Biyan Alexandei, Paul Allison, Rgis Baiondeau, Doug Bieitbait, Suz Buiioughs, Joseph Coineli, Jay Cioss, Chailes Jeiey Dano, Julian Elve, Maiia Feinanda, James Folkestad, Kathy Gill, Gigi Johnson, Anna Keune, Roland Legiand, Amanda Lyons, Chiistophei Neal, Ted Newcomb, Stephanie Paikei, Chailoue Pieice, David Pieston, Howaid Rheingold, Paola Ricauite, Stephanie Schippei, Fabiizio Teizi, and Geo Walkei Tuesday 1 st Januaiy, 2013 (veision 1.0) All content heie is Public Domain unless noted. Text in sii cvs coiiesponds to links in the online veision of the book, which is at http://peeragogy.org. CONTENTS l lN1vouuc1ioN 1 1 Wiicoi' 3 2 Hov 1o usi 1uis uNunoox 5 ll Piiv LivNiNc 7 3 Ovivviiv 9 lll CoNviNiNc A Gvouv 29 4 CoNviNiNc 31 K12 Piivcocv 39 RisivcuiNc Piivcocv 47 lV OvcNiziNc LivNiNc CoN1ix1 51 OvcNiziNc CoLivNiNc 53 8 AuuiNc s1vuc1uvi 63 9 Tui s1uuiN1 u1uoviu sviinus 69 10 Hov 1o OvcNizi MOOC 77 11 Pv1iciv1ioN 85 12 Tui Wovxscvi 89 V CoFciii11ioN Nu CoWovxiNc 93 ii CONTENTS 13 Coiciii11ioN 95 14 DisicNs iov covovxiNc 101 1 Pi1iov uisicN 107 Vl AssissiN1 113 1 Piivcocici AssissiN1 115 1 FoiioviNc 1ui oNiv 123 Vll P11ivNs, Usi Csis, Nu Exviis 125 18 TuiNxiNc nou1 v11ivNs 127 19 P11ivNs Nu Hiuvis1ics 131 20 P11ivNs 133 21 AN1iv11ivNs 141 22 Usi Csis 149 Vlll TicuNoiociis, Sivvicis, Nu Pi1iovs 171 23 Piivcocv TicuNoiocv 173 24 Wixi 187 2 Rii1ii Mii1iNcs 195 lX Risouvcis 201 2 Hov 1o ci1 iNvoiviu 203 2 Piivcocv iN Ac1ioN 211 28 S1vii Guiui 219 29 Mii1 1ui Au1uovs 223 Part I Introduction cuv1iv 1 WELCOME TO THE PEERAGOGY HANDBOOK, A RESOURCE FOR SELF-ORGANlZlNG SELF-LEARNERS
Welcome to the Peeragogy Handbook!
Tis book, and accompanying website, is a iesouice foi self- oiganizing self-leaineis. With YouTube, Wikipedia, seaich engines, fiee chatiooms, blogs, wikis, and video communication, todays siiiiivNivs have powei nevei dieamed-of befoie. What does any gioup of self-leaineis need to know in oidei to self-oiganize leain- ing about any topic` Te Peeiagogy Handbook is a volunteei- cieated and maintained iesouice foi bootstiapping peei leain- ing. Tis pioject seeks to empowei the woildwide population of self-motivated leaineis who use digital media to connect with each othei, to co-constiuct knowledge of how to co-leain. Co- leaining is ancient, the capacity foi leaining by imitation and moie, to teach otheis what we know, is the essence of hu- man cultuie. We aie human because we leain togethei. Today, howevei, the advent of digital pioduction media and distiibu- tion/communication netwoiks has iaised the powei and poten- tial of co-leaining to a new level. lf you want to leain how to x a pipe, solve a paitial dif- feiential equation, wiite sofwaie, you aie seconds away fiom know-how via YouTube, Wikipedia and seaich engines. Access to technology and access to knowledge, howevei, isnt enough. Leaining is a social, active, and ongoing piocess. What does a motivated group of self-learners need to know to agree on a subje or skill, nd and qual- ify the be learning resources about that topic, sele and use appropriate communication media to co-learn 3 4 CHAPTER 1. WELCOME! it? In particular, what do they need to know about peer learning? Tis handbook is intended to answei these questions, and in the piocess, build a toolbox foi co-leaining. Oui expeiience within this pioject has been that auened hieiaichies do not necessaiily mean decisions go by consen- sus. Te handbook is in pait a collaboiation` and in pait a collection of single-authoi woiks. Ofen the lines and voices aie bluiied. One constant thioughout the book is oui inteiest in making something useful. To this end, the book comes with numeious activities, and is available undei non-iestiictive legal teims (you can ieuse poitions of it howevei you see t it has been given a CC Zivo 1.0 UNivivsi Puniic DoiN Diuic 1ioN). Foi those who seek moie evidence-based, scholaily scaf- folding foi leaining piactices, we also maintain a ii1iv1uvi viviiv of leaining theoiies that peitain to self-oiganized peei leaining. Finally, we also include instiuctions on uov 1o JoiN us iN iuv1uiv uiviioviNc 1uis visouvci. Sinceiely, Tui Piivcocv Ti cuv1iv 2 HOW TO USE THlS HANDBOOK Author Howaid Rheingold Tis document is a piactical guide to online co-leaining, a living document that invites comment and invites ieadeis to join the community of editois, the document does not have to be iead in lineai oidei fiom beginning to end. lf you and a gioup of othei people want to use digital media and netwoiks to co-leain togethei, this handbook is a piacti- cal tool foi leaining how to self-oiganize peei leaining what we call peeiagogy. Mateiial about conceptualizing and con- vening co-leaining the stu about geuing staited is located towaid the top of the table of contents. Mateiial about assess- ment, iesouices, use cases is located towaid the bouom of the TOC. But you dont have to iead it in sequential oidei. Hop aiound if youd like. We think and some ieseaich seems to suppoit that undeistanding how co-leaining woiks will help you do co-leaining moie eectively. So weve included mateiial about leaining theoiies that suppoit peei leaining oi that ieveal useful chaiacteiistics of successful peei leaining. Foi those who want to delve moie deeply into the empiiical ieseaich and schol- aiship, weve linked to a sistei document a liteiatuie ieview of leaining theoiy ielated to peeiagogy. Foi those who want to study moie deeply about the aspects of peei leaining we sum- maiize in oui aiticles, we piovide a list of links to ielated hand- book aiticles, and a set of iesouices foi fuithei study. Tink of oui pages as both places to stait and as jumping o points. Te shoit videos, most of themundei one minute long, at the veiy beginning of many aiticles aie meant to convey a sense of what the aiticle and its suppoiting mateiial is meant to convey. Tis is a living document. lf you want to join oui community of editois, contact howaidiheingold.com (lf you want to see how we go about cieating a handbook entiy, see oui guide foi newcomeis.) lf you dont want to go as fai as joining the com-
CHAPTER 2. HOW TO USE THIS HANDBOOK
munity of editois, please feel fiee to use the comment thiead auached to each page to suggest changes and/oi additions. See also Guiui 1o ci11iNc s1v1iu Tui Tnii oi CoN1iN1s Ouv iis1 oi visouvcis Ouv ii1iv1uvi viviiv Part II Peer Learning cuv1iv 3 OVERVlEW Tis pait of the book oeis oui most impoitant insights into peei leaining. A numbei of eailiei theoiies and expeiiments have focused on vaiious aspects of collaboiative, connective, and shaied, non-didactic leaining systems. Teies a iumbling among seveial well-known thinkeis that when combined with new technologies, peei leaining stiategies could have a big im- pact on the way educational institutions woik in the futuie. Oui aim heie is just to make the basic ideas concietely undeistand- able and immediately applicable. Te best couise is to tiy it out and see how it woiks foi you. Peeiagogy is about peeis leaining togethei and helping each othei leain. Te idea is that each peison contiibutes to the gioup in theii own way. Te contiibution of each peeiagogue depends on a healthy sense of self-awaieness. You ask youiself, What do l have to oei` and What do l get out of it` We think youll come up with some exciting answeis to those questions' Oui ist stiategy foi peei leaining invites you to engage in a self-assessment of youi motivations. Heie you take into account things like the leaining context, timing and sequence of leaining activities, social ieinfoicements, and visible iewaid. Oui view is that leaining is most eective when it contains some foim of 9 10 CHAPTER 3. OVERVIEW enjoyment oi satisfaction, oi when it leads to a conciete accom- plishment. lndeed, this is the kind of leaining that you choose to do, whethei youie being tiained oi not. Youie in chaige' Fui- theimoie, this kind of leaining is usually fun. lndeed, as well desciibe below, theie aie deep links between play and leain- ing. We believe we can impiove the co-leaining expeiience by adopting a playful mindset. Ceitainly some of oui best leain- ing moments in the Peeiagogy pioject have been peppeied with humoi and bantei. Apait fiom self-assessment and playfulness, heie aie two key factois to keep in mind Personal supports peer: We can consciously cultivate living, giowing, iesponsive webs of infoimation, suppoit, and inspiiation that help us be moie eective leaineis. Tis is a pei- sonal leaining netwoik. Well oei tips on how to build these netwoiks and well also explain how stiong peisonal leaining netwoiks can evolve into even stiongei peer leaining netwoiks. Peer supports personal: As we woik togethei to de- velop shaied plans oi ioadmaps foi oui collective eoits in gioup piojects, we usually can nd places wheie we have some- thing to oei, and places wheie we have something to leain. Fuitheimoie, if we aie willing to ask foi some help and oei oui help to otheis, then we can ieally leain a lot' Tis is why build- ing eective interpeisonal leaining stiategies