomplished > because he or she helped you. -Shared goals and group norms ----------------------------- +## Shared goals and group norms ### Choosing useful outputs @@ -202,16 +199,15 @@ kicking off the official learning process. > > *Norms:* Use > [netiquette](http://en.wikipedia.org/wiki/Netiquette#Netiquette)? No -> [flaming](http://en.wikipedia.org/wiki/Flaming_%28Internet%29)? Post -> your vacation days to a [shared +> [flaming](http://en.wikipedia.org/wiki/Flaming_(Internet))? Post your +> vacation days to a [shared > calendar](http://support.google.com/calendar/bin/answer.py?hl=en&answer=36598)? > Cultural norms? > > *Members:* It is useful to include a photo and a link to a public > profile such as Twitter, Google+ or Facebook. -Assessments and feedback loops ------------------------------- +## Assessments and feedback loops ### Co-authored assessment rubrics @@ -270,8 +266,7 @@ requirements. In this case, it may be possible to require that the co-learners self-organize entirely, or there may be intermediary assignments such as the charter, project plan or literary review. -Cyclical use of these models ----------------------------- +## Cyclical use of these models ### So much more to learn @@ -288,8 +283,7 @@ potential topics are collected at all times. These unexplored topics can be harvested for use in another learning cycle, continuing until the group achieves comprehensive mastery. -Risks ------ +## Risks This format is not without its own unique pitfalls: some challenges are learner disorientation or frustration in a new learning structure with diff --git a/en-md/style.md b/en-md/style.md index 9da3198..a05462b 100644 --- a/en-md/style.md +++ b/en-md/style.md @@ -1,7 +1,5 @@ *This is a How-To Handbook.* - -Keep it short -------------- +## Keep it short The easiest sections to read are those that are shorter and include some kind of visual (video or image) and have some personal connection (i.e. @@ -9,8 +7,7 @@ they tell a story). For anything longer, break it up into sub-pages, add visuals, make sure each sub-page is accessible to someone (who is it?). Think clearly of this reader, talk to them. -Make it clear -------------- +## Make it clear We'll illustrate this point by example. The original full title of the book was "The Peeragogy Handbook: A resource for self-organizing @@ -28,8 +25,7 @@ completely and see what's left. The easiest thing to do in such cases is to delete the sentence completely and start over: when in doubt, speak plainly. -Don't overdo it with bullet points ----------------------------------- +## Don't overdo it with bullet points Text can be very hard to read when there are more than a few bullet points included. Numbered lists should also be used sparingly. It also @@ -42,15 +38,13 @@ elsewhere to get good content (and indeed, we should make it easy for them to find the best treatments around!). It is not very pleasant to have to *read* a taxonomy. -Include activities ------------------- +## Include activities When reading, editing or otherwise working your way through the book, please make note of any activities or exercises that come to mind, and share them. We're always striving to be more practical and applicable. -Don't be overly chatty ----------------------- +## Don't be overly chatty In our efforts to escape from academia-speak and simplify the text in the handbook, it's important to make sure we are not heading towards the @@ -63,8 +57,7 @@ sometimes express ourselves in run-on sentences. While this is perfectly natural in speech, it can be confusing and complex in written text. Let's strive for the perfect balance of simple yet professional writing. -Additional style bonus points ------------------------------ +## Additional style bonus points - Avoid double lines after paragraphs; this is a leftover from the age of typewriters and can create "rivers" of white space. @@ -74,14 +67,12 @@ Additional style bonus points - Capitalize the first word of headings and subheadings; lower case all others. -Format your HTML nicely ------------------------ +## Format your HTML nicely We need to be able to process the content from this Wordpress site and turn it into various formats like LaTeX and EPUB. Our automated tools work much better if pages are formatted with simple and uniform HTML markup. Some key points: - - Mark up your links: use [The Peeragogy Handbook](http://peeragogy.org) instead of [http://peeragogy.org](http://peeragogy.org). It's best if the link diff --git a/en-md/summaries.md b/en-md/summaries.md index bf2a0d2..8bcb9ae 100644 --- a/en-md/summaries.md +++ b/en-md/summaries.md @@ -1,7 +1,6 @@ [caption id="" align="aligncenter" width="304"][![moonshine](http://peeragogy.org/wp-content/uploads/2013/12/moonshine.jpg)](http://peeragogy.org/chapter-summaries/moonshine/) Distilled for your convenience[/caption] - ### Peering into Learning This is a quick introduction to the main ideas used in the rest of the @@ -20,7 +19,6 @@ riddles with more than one answer, so we’ve included this detailed