should be pait of youi peisonal leaining plan. ln the following sections, you can iead some moie about these stiategies, oi you can skip ahead to Pv1 lll to stait look- ing at techniques you can use to build youi own peei leaining gioup. Peer learning through the ages Te new teim, peeiagogy, that we use in this book is a ii on the woid pedagogy the ait, science, oi piofession of teach- ing. Pedagogy has a somewhat pioblematic stoiy of oiigin it comes fiom the ancient Gieek tiadition of having a child (pai- dos) be supeivised (agogos) by a slave. Gieek philosopheis dis- 11 agieed with each othei as to the best way foi individuals to gain knowledge (and even moie so, wisdom). Sociates, who insisted that he was not wise, also insisted that his inteilocutois join him in investigating tiuth claims, as peeis. Te most famous of these inteilocutois, Plato, on a moie pedagogical bent, spoke of an enlightened few, whose iesponsibility it was to show oth- eis the light of knowledge (illustiated by his famous allegoiy of Te Cave). ln moie iecent centuiies, vaiious education theoiists and ie- foimeis have challenged the eectiveness of what had become the tiaditional teachei-led model. Most famous of the eaily edu- cation iefoimeis in the United States was John Dewey, who ad- vocated new expeiiential leaining techniques. ln his 191 book, Democracy and Education[1], Dewey wiote, Education is not an aaii of telling and being told, but an active and constiuc- tive piocess. Soviet psychologist Lev Vygotsky, who developed the concept of the Zone of Pioximal Development, was anothei pioponent of constiuctivist leaining. His book, ought and Language, also gives evidence to suppoit collaboiative, socially meaningful, pioblem-solving activities ovei solo exeicises [2]. Within the last few decades, things have begun to change veiy iapidly. ln Conneivism: A Learning eory for the Digital Age, Geoige Siemens aigues that technology has changed the way we leain, explaining how it tends to complicate oi expose the limitations of the leaining theoiies of the past [3]. Te ciu- cial point of connectivism is that the connections that make it possible foi us to leain in the futuie aie moie ielevant than the sets of knowledge we know individually, in the piesent. Fui- theimoie, technology can to some degiee and in ceitain con- texts, ieplace know-how with know-wheie-to-look. lf you want moie details on the histoiy, theoiies, and iecent expeiiments ielated to peei leaining, we have a moie exten- sive ii1iv1uvi viviiv available. Weve also adapted it into Wixiviui vci, which you can edit as well as iead. 12 CHAPTER 3. OVERVIEW Figuie 3.1 Pi1oN Cvi SNviu (104). By Jan Saeniedam [Public domain], via Wikimedia Commons What makes learning fun? (Or boring, as the case may be!) lndividuals leain by doing in a continuous piocess. Tis is most eective when it contains some foim of enjoyment, satis- faction, oi accomplishment. So foi each peei-leaining paitici- pant, theies a simple question What makes leaining fun foi me` Two learning stories 1. A study gioup foi a tough class in neuiopsychology con- venes at at the libiaiy late one night, iesolving to do well on the next days exam. Te students manage to de- ect theii puipose foi a while by gossiping about college hook-ups and paities, studying foi othei classes, and shai- ing photos. Ten, ist one membei, then anothei, takes the initiative and as a gioup, the students eventually pull 13 theii auention back to the task at hand. Tey enduie the monotony of studying foi seveial houis, and the next day, the exam is theiis. 2. A young skateboaidei spends houis tweaking the me- chanics of how to make a skateboaid oat in the aii foi a split second, enduiing physical pain of iepeated wipe- outs. With iepetition and success comes a deep undei- standing of the physics of the tiick. Tat same student cannot stiing togethei moie than ve minutes of continu- ous auention duiing chemistiy class and spends even less time on homewoik foi the class befoie giving up. Which is more fun, skateboarding or chemistry? Peei-leaining paiticipants succeed when they aie motivated to leain. Skateboaiding is piimaiily intiinsically motivated, with some extiinsic motivation coming fiom the iespect that kids ieceive fiom peeis when they mastei a tiick. ln most cases, the piimaiy motivation foi leaining chemistiy is extiinsic, com- ing fiom paients and societys expectations that the student ex- cel and assuie his oi hei futuie by geuing into a top college. Te student veiy well could be intiinsically motivated to have a glowing iepoit caid, but not foi the joy of leaining chem- istiy, but because of the motivaton to eain a high giade as pait of hei oveiall poitfolio. Taken a dieient way, what is it about chemistiy thats fun foi a student who does love the science` Peihaps she anitcipates the iespect, powei and piestige that comes fiom announcing a new bieakthiough, oi Oi, she may feel hei woik is impoitant foi the gieatei good, oi piospeiity, of humanity, oi she may simply thiill to see atoms bonding to foim new compounds. Leaining situations fiequently boie the leainei when extiin- sic motivation is involved. Whethei by paients oi society, be- ing foiced to do something, as opposed to choosing to, ends up making the individual less likely to succeed. ln some cases its cleai, but tiying to guie out what makes leaining fun foi a a 14 CHAPTER 3. OVERVIEW Figuie 3.2 Photo of Dmitii Mendeleev (1834-190). Found on Te Guaidians No1is c Tuioviis nioc. Public domain. gioup of individual humans can be veiy dicult. Ofen theie is no cleai-cut answei that can be diiectly applied in the leaining enviionment. Eithei way, identifying the factois that can make leaining boiing oi fun is a good stait. Peihaps leaining ceitain skills oi topics is intiinsically boiing, no mauei what, and we have to accept that. Learning paerns One way to think about fun leaining is that its fun to leain new paueins. Juigen Schmidhubei wiote A sepaiate iein- foicement leainei maximizes expected fun by nding oi cieat- ing data that is beuei compiessible in some yet unknown but leainable way, such as jokes, songs, paintings, oi scientic ob- seivations obeying novel, unpublished laws [4]. So the skate- boaidei enjoyed coming acioss new paueins (novel tiicks) that he was able to leain, tiicks that challenged his cuiient skill level. Learner, know thyself: A self-evaluation technique When joining the Peeiagogy pioject, l did a biief self- evaluation about what makes me tuin on to leaining 1 Context. l iesist being gioomed foi some unfoiseeable fu- tuie iathei than foi a puipose. Timing and sequence.l nd leaining fun when lmstudying something as a way to piociastinate on anothei piessing assignment. Social reinforcement.Geuing tips fiom peeis on how to navigate a snowboaid aiound moguls was moie fun foi me than my Dad showing me the piopei way to bu the cais leathei seats on choie day. Visible reward. ln high school, it was not fun in the mo- ment to sit and compose a 30-page ieading jouinal foi Fiankenstein. But owing in pait to those types of piioi expeiiences, wiiting is nowfun and its a pleasuie to leain how to wiite beuei. The role of metacognition in peer learning Te piole of each individual paiticipant, both fiom the pei- spective of self-awaieness, as well as fiom the peispective of maximal value of contiibution to the gioup endeavoi, becomes a metacognitive inquiiy into each peeiagogues skills, talents, subject mauei expeitise, socialization and suitability foi the ai- iay of ioles and positions iequiied to achieve a communally de- ned and fiamed goal oi output. Metacognitive means that the peeiagogue is piacticing awaieness of how he oi she is think- ing and auending. Te shoit foim is Deliberate self-awareness of ones thinking processes. Since in piinciple theie is no authoiity guie oi leadei to exeicise judgment oi discietion iegaiding the above, it becomes a necessaiy self-evaluative examination and declaiation in ie- gaid to the gioup, enabling paiticipating individuals to maxi- mize theii engagement and contiibution to the undeitaking. Possible Roles Leadei, Managei, Team Membei, Woikei 1 CHAPTER 3. OVERVIEW Content Cieatoi, Authoi, Content Piocessoi, Reviewei, Editoi Piesentation Cieatoi, Designei, Giaphics, Applications Plannei, Pioject Managei, Cooidinatoi, Auendee, Paitici- pant Mediatoi, Modeiatoi, Facilitatoi, Pioponent, Advocate, Repiesentative, Contiibutoi Possible Contributions Cieate, Oiiginate, Reseaich, Aggiegate Develop, Design, lntegiate, Rene, Conveit Wiite, Edit, Layout We nd it useful to build in a biief pause at the commence- ment of the pioject foi each peeiagogue to honestly self-dene and declaie to the gioup what he thinks he can biing to the ta- ble as a function of his knowledge, skills, capacities, and piefei- ences. Tis piocess piimes the gioup foi cohesion and success. Personal Learning Networks and Peer Learning Networks Peisonal Leaining Netwoiks aie the collections of people and infoimation iesouices (and ielationships with them) that people cultivate in oidei to foim theii own leaining netwoiks living, giowing, iesponsive souices of infoimation, suppoit, and inspiiation that suppoit self-leaineis. Howard RheingoldWhen I arted using social me- dia in the classroom, I looked for and began to learn from more experienced educators. Fir, I read and then tried to comment usefully on their blog pos and tweets. When I began to underand who knew what in the world of social media in education, I narrowed 1 my focus to the mo knowledgeable and adventurous among them. I paid aention to the people the savvi- e social media educators paid aention to. I added and subtraed voices from my aention network, lis- tened and followed, then commented and opened con- versations. When I found something I thought would intere the friends and rangers I was learning from, I passed along my own learning through my blogs and Twierream. I asked queions, asked for help, and eventually arted providing answers and assiance to those who seemed to know less than I. e teach- ers I had been learning from had a name for what I was doing growing a personal learning network. So I arted looking for and learning from people who talked about HOW to grow a PLN as the enthusias called them. Strong and weak ties Youi PLN will have people and sites that you check on ofen youi main souices of infoimation and leaining youi stiong ties. Youi weak ties aie those people and sites that you dont allow a lot of bandwidth oi time. But they may become stiong ovei time, as youi netwoik giows oi youi inteiests expand. Tis is a two-way stieet it is veiy impoitant that you aie shaiing what you leain and discovei with those in youi netwoik and not just taking, if you want to see youi netwoik expand. 18 CHAPTER 3. OVERVIEW Peer Learning Networks Latei in the handbook well talk moie about how to develop and shaie viivcocici vvoiiiis in othei woids howto ad- veitise what you want to leain, and what youd be inteiested in helping teach otheis. A netwoik of people who shaie theii pio- les and woik togethei to leain/teach/heal/communicate/etc. is a Peei Leaining Netwoik. Youll also nd moie infoimation about building a PLN in oui aiticle on Piivcocv iov K12 Eu uc1ovs (the aiticle is also useful even if youie not foimally employed a teachei). Personal Learning Plans and Peer Learning Plans A PLP is designed to develop a leaineis leaining and teach- ing capabilities. Leaineis leain how to develop, implement, ie- view, and adjust peisonal leaining goals. Te PLP suppoits leaineis in developing knowledge and skills that will enable them to 1. ldentify appiopiiate futuie options, 2. Review theii stiengths and aieas foi development, 3. ldentify goals and plans foi impiovement, 4. Monitoi theii actions and ieview and adjust plans as needed to achieve theii goals. Steps in making the PLP 1. Learning needs:What do you most need to leain about in the time ahead` 2. Learning aivities: What aie the best ways you leain, what leaining activities will meet youi leaining needs, what help will you need and how long will it take` 19 Figuie 3.3 l think because of the tiemendous changes we see in education and at woik, the sets (auitudes) aie beginning to oveilap moie and moie, said JoachimStioh of the Google com- munity, Visual Metaphois. (Used with peimission) 3. Evidence of learning:What will you put into youi pei- sonal poitfolio to demonstiate youi leaining piogiess and achievements` Peer Learning Plans On the same page wheie we talk about peeiagogical pio- les, we also talk about how to build a suviu vouv foi youi peei leaining pioject. lndeed, the idea of a ioadmap is ieally a cential pauein that comes up in this book again and again. From training to learning Te idea we develop heie ielates back to the question what makes leaining fun foi me. ln shoit, if its not something that you choose, its not as likely to stick. Howevei, dozen yeais ago, the woids training and learning weie inteichangeable, but today learning is ieveied and training is in the dog house. Whats the 20 CHAPTER 3. OVERVIEW dieience` Tiaining is something thats pushed on you, some- one else is in chaige. Leaining is something you choose to do, whethei youie being tiained oi not. Youie in chaige. And think of all the people we leain fiom who aient nec- essaiily tiaineis' Paients, giandpaients, aunts, uncles, bioth- eis, sisteis, playmates, cousins, Liule Leagueis, Scouts, school chums, ioommates, teammates, classmates, study gioups, coaches, bosses, mentois, colleagues, gossips, co-woikeis, neighbois, and oui kids is has ramications for the way people manage. To ex- tiact optimal peifoimance fiomwoikeis, manageis must inspiie themiathei than command them. Antoine de Saint-Exupiy put it nicely lf you want to build a boat, do not instiuct the men to saw wood, stitch the sails, piepaie the tools and oiganize the woik, but make them long foi seuing sail and tiavel to distant lands. Knowledge woikeis of the futuie will have instant, ubiq- uitous access to the Net. Te measuie of theii leaining is an open-book exam. What do you know` is ieplaced with What can you do`. Jay Cross lf l weie an instiuctional designei in a moiibund tiaining depaitment, ld polish up my iesume and head ovei to maiketing. Co-leaining can dieientiate seivices, inciease pioduct usage, stiengthen customei ielationships, and ieduce the cost of hand-holding. lts cheapei and moie use- ful than adveitising. But instead of just making a copy of todays boiing educational piactices, build something based on inteiaction and camaiadeiie, peihaps with some healthy competition thiown in. Again, the emphasis should always be on leaining in oidei to do something' Play and learning Once moie weie back to the question, What makes leain- ing fun` Teie aie deep links between play and leaining. Con- sidei, foi instance, the way we leain the iules of a game thiough 21 playing it. Te ist times we play a caid game, oi a physical spoit, oi a computei simulation we test out iule boundaiies as well as oui undeistanding. Actois and iole-playeis leain theii ioles thiough the dynamic piocess of peifoimance. Te iesult- ing leaining isnt absoibed all at once, but accietes ovei time thiough an emeigent piocess, one unfolding fuithei thiough it- eiations. ln othei woids, the moie we play a game, the moie we leain it. ln addition to the iules of play, we leain about the subject which play iepiesents, be it a stiategy game (chess, foi exam- ple) oi simulation of economic conict. Good games echo good teaching piactice, too, in that they stiuctuie a single playeis expeiience to t theii iegime of competence (cf. Vygotskys zone of pioximal leaining, a la Gee []). Tat is to say a game challenges playeis at a level suited to theii skill and knowledge comfoitable enough that play is possible, but so challenging as to avoid boiedom, eliciting playei giowth. Role-playing in the- atei lets peifoimeis exploie and test out concepts, see Boal []. Fuithei, adopting a playful auitude helps individuals meet new challenges with cuiiousity, along with a ieadiness to mobilize ideas and piactical knowledge. lndeed, the eneigy activated by play can take a peison beyond an events foimal limitations, as playeis can assume that play can go on and on []. Douglas Thomas and John Seely Brown All systems of play aie, at base, leaining systems. [8] Games have always had a majoi social component, and leaining plays a key iole in that inteipeisonal function. Us- ing games to build gioup cohesion is an old piactice, actually a tiiusm in team spoits. lt is impoitant to locate oui peeiagogical moment in a woild wheie gaming is undeigoing a ienaissance. Not only has digital gaming become a laige industiy, but gaming has begun to inl- tiate non-gaming aspects of the woild, sometimes iefeiied to as gamication. Puuing all thiee of these levels togethei, we see that we can possibly impiove co-leaining by adopting a playful 22 CHAPTER 3. OVERVIEW mindset. Such a playful auitude can then mobilize any oi all of the above advantages. Foi example, Two fiiends aie leaining the Russian language togethei. Tey invent a vocabulaiy game one identies an object in the woild, and the othei must name it in Russian. Tey take tuins, each challenging the othei, building up theii common knowledge. A middle-aged man decides to take up hiking. Te piospect is somewhat daunting, since hes a veiy pioud peison and is easily stymied by leaining something fiom sciatch. So he adopts a tiail name, a playful pseudonym. Tis new identity lets him set-aside his self-impoitance and iisk making mistakes. Giadually he giows comfoit- able with what his new peisona leains. We can also considei the design eld as a useful kind of playful peeiagogy. Te peison playing the role of the designei can select the contextual fiame within which the design is peifoimed. Tis fiame can be seen as the rules goveining the design, the aitifact and the piocess. Tese iules, as with some games, may change ovei time. Teiefoie the possibility to adapt, to tailoi ones activities to changing context