narrative example of peeragogy in action near the beginning of the book. Explore this case study for ideas and encouragement for your own learning adventures. - ### Peeragogy in practice: Patterns, use cases, and examples **PEERAGOGY IN PRACTICE** In this chapter we show some of the signposts @@ -44,7 +42,6 @@ a scenario or story with actors, actions, and outcomes. These scenarios provide a platform for examining outcomes patterns or anti-patterns. The parameters of use cases can be manipulated to establish best paths to success. - ### Convening a Group You’ll probably want to use this chapter to organize your thinking as @@ -69,7 +66,6 @@ with your physical learning space. Within this chapter of word and picture images, the emerging structure and reciprocal mentoring that may be inspired causes a ripple effect on those who open the door to its possibilities. - ### Organizing a learning context We talk about how peer learning is organized into "courses" and @@ -103,7 +99,6 @@ workscape, people are free-range learners: protect the learning environment, provide nutrients for growth, and let nature take its course. A workscape features profiles, an activity stream, wikis, virtual meetings, blogs, bookmarks, mobile access and a social network. - ### Introduction to Cooperation: Co-facilitation Sometimes omitting the figurehead empowers a group. Co-facilitation @@ -123,7 +118,6 @@ the learning of the whole group by sharing and reflecting upon their findings. These interactions of supportive mutual inquiry evolve the content and structure within a short time frame and with open-ended results. - ### Assessment Asking questions about assessment in the context of the Handbook (Who @@ -135,7 +129,6 @@ itself, as one example. **RESEARCHING PEERAGOGY** Three new patterns are introduced (Frontend and Backend, Spanning Set, and Minimum Viable Project) which form the basis of a “meta-model” that can be used to study and design for peer learning. - ### Technologies, Services, and Platforms Issues of utility, choice, coaching, impact and roles attach to the wide @@ -157,7 +150,6 @@ audio, video, slides, whiteboards, chat, and screen-sharing. Possible roles for participants in real-time meetings include searchers, contextualizers, summarizers, lexicographers, mappers, and curators. This mode of interaction supports emergent agendas. - ### Resources Here we present several ways to get involved in peer learning, including diff --git a/en-md/technologies.md b/en-md/technologies.md index 4dbd374..4d0bf61 100644 --- a/en-md/technologies.md +++ b/en-md/technologies.md @@ -27,7 +27,6 @@ current lives. Do we have time for three more tools in our busy days? Do more tools help -- or do they interfere with our work? In this section, we'll share with you a few issues: - - What technologies are most useful in peer learning? What do we use them for? What features or functions help our co-learning process? @@ -48,9 +47,7 @@ them, will change as the co-learning project moves along. Technologies themselves tend to change rapidly. Are you willing to change tools during the project as your needs and users change, or do you plan to use a given tool set from the beginning to the end of your project? - -Features and Considerations ---------------------------- +## Features and Considerations We will begin below with a discussions of "features" and initial considerations, and then move to a broader "Choose Your Own @@ -112,7 +109,6 @@ comfortable. Members can be co-teachers to each other -- as we have have -- in new platforms. What *type of tools*, based on the features that we need, shall we start out with? Resnick *at al.* [6] looked at tools having: - - Low thresholds (easy to get people started) - Wide walls (able to bring in lots of different situations and uses) and @@ -147,7 +143,6 @@ axes: Each will link to pages that will prompt you with features, functionality, and technology tool ideas. - ### Time/Place We can further break down tools into whether they create or distribute, @@ -161,45 +156,38 @@ both ways. We seem to be considering here mostly tools good for group work, but not for solo, while many others are much easier solo or in smaller groups. - ------------------------------ ------------------------------------------------------------------- --------------------------------------------------------------------------------------- - ****Same Time (Synchronous)**** **Different Time (Asyncronous)** - **Same Place (Co-located)** **Face-to Face**: Display-focused (e.g., Smartboards) **Continuous Task**: Groupware, project management - **Different Place (Remote)** **Remote Interaction**: Videoconference, IM, Chat, Virtual Worlds **Communication & Coordination**: Email, bulletin boards, Wikis, blog, workflow tools - ------------------------------ ------------------------------------------------------------------- --------------------------------------------------------------------------------------- - +****Same Time (Synchronous)**** +**Different Time (Asyncronous)** +**Same