is impoitant when designing playful leaining activities. (And well look at some ways to design peei leaining expeiiences next') From Peer Learning to Peeragogy Te idea that we needed a new theoiy (which we called par- agogy) aiose out of the challenges we faced doing peei leain- ing. Specically, we weie paiticulaily inteiested in the condi- tions that weie iequiied foi volunteei contiibutois to diive an leaining-focused oiganizations agenda, and impiove things foi paiticipating leaineis and teacheis. Howcould the oiganization itself leain and giow, while paiticipants weie also leaining and becoming beuei contiibutois` 23 As this idea took foim, we ieected moie on how leaining and oiganizations woik. Just like it would be iaie foi a business to be successful if it does not take into account the needs and inteiests of its clients, it is unlikely foi a leaining pioject to be successful if the act of leaining is not somehow ielevant foi the people doing it. So, paiagogy became a set of proposed principles foi undei- standing leaining (and woiking) togethei. ln paiticulai, we fo- cused on the way in which co-leaineis shape theii leaining con- text togethei. Paiagogy is not a iecipe its ideas can giow and change to suit the needs of the moment, as it has matuied, it has become moie of an appioach than it is a set of set-in-stone piinciples. lts also ii on the woid andiagogy, which comes fiom Malcolm Knowles. He wiote [A]ndragogy is simply another model of assumptions about adult learners to be used alongside the peda- gogical model of assumptions, thereby providing two alternative models for teing out the assumptions as to their t with particular situations. Furthermore, the models are probably mo useful when seen not as dichotomous but rather as two ends of a sperum , with a realiic assumption (about learners) in a given situation falling in between the two ends [9] (p. 43). We also tiied, at least at ist, to be similaily non- oppositional with iespect to andiagogy [T]he mo important initial condition in andragogy seems to be that an adult educator or facilitator is part of the piure. In a peer-based seing, that may not be the case: we can easily nd examples of learn- ing environments where there is no teacher in the classroom; where, for example, the task of facilita- tion is shared among all participants or even encoded in the learning materials or supportive technologies. Not that one way is more desirable than another: we simply mean to highlight the fa that the mo basic 24 CHAPTER 3. OVERVIEW features of a given learning environment will inu- ence everything else. [10] Paiagogy is intended to be a bioad, inclusive, and pui- posefully ambiguous teim. Peeiagogy by contiast auempts to make the idea moie conciete and immediately undeistandable peeiagogy is about peeis leaining togethei, and teaching each othei. ln the end, the two woids aie actually synonyms. lf you piefei to go meiiily into theoiy-building mode, feel fiee to spell it paiagogy. lf you want to be a bit moie down to eaith, use peeiagogy. Dierent ways to analyze the learning process Since we aie inteiested in how students (and otheis) can collaboiate in leaining, biinging to theii own paiticulai expe- iiences, stiengths, and weaknesses to beai, we ask How can each paiticipant contiibute to a gioup in theii own way` Which kind of activities can we design to fostei multi-modal collab- oiative leaining, and how do we assess the outcomes` One appioach is to look at the multiple dieient social ioles which people take on in educational contexts [W]e use [Ken] Wilbers terms to describe a given so- cial role in terms of its conituent aions. So for ex- ample, the role of being a udent might be described as follows: Igo to class, wedo a class proje, the ob- jes of concern ( Its) are things I can add to my port- folio or work-record; and fundamentally, itis all about gaining a skill. is simple background ory gives us a notion of role, persona, or identity: a role that is dened by its conituent aions, relative a given so- cial context. And here, context is conceived of, aer Nishida, as a shared context in motion. [11] Afei doing some peisonal ieection on the ioles you want to take on and the contiibutions you want to make (as we discussed above), you may also want to woik togethei with youi leaining gioup to analyze the leaining piocess in moie detail. Teie aie 2 Figuie 3.4 CuiiiNci vs. Sxiii. By wUseiOliveibeatson (wFileChallenge vs skill.jpg) [Public domain] many dieient phases, stages, and dimensions that you can use to help stiuctuie and undeistand the leaining expeiience we list some of these below. Guidance & Support, Communication & Collaboration, Reeion & Demonration, Content & Aivities (fiom Giainne Conole) Forming, Norming, Storming, Performing fiomBiuce Tuck- man. Te ve-stage e-modeiating model fiom Gllly Salmon Assimilative, Information Processing, Communicative, Pro- duive, Experiential, Adaptive(fiom Olivei and Conole) Multiple intelligences (afei Howaid Gaidnei). Te associated mental state(afei Csikszentmihalyi, see pictuie) Consideied in teims of Leaining Powei (Deakin-Ciick, Bioadfoot, and Claxton). 2 CHAPTER 3. OVERVIEW Further reading A word list for your inner edu-geek Constiuctivism Social constiuctivism Radical constiuctivism Enactivism Constiuctionism Connectivism On fun and boredom e Contribution of Judo to Education by Kano Jigoio Pale King, unnished novel by David Fostei Wallace, On Paragogy Joe Coinelis lviiiN1iNc Pvcocv lesson plan, on Wikiveisity Joe Coineli and Chailie Danons Paiagogy Papeis, on vvcocv.Ni1 on Learning vs Training Hait, Jane. ls i1 1ii iov BYOL (BviNc Youv OvN LivNiNc) s1v1icv iov vouv ovcNiz1ioN` on PLNs Suiiiv Tivviii Gioni Ni1viviv, Cuv1ov, PLN Buiiuiv, blog post, with video Will Richaidson and Rob Mancabelli, PivsoNi LivN iNc Ni1vovxs UsiNc 1ui Poviv oi CoNNic1ioN 1o TvNsiov Euuc1ioN 2 Hovvu RuiiNcoius PLN iiNxs oN Diiicious Exercises to help cultivate a playful aitude Use the Oniii S1v1iciis caid deck (Biian Eno and Petei Schmidt, 1st edition 19, now available in its fh edition) to spui playful cieativity. Each caid advises play- eis to change theii cieative piocess, ofen in suipiising diiections. Take tuins making and shaiing videos. Tis online collab- oiative continuous video stoiytelling involves a gioup of people cieating shoit videos, uploading them to YouTube, then making playlists of iesults. Similai to Ciiv KiNo, only online. Engage in theatei play using Google Hangout. e.g. com- ing togethei with a gioup of people online and peifoim- ing theatiical peifoimances on a shaied topic that aie iecoided. References 1. Dewey, J. (2004). Democracy and education. Dovei Publi- cations. 2. Vygotsky, L. S. (198). ought and language. MlT piess. 3. Siemens, G. (200). Connectivism A leaining theoiy foi the digital age. International Journal of Inruional Tech- nology and Diance Learning, 2(1), 3-10. 4. Schmidhubei, J. (2010). Foimal theoiy of cieativity, fun, and intiinsic motivation. Autonomous Mental Develop- ment (IEEE), 2(3), 230-24. . Gee, J. P. (1992). e social mind: Language, ideology, and social praice. Seiies in language and ideology. NewYoik Beigin & Gaivey. 28 CHAPTER 3. OVERVIEW . Boal, A. (199). eatre of the oppressed. 3id ed. London Pluto Piess. . Beieitei, C. and Scadamalia, M. (1993). Surpassing our- selves, an inquiry into the nature and implications of ex- pertise. Peiu, lllinois Open Couit. 8. Douglas Tomas and John Seely Biown (2011), ANewCul- ture of Learning: Cultivating the Imagination for a World of Conant Change. CieateSpace. 9. Knowles, M. S. (1980). Te modein piactice of adult edu- cation Fiom pedagogy to andiagogy. Chicago Folleu. 10. Coineli, J. and Dano, C.J. (2011), Paiagogy Syneigiz- ing individual and oiganizational leaining. (Published oN Wixivivsi1v.) 11. Coineli, J., & Mikioyannidis, A. (2012). Ciowdsouic- ing education on the Web a iole-based analysis of on- line leaining communities, in Alexandia Okada, Teiesa Conolly, and Petei Scou (eds.), Collaborative Learning 2.0: Open Educational Resources, lGl Global. Part III Convening A Group cuv1iv 4 BUlLDlNG YOUR CO-LEARNlNG GROUP Authors Gigi Johnson and Joe Coineli So you want to tiy peei leaining` Maybe youve alieady found a fewpeople who will suppoit you in this eoit` Congiat- ulations' lts time now to focus youi thinking how will you convene otheis to foim a suitable gioup` How will you design a leainei expeiience which will make youi pioject thiive` ln this chaptei we suggest a vaiiety of questions that will help you to make youi pioject moie conciete foi potential new membeis. Teie aie no good oi bad answeis - it depends on the natuie of youi pioject and the context. Tiying to answei the questions is not something you do just once - at vaiious stages of the pioject, some oi all of those questions will get newmeanings - and piob- ably new answeis. Fnvizio Tivzi ere is a force of araion that allows aggregation into groups based on the degree of personal intere; the ability to enhance and improve the share of each participant; the expeation of suc- cess and potential benet. Who are we? Note that theie aie many gioups that may not need to be convened, since they alieady exist. Teie is a good stoiy fiom A. T. Avivv1Ni in his coiiic1iu vovxs in which he does convene a natuial gioup (namely, a village) - but in any case, keep in mind at the outset that the degiee of gioup- consciousness that is necessaiy foi peei leaining to take place is not xed. Heie we suppose you (whoevei you aie') aie just at the point of kicking o a pioject. What steps should you take` We suggest you take a moment to pondei the following ques- tions ist' 31 32 CHAPTER 4. CONVENING Five Ws and a How, and six clusters of Very Good estions Tose taking the initiative should ask themselves a quick tia- ditional who, what, wheie, when, why, and how. (SioN SiNix suggests to begin with Why, and we touched on Who above'). ln doing so, pieliminaiy assumptions foi design and stiuctuie aie established. Howevei, in peei leaining it is paiticulaily im- poitant to maintain a healthy degiee of openness, so that futuie gioup membeis can also foim theii answeis on those questions. ln paiticulai, this suggests that the design and stiuctuie of the pioject (and the gioup) may change ovei time. Heie, we ii on the tiaditional WsH with six clusteis ofVery Good eions which will help you focus youi thinking about the pioject. Expectations for participants Do yousee aninitial divisionof labor that wouldsug- gest the formation of teams or task groups? 1. What aie some of the ioles that people aie likely to fall into (e.g. Newcomei, Wiappei, Luikei, Aggiegatoi, etc.)` 2. How likely is it that paiticipants will stick with the pioject` lf you expect many paiticipants to leave, how will this eect the gioup and the outcome` 3. Do you envision new people joining the gioup as time goes by` lf so, what featuies aie you designing that will suppoit theii integiation into an existing ow` 4. Will the pioject woik if people dip in and out` lf so, what featuies suppoit that` lf not, how will people stay focused` Nature of the project 1. What skills aie iequiied` What skills aie you tiying to build` 33 Figuie 4.1 Engiaving of Rudyaid Kipling (18-193). l keep six honest seiving-men (Tey taught me all l knew) 2. What kinds of change will paiticipants undeigo` Will they be heading into new giound` Changing theii minds about something` Leaining about leaining` 3. What social oi pioductive (etc.) objective, if any, is the pioject aiming to achieve` Time management 1. What do you expect the gioup to do, fiom the moment it convenes, to the end of its life-span, to cieate the specic 34 CHAPTER 4. CONVENING outcome that will exist at the conclusion of its last meet- ing` (C. Geisick.) Note that what people ACTUALLY do may be dieient fiom what you envision at the outset, so you may want to ievisit this question (and youi answei) again as the pioject piogiesses. 2. Keeping in mind that at least one peiiod of is ineitia is veiy likely (C. Geisick), what event(s) do you anticipate hap- pening in the gioup that will biing things back togethei, set a newdiiection, oi geneially get things on tiack` Moie geneially, what kinds of contingencies does youi gioup face` How does it inteiface to the outside woild` 3. What pie-existing naiiatives oi woikows could you copy in youi gioup` 4. Howmuch of a time commitment do you expect fiompai- ticipants` ls this kind of commitment iealistic foi mem- beis of youi gioup` . What, if anything, can you do to make paiticipation easy in the sense that it happens in the natuial ow of life foi gioup membeis` . Does eveiyone need to paiticipate equally` How might non-equal paiticipation play out foi paiticipants down the line` Thinking backwards 1. What stiuctuies will suppoit paiticipants in theii jouiney to the end iesult(s) you (oi they) have envisioned` What content can you use to esh out this stiuctuie` 2. Wheie can the stiuctuie ex to accomodate unknown factois as things piogiess` Parameters of tool/platform choice 3 1. What tools aie paiticulaily suited to this gioup` Con- sidei featuies like past expeiience, the need foi centializa- tion (oi de-centialization), cultuial expectations ielated to gioup woik, shaiing, and leadeiship, etc. 2. ls theie an inheient diaw to this pioject foi a given pop- ulation, oi aie you going to have to do a lot of woik to keep people involved` How might youi answei inuence youi choice of tools` 3. How do you piioiitize easy entiy, diveise uses, and high ceilings foi sophisticated expansion` 4. Unless you aie woiking with an existing gioup, oi ie- using an existing modalitiy, paiticipation is not a habit foi anyone heie. Whats the hook` (Non-) Linearity vs Messiness 1. How will youi gioup manage feedback in a constiuctive way` 2. Why might paiticipants feel motivated to GlVE feedback` 3. How im aie the social contiacts foi this gioup` How extensively do they apply` (Do they apply to eveiyone equally, oi aie some moie equal than otheis`) 4. What do people need to know at the stait` What can you woik out as you go along` Who decides` . How welcome aie meta-discussions` What kinds of dis- cussions aie not likely to be welcome` Do you have facil- ities in place foi bieakout gioups oi othei peei-to-peei inteiactions` (Alteinatively, if the pioject is mostly dis- tiibuted, do you have any facilities in place foi coming togethei as a gioup`) 3 CHAPTER 4. CONVENING Cycles of group development Te above questions iemain impoitant thoughout the life of the pioject. People may come and go, paiticpants may piopose fundamentally new appioaches, people may evolve fiom luik- eis to majoi content cieatois oi vice veisa. Te questions we suggest can be most eective if youi gioup discusses them ovei time, as pait of its woikow, using synchionous online meet- ings (e.g., Bic Biui Bu11oN, Auoni CoNNic1, Bicxnovu Coiinov1i), foiums, Google docs, wikis, and/oi email lists. Regulai meetings aie one way to establish a Heaitbeat foi the gioup. ln thinking about othei ways of stiuctuiing things, note that the body of the peeiagogy handbook follows a TucxN iixi ou1iiNi (Convening a Group is oui foiming, Organiz- ing a Learning Context is oui stoiming and noiming, Co- working/Facilitation is oui peifoiming, and Assessment is oui adjouining). But we agiee with Geisick (and Engestim) that gioups do not always follow a lineai oi cyclical pauein with theii activities' Neveitheless, theie may be some paiticulai stages oi phases that you want your gioup to go thiough' Do you need some milestones, foi example` How will you know when youve achieved success` Etc. Dealing with chaos or conflict ln closing, it is woith ieminding you that it is natuial foi gioups to expeiience conict, especially as they giow oi cioss othei thieshold points oi milestones - oi peihaps moie likely, when they dont cioss impoitant milestones in a timely fash- ion (ah, so you iemembei those milestones fiom the pievious section'). Neveitheless, theie aie some stiategies can be used to make this conict pioductive, iathei than meiely destiuctive (see Oztuik and Simsek). 3 Recommended Reading 1. Engestim, Y. (1999). lnnovative leaining in woik teams Analyzing cycles of knowledge cieation in piactice. ln Y. Engestim, R. Mieuinen & R.-L-. Punamki (Eds.), Per- speives on aivity theory, (pp. 3-404). Cambiidge, UK Cambiidge Univeisity Piess 2. Geisick, C. (1988). Time and tiansition in woik teams Towaid a new model of gioup development. Academy of Management Journal 31 (Oct.) 9-41. 3. Mimi ltos obseivations about Nc iN cvouvs co iivNiNc JvNisi 4. Rheingold U, MiNuAv cvouvs . Shneideiman, B. (200). Cvi1ivi1v suvvov1 1oois cciiiv1iNc uiscovivv Nu iNNov1ioN. Commun. ACM 0, 12 (Decembei 200), 20-32. doi10.114/132388.132389, . Tomlinson, B., Ross, J., Andi, P., Baumei, E.P.S., Pauei- son, D.J., Coineli, J., Mahaux, M., Nobaiany, S., Lazzaii, M., Penzenstadlei, B., Toiiance, A.W., Callele, D.J., Olson, G.M., Silbeiman, M.S., Stndei, M., Palamedi, F.R., Salah, A., Moiiill, E., Fianch, X., Muellei, F., Kaye, J., Black, R.W., Cohn, M.L., Shih, P.C., Biewei, J., Goyal, N., Nkki, P., Huang, J., Baghaei, N., and Sapei, C., Mssiviiv Dis 1vinu1iu Au1uovsuiv oi Acuiic Pvivs, Proceedings of Alt.Chi, Auin Texas, May 510 2012 (10 page extended abstiact), ACM, 2012, . David de Ugaite, Phyles. (Suvv) (Boox) 8. Scheidel, T. M., & Ciowell, L. (194). ldea development in small discussion gioups. arterly Journal of Speech, 0, 140-14. 9. Scheidel, T. M., & Ciowell, L. (199), Discussing and Decid- ing - A Desk Book for Group Leaders and Members, Macmil- lan Publishing 38 CHAPTER 4. CONVENING 10. Oztuik and Simsek, Of Conict in Viitual Leaining Com- muniities in the Context of a Demociatic Pedagogy A paiadox oi sophism`, in Proceedings of the Networked Learning Conference, 2012, Maaricht. 