Place (Co-located)** +**Face-to Face**: Display-focused (e.g., Smartboards) +**Continuous Task**: Groupware, project management +**Different Place (Remote)** +**Remote Interaction**: Videoconference, IM, Chat, Virtual Worlds +**Communication & Coordination**: Email, bulletin boards, Wikis, blog, +workflow tools Some tools are synchronous, such as Google+ Hangouts, Blackboard Collaborate, and Adobe Connect, while others let us work asynchronously, such as wikis, forums, and Google Docs. We seem to be considering here mostly tools good for group work, but not for solo, while many others are much easier solo or in smaller groups. - ### Stages of Activities and Tasks Ben Shneiderman [5] has simplified the abundant models in this area (e.g., Couger and Cave) with a clear model of 4 general activities and 8 tasks in creation for individuals, which we can lean on as another framework for co-creation in co-learning. +## Collect -Collect -------- - -Relate ------- +## Relate -Create ------- +## Create -Distribute ----------- +## Distribute Searching Visualizing - Consulting Others - Thinking Exploring Composing Reviewing - Disseminating - Tools and functions won't be clear cut between areas. For example, some tools are more focused on being generative, or for creating content. Wikis, Etherpad, Google docs, and others usually have a commenting/talk @@ -214,7 +202,6 @@ forums, etc. Given that we are exploring learning, we can look to Bloom's Taxonomy (revised, see [9]) for guidance as to how we can look at knowledge support. Starting at the bottom, we have: - - Remembering, as a base; - Understanding, @@ -282,8 +269,7 @@ linked toolset with multiple tags, hopefully making it easier for you to evaluate which tool suits best the necessities of the group. Please consider this a starting point for your own connected exploration. -Appendix: Features and Functions --------------------------------- +## Appendix: Features and Functions Weaving all of these frameworks together, we have brought together a shared taxonomy for us to discuss and think about co-learning technology @@ -293,14 +279,11 @@ framework for the linked resource guide. For convenience and to help keep it up to date, we're publishing this resource [on Google Docs](http://goo.gl/H02fMA). We present an overview below. -Activities & Tasks ------------------- +## Activities & Tasks -Features/Functions ------------------- +## Features/Functions **Planning/Designing** - - Communicating - Deciding and Creating Alternatives @@ -313,7 +296,6 @@ Features/Functions - Visualizing **Collect/Share** - - Searching - Visualizing @@ -328,14 +310,12 @@ Features/Functions - Surveys and Questionnaires **Relate** - - Consulting Others from the Outside - Qualitative research - Quantitative research **Communication** - - Connecting with Others in the Group - Project Planning - Scheduling @@ -346,7 +326,6 @@ Features/Functions - Presentation and Document Sharing **Co-Create** - - Thinking (Free Association) - Exploring - Composing @@ -358,7 +337,6 @@ Features/Functions data visualization) **Distribute/Action** - - Disseminating - Publishing Platforms (traditional publishing, social media/sharing @@ -366,7 +344,6 @@ Features/Functions - Visualization (for presentation) **Feedback** - - Listening - Social Monitoring diff --git a/en-md/we_won.md b/en-md/we_won.md index 9917b63..0044a1a 100644 --- a/en-md/we_won.md +++ b/en-md/we_won.md @@ -23,12 +23,11 @@ collected in the recommended readings at the end of the book.) picture) [caption id="" align="aligncenter" -width="300"][![image](http://upload.wikimedia.org/wikipedia/commons/thumb/f/f6/Challenge_vs_skill.svg/300px-Challenge_vs_skill.svg.png "Challenge vs. Skill")](http://commons.wikimedia.org/wiki/File%3AChallenge_vs_skill.svg) +width="300"][![image](http://upload.wikimedia.org/wikipedia/commons/thumb/f/f6/Challenge_vs_skill.svg/300px-Challenge_vs_skill.svg.png "Challenge vs. Skill")](http://commons.wikimedia.org/wiki/File:Challenge_vs_skill.svg) [Challenge vs. -Skill](http://commons.wikimedia.org/wiki/File%3AChallenge_vs_skill.svg). +Skill](http://commons.wikimedia.org/wiki/File:Challenge_vs_skill.svg). By w:User:Oliverbeatson (w:File:Challenge vs skill.jpg) [Public domain], via Wikimedia Commons[/caption] - ### Peer learning for one Can you apply the ideas of peer learning on your own? In a certain @@ -63,8 +62,7 @@ don't be sparing with your criticism and creative ideas! You'll find some further reflections on these matters in the sections on [peeragogical assessment](http://peeragogy.org/assessment/ "Assess"). -References ----------- +## References 1. Corneli, J., and Mikroyannidis, A. (2012). Crowdsourcing education on the Web: a role-based analysis of online learning communities, in diff --git a/en-md/wiki.md b/en-md/wiki.md index cd3eb66..12e2387 100644 --- a/en-md/wiki.md +++ b/en-md/wiki.md @@ -1,5 +1,4 @@ *Author:* Régis Barondeau - In the context of P2P-learning, a wiki platform can be a useful and powerful collaboration tool. This section will help you understand what a wiki is and what it is not, why you should use it, how to choose a @@ -7,8 +6,7 @@ wiki engine and finally how you could use it in a P2P context. Some examples of P2P-learning projects run on wikis will help you see the potential of the tool. -What is a wiki? ---------------- +## What is a wiki? For [Ward Cunningham](http://en.wikipedia.org/wiki/Ward_cunningham) father of the wiki, "a wiki is a freely expandable collection of @@ -24,8 +22,7 @@ You can watch this CommonCraft video [wiki in plain english](http://www.youtube.com/watch?v=-dnL00TdmLY "wiki in plain english") to better understand what a wiki is. -What differentiates the wiki from other co-editing tools? ---------------------------------------------------------- +## What differentiates the wiki from other co-editing tools? The previous definitions show that a wiki is a "website," in other words it is composed of pages that are connected together by hyperlinks.In @@ -85,12 +82,10 @@ a wiki is better than other tools but if you need a wiki engine to address your needs you may consider going with a strong wiki engine rather than a "micro-wiki" engine embedded in an other tool. -Why use a wiki? ---------------- +## Why use a wiki? Those are the main reasons you should consider a wiki for your peer learning projects : - - To reduce coordination complication by having a central and always up to date place to store your content. You will reduce e-mail usage drasticly, and have access to your content from everywhere using any @@ -114,14 +109,12 @@ learning projects : tool. Using a hyperlinks you can... - > **Gérard Ayache**: "...jump by a single click from a network node to > the other, from a computer to an other, from one information to the > other, from one univers to the other, from one brain to the other." > (Translated from [5].) -How to choose a wiki engine? ----------------------------- +## How to choose a wiki engine? You will find more than a hundred different wiki engines. @@ -149,8 +142,7 @@ features of more than a hundred wiki engines. [Here](http://c2.com/cgi/wiki?TopTenWikiEngines) is the top ten list of the best wiki engines by Ward Cunningham. -How can a wiki be useful in a peeragogy project? ------------------------------------------------- +## How can a wiki be useful in a peeragogy project? A wiki is a good tool collaborative projects and a specially suited for work in progress as you can easily track changes using the history, @@ -158,7 +150,6 @@ compare those version and if necessary roll back a previous versions. In other words, nothing gets lost. Here are some ideas about how to use a wiki in a peeragogy project : - - **Use a wiki as your learning platform**. It can also support [Massive Open Online Courses (MOOCs)](http://socialmediaclassroom.com/host/peeragogy/wiki/connectivism-practice-how-organize-a-mooc). @@ -193,8 +184,7 @@ Here are some ideas about how to use a wiki in a peeragogy project : forget that a wiki can look way better than a Wikipedia page if you customize it -Examples of peeragogy projects run on wikis -------------------------------------------- +## Examples of peeragogy projects run on wikis [Appropedia](http://www.appropedia.org/Welcome_to_Appropedia) is a wiki site for collaborative solutions in @@ -214,9 +204,7 @@ adaptable solutions. [Teahouse](http://en.wikipedia.org/wiki/Wikipedia:Teahouse) is a peeragogy project run on a wiki that gives newcomers a place to learn about Wikipedia culture and get feedback from experienced Wikipedians. - -What are the best practices when using a wiki? ----------------------------------------------- +## What are the best practices when using a wiki? - **Cofacilitation** -- help each other learn, help each other administer @@ -230,8 +218,7 @@ What are the best practices when using a wiki? constraining creativity - **Fun** -- make it fun for people to contribute -References ----------- +## References 1. Leuf, Bo, et Ward, Cunningham. 2001. The Wiki way : quick collaboration on the Web. Boston: Addison-Wesley, xxiii, 435 p. p.14 @@ -240,7 +227,7 @@ References community - The wiki and the blog](http://ssrn.com/abstract=755904). Studies in Intelligence. vol. 49, no 3. Online : 4. Barondeau, Régis. 2010. [La gestion de projet croise le - wiki](http://www.regisbarondeau.com/Chapitre+4%3A+Analyse+du+cas#Synth_se). + wiki](http://www.regisbarondeau.com/Chapitre+4:+Analyse+du+cas#Synth_se). École des Sciences de la Gestion, Université du Québec à Montréal, 180 pp. 5. Ayache, Gérard. 