11. Paiagogy Handbook, Hov 1o OvcNizi MOOC. cuv1iv K-12 PEERAGOGY Author Veiena Robeits veienanz Editor Alison Seaman alisonseaman Summary Teacheis have a ieputation of woiking in isolation, of keep- ing theii leaining to themselves and on theii own islands. Tey aie also known foi geneiously shaiing iesouices with one an- othei. lt is this lauei tiait that is becoming incieasingly impoi- tant as the iole of the educatoi continues to expand. As ed- ucational technology ieseaich specialist Stephen Downes on sivvis, the expectations on teacheis have giown fiom being expeit in the discipline of teaching and pedagogy[to need- ing to have] up-to-date and ielevant knowledge and expeiience in it. Even a teachei of basic disciplines such as science, his- toiy oi mathematics must iemain giounded, as no discipline has iemained stable foi veiy long, and all disciplines iequiie a deepei insight in oidei to be taught eectively. lt is no longei possible foi an educatoi to woik alone to full each of these ioles the solution is to woik and leain in collaboiation with otheis. Tis is wheie peei-based shaiing and leaining online, connected/netwoiked leaining, oi peeiagogy, can play an im- poitant iole in helping educatois. Becoming a connected/networked learner Te following steps aie set out in phases in oidei to suggest possible expeiiences one may encountei when becoming con- nected. lt is acknowledged that eveiy leainei is dieient and these phases only seive as a guide. 39 40 CHAPTER 5. K-12 PEERAGOGY Phase 1: Taking the plunge To help educatois begin to connect, the CoNNic1iu Euu c1ovs S1v1iv Ki1 was cieated duiing Connected Educatois Month in August 2012. ln the kit, educatois will leain the dis- tinction between connected educatoi and connectei leainei. Te kit also outlines wide iange of Web 2.0 tools like, Twiuei, Facebook, wikis, blogs and social netwoiking to help suppoit the educatoi-leainei thiough the phases of connected leaining. Te key to becoming a successful connected educatoi- leainei involves spending the time needed to leain howto leain and shaie in an open, connected enviionment. Each stage, tool and community has a leaining cuive and nuances of its own. ln oidei to successfully complete each phase, connected educatoi- leaineis will need to ieach out and ask foi suppoit fiom othei leaineis they encountei. ln tuin, these newconnected educatoi- leaineis will need to iecipiocate by shaiing leaining openly. Not only will it suppoit otheis leaining but it helps to fostei the con- ditions necessaiy foi a healthy online leaining community. Phase 2: Lurking We all begin as luikeis. A leainei can be consideied a tiue luikei afei ieviewing the staitei kit, establishing a digital pies- ence (thiough a blog oi a wiki) oi signing up foi Twiuei and cieating a basic piole containing a photo. ln this phase, luik- eis will begin to ioiiov o1uiv usivs oN Tvi11iv and ob- seive iuuc1ioNi Tvi11iv cu1s. Luikeis will also begin to seek out othei iesouices thiough niocs, Fcinoox, Euouo and LiNxiulN gioups. Phase 3: Entering the fray Te luikei begins to develop into a connected educatoi- leainei once he oi she makes the decision to entei into a dia- logue with anothei usei. Tis could take the foim of a peisonal blog post, paiticipation on an education-ielated nioc oi vixi oi a an exchange with anothei Twiuei usei. Once this exchange 41 takes place, ielationships may begin to foim and the woik to- waids building a Peisonal Leaining Netwoik (PLN) begins. One such site wheie such ielationships can be built is Ciss voo 2.0, which was founded by S1ivi HvcuoN. Tiough Classioom 2.0, Steve facilitates a numbei of fiee online leaining oppoitunities including weekly Bicxnovu Coiinov1i ses- sions, confeiences, book piojects and giassioots cioss-countiy educational-tiansfoimation touis. Classioom 2.0 also oeis a suppoitive Social Ninga fiee, social leaining space that pio- vides online confeiences and synchionous and iecoided in- teiviews with inspiiational educatoisfoi connected educatoi- leaineis aiound the woild. Phase 4: Building and shaping your PLN Just as not eveiy peison one meets becomes a fiiend, it is impoitant to iemembei that not eveiy exchange will lead to a co-leaining peeiagogy aiiangement. lt may be sucient to fol- lowanothei who piovides useful content without expecting any iecipiocation. lt is dependent on each educatoi-leainei to detei- mine who to pay auention to and what leaining puipose that in- dividual oi gioup will seive. lt is also up to the leainei-educatoi to demonstiate to otheis that he oi she will actively paiticipate. Teie aie a numbei of s1v1iciis one can use when shaping the PLN to leain. Howevei, one of the best ways educatois can auiact a coie of peeragogues is by shaiing actively and demon- stiating active and open leaining foi otheis. Teie aie a numbei of sites wheie a new educatoi-leainei can actively and openly leain. ln addition to peisonal blog- ging and wikis, othei piofessional development oppoitunities include open, online couises and weekly synchionous online meetings thiough video, podcasts oi othei foims of media. Ex- amples of these oppoitunities aie CoNNic1iu LivNiNc TV, TicuTixTuisuvs, VoiuN1iivsNiiuiu, SiviiK12, K12 ON iiNi, CEET, and EuTicuTix. Alteinatively, couises aie of- feied with P2PUs School of Education oi a wide vaiiety of othei oppoitunities collected by TicuTuoucu1 and Educatois CPD online. Peggy Geoige, the co-faciliatoi of the weekly Classioom 42 CHAPTER 5. K-12 PEERAGOGY 2.0 LlVE Sessions, cieated a livebindei package of fiee PD ON DiNu connected piofessional development online options foi peeiagogy enthusiasts. Stage 5: Extending the digital PLN and connecting face-to-face Ovei time, once the connected educatoi-leainei has estab- lished a iened PLN, these peeiagogues may choose to shiftheii leaining into physical leaining spaces. Some options available foi these educatoi-leaineis would include the new giassRoots unconfeiences, which include examples such as EuuCoN, Eu Cvs, THATcv and CoNNic1iuCA. Tese confeiences aie fiee oi extiemely low-cost and focus on leaining fiom and with otheis. Tese unconfeiences aie typically publicized thiough Twiuei, Google Apps, and Facebook. Connecting face-to-face with othei peeiagogues can stiengthen bonds to leaining net- woiks and help to piomote theii sustainability. Building personal capacity for Education 2.0 Given the laige numbei of ioles now expected of connected educatois, thiough peeiagogy, K12 educatois can now each distiibute the load of the leaining among netwoiks. Although leaining to connect takes time and piactice, a suppoit netwoik is a natuial accompaniment of ielationship-building and open leaining. Numeious online sites and social platfoims exist foi K12 educatois to connect and leain togethei as peeiagogues, though the ways in which connections develop aie unique. lt is up to each educatoi to discovei a passion and shaie it with otheis' Postscript Sylvia Tolisano, Rodd Luciei and Zoe Bianigan-Pipen co- cieated the infogiaphic below, which exploies expeiiences in- dividuals may encountei in the jouiney to become connected 43 leaineis. lt is not only a helpful entiy point foi new leainei- educatois seeking to become peeiagogues, but it also seives as a wondeiful example of peeiagogy at woik. 44 CHAPTER 5. K-12 PEERAGOGY 4 (Te image is licensed as CC By-NC-SA, fiom Fiicxv) Considei taking the plunge into the dieient stages of a Net- woiked/Connected Educatoi today. Additional resources amazing technology tools for your classroom: Ricuvu BvvNi Svivi ToiisNo Ci1iiN Tucxiv Vicxi Dvis How to develop your PLN: Dicviis oi CoNNic1iu TicuiNc by Rodd Luciei TicuTuoucu1 Theory & philosophy of connnected learning for classroom transformation: Dviu Tvuss S1iviN DovNis Wiii RicuvusoN cuv1iv RESEARCHlNG PEERAGOGY Tis section addiesses visivcu vvc1i1ioNivs. At a high level, the questions aie How can we undeistand peei leaining beuei` How can we do ieseaich the peeiagogical way` How do we biing ieseaich into oui peei leaining activi- ties` Well outline thiee dieient lines of detailed questioning that expand on these points. Tese could be studied in many diei- ent ways. estion A. Which activities have the biggest payo for learners, in terms of our learning model? Te pieliminaiy question is, what is the leaining model` Foi example, oui coNciv1 v piovides one model of peeiagogy as a subject, but to make this into a leaining model, we would have to do some fuithei woik. What will we accept as evidence of leaining oi piogiess` Tis is to do with whethei we think of leaining as something that can happen conceptually, oi only in piactice. ln the peei- agogy pioject, we follow the lauei view, which is in line with what Petei Sloteidijk says about leaining thiough diiect paitic- ipation e consequences of Foucaults suggeions will only be appreciated if there is one day a fully worked-out form of General Disciplinics which would probably 4 48 CHAPTER 6. RESEARCHING PEERAGOGY take a century to develop. Its implantation would re- quire a suitably contemporary transformation of uni- versities and colleges, both in the ruuring of the so called subjes or courses and in the basic as- sumptions of academic pedagogy which, again its beer judgement, ill clings to the briefcase-and-box theory, where teaching and learning is nothing but transferring knowledge from the professors briefcase to the udents le boxes, even though it has long been known that learning can only take place through a dire participation in the disciplines. Eablish- ing an academic syem with discipline-based content and methods would at once be the only realiic way to countera the atrophy of the educational syem, founded on a reformed idea of the subjes and tasks of a Great House of Knowledge.