2008. Homo sapiens 2.0 : introduction à une histoire diff --git a/en-md/work_together.md b/en-md/work_together.md index 4ff8442..ad1fce8 100644 --- a/en-md/work_together.md +++ b/en-md/work_together.md @@ -1,11 +1,16 @@ -Metacognition and mindfulness in peer learning ----------------------------------------------- +## Metacognition and mindfulness in peer learning Metacognition and mindfulness have to do with your awareness how how you -think, talk, participate, and attend to circumstances. It can be -particularly useful to apply this sort of "meta awareness" as you think -about the roles that you take on in a given project, the kind of -contributions you want to make, and what you hope to get out of the +think, talk, participate, and attend to circumstances. + +> **Alan Schoenfeld**: What (exactly) are you doing? Can you describe it +> precisely? Why are you doing it? How does it fit into the solution? +> How does it help you? What will you do with the outcome when you +> obtain it? [1] + +It can be particularly useful to apply this sort of "meta awareness" as +you think about the roles that you take on in a given project, the kind +of contributions you want to make, and what you hope to get out of the experience. These are all likely to change as time passes, so it's good to get in the habit of reflection. @@ -41,11 +46,10 @@ useful way? ![image](http://peeragogy.org/wp-content/uploads/2013/09/sengai-gibon.jpg) A famous work in ink by Sengai Gibon (1750–1837) - ### Two theories of motivation One of the most prominent thinkers working in the field of -(self-)motivation is Daniel Pink [1], who proposes a theory of +(self-)motivation is Daniel Pink [2], who proposes a theory of motivation based on autonomy, mastery, and purpose, or, more colorfully: 1. The urge to direct my life @@ -55,7 +59,7 @@ motivation based on autonomy, mastery, and purpose, or, more colorfully: There’s clearly a “learning orientation” behind the second point: it’s not just a matter of “fun” — the sense of achievement matters. But fun -remains relevant. Thomas Malone [2] specifically asked “What makes +remains relevant. Thomas Malone [3] specifically asked “What makes things fun to learn?” His proposed framework for building fun learning activities is also based on the three ingredients: fantasy, challenge, and curiosity. @@ -72,11 +76,14 @@ part of something bigger than oneself: et cetera. We'll say more about these matters in the chapters on [Cooperation](http://peeragogy.org/cowork/ "Cooperation"). -References ----------- +## References -1. Pink, D. (2011), Drive: The Surprising Truth About What Motivates - Us, Canongate Books Ltd -2. Malone, T.W. (1981), Toward a Theory of Intrinsically Motivating - Instruction, Cognitive Science, 4, pp. 333-369 +1. Schoenfeld, A. H. (1987). What's all the fuss about metacognition? + In A. H. Schoenfeld (Ed.), *Cognitive science and mathematics + education* (pp. 189-215). Hillsdale, NJ: Lawrence Erlbaum + Associates. +2. Pink, D. (2011). *Drive: The Surprising Truth About What Motivates + Us*, Canongate Books Ltd +3. Malone, T.W. (1981). Toward a Theory of Intrinsically Motivating + Instruction, *Cognitive Science*, 4, pp. 333-369 diff --git a/en-md/workscape.md b/en-md/workscape.md index edc5af3..8e25e39 100644 --- a/en-md/workscape.md +++ b/en-md/workscape.md @@ -2,8 +2,7 @@ Cultivating a results-oriented peer-learning program in a corporate learning ecosystem involves a few tweaks of the approach and tools we discussed in relation to more open, diverse networks. -The Workscape, a platform for learning --------------------------------------- +## The Workscape, a platform for learning Formal learning takes place in classrooms; informal learning happens in *workscapes.* A workscape is a learning ecology. As the environment of @@ -31,15 +30,12 @@ corporate citizens live and work by the organization’s values, people know the best way to get things done, workers spend more time creating value than handling exceptions, and everyone finds their work challenging and fulfilling. - -The technical infrastructure of the Workscape ---------------------------------------------- +## The technical infrastructure of the Workscape When an organization is improving its Workscape, looking at consumer applications is a good way to think about what’s required. Ask net-savvy younger workers how they would like to learn new skills, and they bring up the features they enjoy in other services: - - Personalize my experience and make recommendations, like Amazon. - Make it easy for me to connect with friends, like Facebook. - Keep me in touch with colleagues and associates in other companies, @@ -74,7 +70,6 @@ Others are not. You can’t afford to replicate Facebook or Google behind your firewall. That said, there are lots of applications you can implement at reasonable cost. Be skeptical if your collaborative infrastructure that doesn’t include these minimal functions: - **Profiles** - for locating and contacting people with the right skills and background. Profile should contain photo, position, location, email address, expertise (tagged so it’s searchable). IBM’s Blue Pages @@ -114,8 +109,7 @@ PCs. **Social network** - for online conversation, connecting with people, and all of the above functions. -Conclusion ----------- +## Conclusion Learning used to focus on what was in an individual's head. The individual took the test, got the degree, or earned the certificate. The diff --git a/en-md/wrapper.md b/en-md/wrapper.md index 00e9458..1b1ae26 100644 --- a/en-md/wrapper.md +++ b/en-md/wrapper.md @@ -1,32 +1,54 @@ -Early on, active peeragogue Charlie Danoff -[suggested](http://socialmediaclassroom.com/host/peeragogy/wiki/rolesdivision-labor) +**The Definition**: The wrapper role can be taken on by a project +participant who summarizes everything going on in the project, making +the project comprehensible to participants who haven't been following +all of the details. + +**The Problem**: Joining the project that is already going can feel like +trying to get aboard a rapidly moving vehicle. If you've joined and then +taken time off, you may feel like things have moved on so far that it's +impossible to catch up. In a very active project, it can be effectively +impossible to stay up to date with all of the details. + +**The Solution**: Charlie +Danoff[suggested](http://socialmediaclassroom.com/host/peeragogy/wiki/rolesdivision-labor) that someone take on the "wrapper role" – do a weekly pre/post wrap, so -that new users would know the status the project is at any given point -in time. The project's [wiki +that new (and existing) users would know the status the project is at +any given point in time. The project's[landing page](http://socialmediaclassroom.com/host/peeragogy/) also serves as -another sort of "wrapper". We check the public summaries of the project -from time to time to make sure that they accurately represent the facts -on the ground. Note that in its various forms, the "wrapper role" plays -an important integrative function. According to the theory proposed by -Yochai Benkler, for free/open "commons-based" projects to work, it is -vital to have both (1) the ability to contribute small pieces; (2) -something that stitches those pieces together [1]. In the first year of -the Peeragogy project, the "Weekly Roundup" by Christopher Tillman Neal -served to engage and re-engage members. Peeragogues began to eager -watched for the weekly reports to see if our teams or our names had been -mentioned. When there was a holiday or break, Chris would announce the -hiatus, to keep the flow going. In the second year of the project, we -didn't routinely publish summaries of progress, and instead, we've -assumed that interested parties will stay tuned on Google+. -Nevertheless, we maintain internal and external summaries, ranging from -agendas to press releases to quick-start guides. Regular meetings -provide an alternative way to stay up to date: see the Heartbeat +another sort of "wrapper", telling people what they can expect to find. + +**Objectives**: In fulfilling the wrapper role, we must check the public +summaries of the project from time to time to make sure that they +accurately represent the facts on the ground. + +**Examples**: In the first year of the Peeragogy project, the "Weekly +Roundup" by Christopher Tillman Neal served to engage and re-engage +members. Peeragogues began to eager watched for the weekly reports to +see if our teams or our names had been mentioned. When there was a +holiday or break, Chris would announce the hiatus, to keep the flow +going. In the second year of the project, we didn't routinely publish +summaries of progress, and instead, we've assumed that interested +parties will stay tuned on Google+. Nevertheless, we maintain internal +and external summaries, ranging from agendas to press releases to +quick-start guides. Regular meetings provide an alternative way to stay +up to date: see the[Heartbeat](http://peeragogy.org/patterns/heartbeat/) pattern. -Reference ---------- +**Challenges**: According to the theory proposed by Yochai Benkler, for +free/open "commons-based" projects to work, it is vital to have both (1) +the ability to contribute small pieces; (2) something that stitches +those pieces together [1]. The wrapper performs this integrative +function, which is often much more challenging than the job of breaking +things down into pieces or just doing one of the small pieces. + +**What’s Next**: We're maintaining a Landing Page for the Peeragogy +Accelerator, but people have said that they find the "backstage" +information about the Accelerator confusing. We need practices of +wrapping things up at various levels. + +**Reference**: -1. Benkler, Y. (2002). [Coase's Penguin, or Linux and the Nature of the - Firm](http://www.yale.edu/yalelj/112/BenklerWEB.pdf), *Yale Law - Journal* 112, pp. 369-446. +1. Benkler, Y. (2002).