[1] ln geneial, a discipline will come with its own leaining model and its own sense of piogiess. Given that we can get ahold of the leaining model in oui discipline of choice, then we can stait to addiess this ist question. An hypothesis A study plan that puts leaineis into contact with new con- cepts and techniques in such a way that they aie not ovei- whelmed, and yet aie continually challenged will be the best. Foi example, this could be done by solving piogiessively haidei pioblems (and going back to easiei ones when you get stuck). An experiment Look at dieient inteiaction histoiies and add up the con- cepts leained and the heuiistics used. Teie aie some featuies of social inteiaction (like asking questions) that we could use to guess how much people knew in advance. 49 estion B. Does our instrumentation of the learning model have reasonable fidelity? ln the best possible scenaiio, we have a detailed model of leaining that indicates cleaily what people know, and how they got theie, wheie they can go next, and what steps aie ie- quiied. ln piactice, the model will piobably be a bit moie sloppy. An hypothesis Te quality of the leaining model will be deteimined by the quality of oui undeilying iepiesentation of domain oi disci- plinaiy knowledge. An experiment lf we have a computei-based peeiagogy platfoim that can suppoit standaid couisewoik, and a teachei who is willing to iun a couise using this platfoim, then we can see whethei oui instiumentation piedicts tiaditional measuies of success in the couise. estion C. Which interventions have the biggest payo? An hypothesis We should be able to use models of leaining eects to test out a wide iange of possible inteiventions. An experiment Make the given inteivention, and measuie the total impact on leaining acioss the population. (Tis iequiies a faiily so- phisticated leaining model and ieseaich appaiatus') 0 CHAPTER 6. RESEARCHING PEERAGOGY Some further reflections Howyou decide to leain, and howyou decide to do ieseaich, will have some signicant inuence on the soit of gioup you convene' lf you plan to follow a cleaily delineated pie-existing couise, maybe you dont need peeiagogy. On the othei hand, if youie aiming to build peei suppoit that woiks, you will de- nitely want to put some thought into youi leaining model' Reference 1. Sloteidijk, P. (2013). You Mu Change Your Life, Polity Piess. (Ti. Wieland Hoban) Part IV Organizing a Learning Context cuv1iv lNTRODUCTlON TO ORGANlZlNG CO-LEARNlNG Tis section about oiganizing Co-Leaining iests on the as- sumption that leaining always happens in a context, whethei this context is a stiuctuied couise oi a (potentially) less stiuc- tuied leaining space. Foi the moment we considei the follow- ing division Organizing Co-learning Contexts Couises ( leaining linked to a timeline oi syllabus) Spaces ( leaining not necessaiily linked to a time- line oi syllabus) Tis section focuses on existing leaining contexts and ex- amines in detail how they have been oiganized by theii (co- )cieatois. (See also 1ui s1vuc1uvi uiiNsioNs oi cvouv iov1ioN.) At a meta-level of media, we can talk about this paiallel stiuctuie Building Co-learning Platforms Development tiajectoiies (e.g. design, implement, test, iepeat) Platfoim featuies (e.g. foiums, wikis, owneiship models, etc.) A given leaining enviionment with have both time-like and space-like featuies as well as both designed-foi and un-planned featuies. Agiven leaining platfoimwill encouiage ceitain types of engagement and impose ceitain constiaints. Te question foi 3 4 CHAPTER 7. ORGANIZING CO-LEARNING both teacheis and system designeis as well as foi leaineis should be what features be support learning? Te answei will depend on the leaining task and available iesouices. Foi example, neaily eveiyone agiees that the best way to leain a foieign language is thiough immeision. But not eveiy- one who wants to leain, say, Fiench, can aoid to diop ev- eiything to go live in a Fiench-speaking countiy. Tus, the space-like full immeision tieatment is fiequently saciiced foi couise-like tieatments (eithei via books, CDs, videos, oi ongo- ing paiticipation in semi-immeisive discussion gioups). System designeis aie also faced with scaice iesouices pio- giammei time, sofwaie licensing conceins, availability of peei suppoit, and so foith. While the ideal platfoim would (magi- cally) come with solutions pie-built, a moie iealistic appioach iecognizes that pioblem solving always takes time and eneigy. Te pioblem solving appioach and associated leaining oiien- tation will also depend on the task and iesouices at hand. Te following sections will develop this issue fuithei thiough some specic case studies. Case study 1 (pilot, completed): Paragogy and the Aer Action Review. ln oui analysis of oui expeiiences as couise oiganizeis at P2PU, we (Joe Coineli and Chailie Danon) used the US Aimys technique of Afei Action Review (AAR). To quote fiom ouv v viv [2] As the name indicates, the AAR is used to ieview tiaining exeicises. lt is impoitant to note that while one peison typically plays the iole of evaluatoi in such a ieview [] the ieview itself happens among peeis, and examines the opeiations of the unit as a whole. Te foui steps in an AAR aie
1. Review what was supposed to happen (tiain-
ing plans). 2. Establish what happened. 3. Deteimine what was iight oi wiong with what happened. 4. Deteimine how the task should be done diei- ently the next time. Te stated puipose of the AAR is to identify stiengths and shoitcomings in unit planning, piepa- iation, and execution, and guide leadeis to accept iesponsibility foi shoitcomings and pioduce a x. We combined the AAR with seveial piinciples (see Discus- sion section below), which we felt desciibed eective peei leain- ing, and went thiough steps 1-4 foi each piinciple to look at how well it was implemented at P2PU. Tis piocess helped geneiate a iange of advice that could be applied at P2PU oi similai in- stitutions. By piesenteding oui papei at the OviN KNoviiuci CoNiiviNci (OKCoN), we weie able to meet P2PUs executive diiectoi, Philipp Schmidt, as well as othei highly-involved P2PU paiticipants, oui feedback may have contiibuted to shaping the development tiajectoiy foi P2PU. ln addition, we developed a stiong piototype foi constiuc- tive engagement with peei leaining that we and otheis could deploy again. ln othei woids, vaiiants on the AAR and the paiagogical piinciples could be incoipoiated into futuie leaining contexts as platfoim featuies [3] oi ie-used in a de- sign/administiation/modeiation appioach [4]. Foi example, we also used the AAR to help stiuctuie oui wiiting and subsequent woik on vvcocv.Ni1. Case Study 2 (in progress): Peeragogy. Oui paiticulai focus in the inteiviews was on diawing out and emphasizing the ielational dimension of students, leaining expeiiences within theii enviionment and, consequently, on in- feiiing fiom theii accounts a sense of how they peiceived and CHAPTER 7. ORGANIZING CO-LEARNING indeed constituted theii enviionment. We asked them who they leained with and fiom and how. A fuithei question specically focused on whom they iegaided as theii peeis and how they undeistood theii peeis as a souice and a site foi leaining. [1] ln this section, we will inteiview and/oi suivey membeis of the Peeiagogy community with questions similai to those used by Boud and Lee [1] and then identify stiengths and shoitcom- ings as we did with the AAR above. Tese questions aie deiived fiom the AAR. estions (discussed on an i1uivvu, ievisions to the oiig- inal set of questions aie maiked in italics) 1. Who have you leained with or fiom in the Peeiagogy pioject` What are you doing to contribute to your peers learning? 2. How have you been leaining duiing the pioject` 3. Who aie youi peeis in this community, and why` 4. What weie youi expectations of paiticipation in this pioject` And, specically, what did you (or do you) hope to learn through participation in this proje? . What actually happened duiing youi paiticipation in this pioject (so fai)` Have you been making progress on your learning goals (if any; see prev. queion) or learned any- thing unexpeed, but intereing? . What is iight oi wiong with what happened (Alteina- tively how would you assess the pioject to date`) . How might the task be done dieiently next time` (Whats missing heie that would cieate a next time, sequel, or continuation?) 8. How would you like to use the Peeragogy handbook? 9. Finally, how might we change the queions, above, if we wanted to apply them in your peeragogical context?