[Coase's Penguin, or Linux and the Nature of the + Firm](http://www.yale.edu/yalelj/112/BenklerWEB.pdf), Yale Law + Journal 112, pp. 369-446. diff --git a/script3.sh b/script3.sh index 491308b..fd00563 100755 --- a/script3.sh +++ b/script3.sh @@ -136,39 +136,39 @@ sed -i.bak s/post_content//g style2.html sed -i.bak s/post_content//g meet-the-team2.html sed -i.bak s/post_content//g license2.html -pandoc --from=html --to=mediawiki introduction2.html > introduction.mw -pandoc --from=html --to=mediawiki howto2.html > howto.mw -pandoc --from=html --to=mediawiki peer-learning2.html > peer-learning.mw -# pandoc --from=html --to=mediawiki metalearning2.html > metalearning.mw -# pandoc --from=html --to=mediawiki plns2.html > plns.mw -# pandoc --from=html --to=mediawiki plp2.html > plp.mw -# pandoc --from=html --to=mediawiki play2.html > play.mw -# pandoc --from=html --to=mediawiki informal_workplace2.html > informal_workplace.mw -# pandoc --from=html --to=mediawiki to_peeragogy2.html > to_peeragogy.mw -pandoc --from=html --to=mediawiki convening2.html > convening.mw -pandoc --from=html --to=mediawiki k122.html > k12.mw -pandoc --from=html --to=mediawiki researching2.html > researching.mw -pandoc --from=html --to=mediawiki organizing2.html > organizing.mw -pandoc --from=html --to=mediawiki structure2.html > structure.mw -pandoc --from=html --to=mediawiki student_syllabus2.html > student_syllabus.mw -pandoc --from=html --to=mediawiki connectivism2.html > connectivism.mw -pandoc --from=html --to=mediawiki participation2.html > participation.mw -pandoc --from=html --to=mediawiki workscape2.html > workscape.mw -pandoc --from=html --to=mediawiki cofac2.html > cofac.mw -pandoc --from=html --to=mediawiki coworking2.html > coworking.mw -pandoc --from=html --to=mediawiki designing_a_platform2.html > designing_a_platform.mw -pandoc --from=html --to=mediawiki assessment2.html > assessment.mw -pandoc --from=html --to=mediawiki profitability2.html > profitability.mw -pandoc --from=html --to=mediawiki patterns2.html > patterns.mw -pandoc --from=html --to=mediawiki patterns_heuristics2.html > patterns_heuristics.mw -pandoc --from=html --to=mediawiki technologies2.html > technologies.mw -pandoc --from=html --to=mediawiki wiki2.html > wiki.mw -pandoc --from=html --to=mediawiki realtime2.html > realtime.mw -pandoc --from=html --to=mediawiki get-involved2.html > get-involved.mw -pandoc --from=html --to=mediawiki action2.html > action.mw -pandoc --from=html --to=mediawiki style2.html > style.mw -# pandoc --from=html --to=mediawiki meet-the-team2.html > meet-the-team.mw -pandoc --from=html --to=mediawiki license2.html > license.mw +pandoc --from=html --to=markdown introduction2.html > introduction.md +pandoc --from=html --to=markdown howto2.html > howto.md +pandoc --from=html --to=markdown peer-learning2.html > peer-learning.md +# pandoc --from=html --to=markdown metalearning2.html > metalearning.md +# pandoc --from=html --to=markdown plns2.html > plns.md +# pandoc --from=html --to=markdown plp2.html > plp.md +# pandoc --from=html --to=markdown play2.html > play.md +# pandoc --from=html --to=markdown informal_workplace2.html > informal_workplace.md +# pandoc --from=html --to=markdown to_peeragogy2.html > to_peeragogy.md +pandoc --from=html --to=markdown convening2.html > convening.md +pandoc --from=html --to=markdown k122.html > k12.md +pandoc --from=html --to=markdown researching2.html > researching.md +pandoc --from=html --to=markdown organizing2.html > organizing.md +pandoc --from=html --to=markdown structure2.html > structure.md +pandoc --from=html --to=markdown student_syllabus2.html > student_syllabus.md +pandoc --from=html --to=markdown connectivism2.html > connectivism.md +pandoc --from=html --to=markdown participation2.html > participation.md +pandoc --from=html --to=markdown workscape2.html > workscape.md +pandoc --from=html --to=markdown cofac2.html > cofac.md +pandoc --from=html --to=markdown coworking2.html > coworking.md +pandoc --from=html --to=markdown designing_a_platform2.html > designing_a_platform.md +pandoc --from=html --to=markdown assessment2.html > assessment.md +pandoc --from=html --to=markdown profitability2.html > profitability.md +pandoc --from=html --to=markdown patterns2.html > patterns.md +pandoc --from=html --to=markdown patterns_heuristics2.html > patterns_heuristics.md +pandoc --from=html --to=markdown technologies2.html > technologies.md +pandoc --from=html --to=markdown wiki2.html > wiki.md +pandoc --from=html --to=markdown realtime2.html > realtime.md +pandoc --from=html --to=markdown get-involved2.html > get-involved.md +pandoc --from=html --to=markdown action2.html > action.md +pandoc --from=html --to=markdown style2.html > style.md +# pandoc --from=html --to=markdown meet-the-team2.html > meet-the-team.md +pandoc --from=html --to=markdown license2.html > license.md @@ -325,40 +325,40 @@ sed -i.bak s/post_content//g strategy_as_learning2.html sed -i.bak s/post_content//g we_are2.html sed -i.bak s/post_content//g young_aspiring_blogger2.html -pandoc --from=html --to=mediawiki heartbeat2.html > heartbeat.mw -pandoc --from=html --to=mediawiki carrying_capacity2.html > carrying_capacity.mw -pandoc --from=html --to=mediawiki creating_a_guide2.html > creating_a_guide.mw -pandoc --from=html --to=mediawiki discerning_a_pattern2.html > discerning_a_pattern.mw -pandoc --from=html --to=mediawiki moderation2.html > moderation.mw -pandoc --from=html --to=mediawiki newcomer2.html > newcomer.mw -pandoc --from=html --to=mediawiki pattern_language2.html > pattern_language.mw -pandoc --from=html --to=mediawiki polling_for_ideas2.html > polling_for_ideas.mw -pandoc --from=html --to=mediawiki praxis_vs_poeisis2.html > praxis_vs_poeisis.mw -pandoc --from=html --to=mediawiki roadmap2.html > roadmap.mw -pandoc --from=html --to=mediawiki roles2.html > roles.mw -pandoc --from=html --to=mediawiki wrapper2.html > wrapper.mw -pandoc --from=html --to=mediawiki specific_project2.html > specific_project.mw -pandoc --from=html --to=mediawiki isolation2.html > isolation.mw -pandoc --from=html --to=mediawiki magical_thinking2.html > magical_thinking.mw -pandoc --from=html --to=mediawiki messy_with_lurkers2.html > messy_with_lurkers.mw -pandoc --from=html --to=mediawiki misunderstanding_power2.html > misunderstanding_power.mw -pandoc --from=html --to=mediawiki navel_gazing2.html > navel_gazing.mw -pandoc --from=html --to=mediawiki stasis2.html > stasis.mw -pandoc --from=html --to=mediawiki stuck2.html > stuck.mw -pandoc --from=html --to=mediawiki from_peer_production2.html > from_peer_production.mw -pandoc --from=html --to=mediawiki cest_la_vie2.html > cest_la_vie.mw -pandoc --from=html --to=mediawiki distributed_project_management2.html > distributed_project_management.mw -pandoc --from=html --to=mediawiki improved_adaptivity2.html > improved_adaptivity.mw -pandoc --from=html --to=mediawiki research_funding2.html > research_funding.mw -pandoc --from=html --to=mediawiki whispering_gallery2.html > whispering_gallery.mw -pandoc --from=html --to=mediawiki living_the_oer_dream2.html > living_the_oer_dream.mw -pandoc --from=html --to=mediawiki making_our_own_tools2.html > making_our_own_tools.mw -pandoc --from=html --to=mediawiki paragogy2.html > paragogy.mw -pandoc --from=html --to=mediawiki technical_edge2.html > technical_edge.mw -pandoc --from=html --to=mediawiki prolegomena2.html > prolegomena.mw -pandoc --from=html --to=mediawiki peeragogy_helps2.html > peeragogy_helps.mw -pandoc --from=html --to=mediawiki starting_a_company2.html > starting_a_company.mw -pandoc --from=html --to=mediawiki steal_this_book2.html > steal_this_book.mw -pandoc --from=html --to=mediawiki strategy_as_learning2.html > strategy_as_learning.mw -pandoc --from=html --to=mediawiki we_are2.html > we_are.mw -pandoc --from=html --to=mediawiki young_aspiring_blogger2.html > young_aspiring_blogger.mw +pandoc --from=html --to=markdown heartbeat2.html > heartbeat.md +pandoc --from=html --to=markdown carrying_capacity2.html > carrying_capacity.md +pandoc --from=html --to=markdown creating_a_guide2.html > creating_a_guide.md +pandoc --from=html --to=markdown discerning_a_pattern2.html > discerning_a_pattern.md +pandoc --from=html --to=markdown moderation2.html > moderation.md +pandoc --from=html --to=markdown newcomer2.html > newcomer.md +pandoc --from=html --to=markdown pattern_language2.html > pattern_language.md +pandoc --from=html --to=markdown polling_for_ideas2.html > polling_for_ideas.md +pandoc --from=html --to=markdown praxis_vs_poeisis2.html > praxis_vs_poeisis.md +pandoc --from=html --to=markdown roadmap2.html > roadmap.md +pandoc --from=html --to=markdown roles2.html > roles.md +pandoc --from=html --to=markdown wrapper2.html > wrapper.md +pandoc --from=html --to=markdown specific_project2.html > specific_project.md +pandoc --from=html --to=markdown isolation2.html > isolation.md +pandoc --from=html --to=markdown magical_thinking2.html > magical_thinking.md +pandoc --from=html --to=markdown messy_with_lurkers2.html > messy_with_lurkers.md +pandoc --from=html --to=markdown misunderstanding_power2.html > misunderstanding_power.md +pandoc --from=html --to=markdown navel_gazing2.html > navel_gazing.md +pandoc --from=html --to=markdown stasis2.html > stasis.md +pandoc --from=html --to=markdown stuck2.html > stuck.md +pandoc --from=html --to=markdown from_peer_production2.html > from_peer_production.md +pandoc --from=html --to=markdown cest_la_vie2.html > cest_la_vie.md +pandoc --from=html --to=markdown distributed_project_management2.html > distributed_project_management.md +pandoc --from=html --to=markdown improved_adaptivity2.html > improved_adaptivity.md +pandoc --from=html --to=markdown research_funding2.html > research_funding.md +pandoc --from=html --to=markdown whispering_gallery2.html > whispering_gallery.md +pandoc --from=html --to=markdown living_the_oer_dream2.html > living_the_oer_dream.md +pandoc --from=html --to=markdown making_our_own_tools2.html > making_our_own_tools.md +pandoc --from=html --to=markdown paragogy2.html > paragogy.md +pandoc --from=html --to=markdown technical_edge2.html > technical_edge.md +pandoc --from=html --to=markdown prolegomena2.html > prolegomena.md +pandoc --from=html --to=markdown peeragogy_helps2.html > peeragogy_helps.md +pandoc --from=html --to=markdown starting_a_company2.html > starting_a_company.md +pandoc --from=html --to=markdown steal_this_book2.html > steal_this_book.md +pandoc --from=html --to=markdown strategy_as_learning2.html > strategy_as_learning.md +pandoc --from=html --to=markdown we_are2.html > we_are.md +pandoc --from=html --to=markdown young_aspiring_blogger2.html > young_aspiring_blogger.md