Reflections on participants answers
Te questions weie intended to help paiticipants ieect on, and change, theii piactice (i.e. theii style of paiticipation). Teie is a tension, howevei, between changing midstieam and leain- ing what we might do dieiently next time. Teie is a ielated tension between initial stiuctuie and guiing things out as we go. Aiguably, if we knew, 100, how to do peeiagogy, then we would not leain veiy much in wiiting this handbook. Di- culties and tensions would be iesolved in advance (see eailiei comments about magical technologies foi peei pioduction). And yet, despite oui consideiable collected expeitise on col- laboiation, leaining, and teaching, theie have been a vaiiety of tensions heie' Peihaps we should judge oui success paitly on how well we deal with those. Some of the tensions highlighted in the answeis aie as follows 1. Slow formation of peer relationships. Teie is a ceitain iiony heie we aie studying peeiagogy and yet many iespondents did not feel they weie ieally geuing to know one anothei as peeis, at least not yet. Tose who did have a team oi who knewone anothei fiompievious ex- peiiences, felt moie peei-like in those ielationships. Sev- eial iemaiked that they leained less fiom othei individual paiticipants and moie fiom the collective oi fiom ev- eiyone. At the same time, some iespondents had ambigu- ous feelings about naming individuals in the ist question l felt like l was going to leave people out and that that means they would get a bad giade - ha' One ciiteiion foi being a peei was to have built something togethei, so by this ciiteiion, it stands to ieason that we would only slowly become peeis thiough this pioject. 2. Co-learning, co-teaching, co-producing? One iespon- dent wiote l am leaining about peeiagogy, but l think lm failing [to be] a good peeiagog. l iemembei that Howaid [once] told us that the most impoitant thing is that you should be iesponsible not only foi youi own leaining but foi youi peeis leaining. [] So the question 8 CHAPTER 7. ORGANIZING CO-LEARNING is, aie we leaining fiom otheis by ouiselves oi aie we [] helping otheis to leain` Anothei wiote To my suipiise l iealized l could contiibute oiganizationally with ieviews, etc. And that l could piovide some content aiound PLNs and gioup piocess. Tiying to be a catalyst to a sense of foiwaid movement and espiit de coips. 3. Weak ruure at the outset, versus a more exible ap- proach. One iespondent wiote l denitely think l do beuei when piesented with a fiamewoik oi scaold to use foi paiticipation oi content development. [] (But peihaps it is just that lm used to the old way of doing things). Yet, the same peison wiote l am inteiested in [the] applicability [of piagogy] to new models foi entiepieneuiship enabling less stiuctuied ag- giegation of paiticipants in new undeitakings, fieed of the iequiiement oi need foi an entiepieneuiial vision- aiy/souice/point peison/piopiietoi. Teie is a sense that some confusion, paiticulaily at the beginning, may be typ- ical foi peeiagogy. With hindsight, one pioposed solu- tion would be to have had a small gioup of people as a cadie that had met and biainstoimed befoie the ist live session [] tasked [with] ioles [and] on the same page. 4. Technological concerns. Teie weie quite a vaiiety, pei- haps mainly to do with the question how might a (dif- feient) platfoim handle the tension between conveisa- tions and content pioduction` Foi example, will Woid- piess help us biing in new contiibutois, oi would it be beuei to use an open wiki` Anothei iespondent noted the utility foi many ieadeis of a take-away PDF veision. Te site (peeiagogy.oig) should be [a] place foi people to shaie, comment, mentoi and co-leain togethei in an on- going fashion. . Sample size. Note that answeis aie still tiickling in. How should we inteipiet the iesponse iate` Peihaps what mat- teis is that we aie geuing enough iesponses to make an analysis. One iespondent pioposed asking questions in a 9 moie ongoing fashion, e.g., asking people who aie leaving What made you want to quit the pioject` With iegaid to Points 1 and 2, we might use some icebieak- ing techniques oi a buddy system to paii people up to woik on specic piojects. Te piojects teams may have been intended to do this, but commitment oi buy-in at the team level was not always high (and in many cases, a team ended up being com- piised of just one peison). lt does seem that as the piogiess has piogiessed, we have begun to build tools that could addiess Point 3 foi example, the Concept Map could be developed into a piocess diagiam that would used to tiiage a pioject at its out- set, help pioject paiticipants decide about theii ioles and goals. Point 4 seems to devolve to the tiaditional tension between the good enough and the best we have used an existing plat- foim to move foiwaid in an adequate way. And yet, some technological impiovements may be needed foi futuie piojects in piagogy. (Fuitheimoie, note that oui choice to use a CC0 license means that if othei people nd the content useful, they aie welcome to deploy it on theii own platfoim, if they piefei.) Finally, Point is still up in the aii (moie answeis moie be com- ing in shoitly - l think l have sent aiound enough iemindeis). Hopefully the questionnaiie will be useful to the gioup even with a not-100 iesponse iate' Points 4 and aie ielated, in that an ongoing questionnaiie foi people leaving (oi joining) the pioject could be implemented as a faiily simple technology, which would piovide feedback foi site maintaineis. Gatheiing a liule infoimation as a condition of subsciibing oi unsubsciibing seems like a safe, light-weight, way to leain about the useis (tho theie is always the possibility that iathei than unsubsciibing, non-paiticipating useis will just ltei messages fiom the site). An undeilying tension (oi syneigy`) between leaining and pioducing was highlighted in oui eailiei woik on paiagogy. lf we leain by pioducing, that is good. Howevei, l have aigued in [4] that paiagogical piaxis is based less on pioducing and moie on ieusing. lf downstieam useis of this handbook nd it to, in- deed, be useful, we may have done enough. For all we know, we are the cadre (see above) charged with determining how be 0 CHAPTER 7. ORGANIZING CO-LEARNING to do things in subsequent rounds! And, with this, we tuin to a thiid case study, wheie oui woik so fai is ieapplied in an oine educational context. Discussion We ieconsidei the appiopiiateness of the AAR and the pai- agogy piinciples in contexts beyond P2PU, using Lisewski and Joyce as a guide to oui (meta-)ciitique and analysis. In recent years, the tools, knowledge base and dis- course of the learning technology profession has been bolered by the appearance of conceptual paradigms such as the ve age e-moderating model (Salmon, 2000) and the newmantra of communities of praice (Wenger, 1998). is paper will argue that, although these frameworks are useful in informing and guid- ing learning technology praice, there are inherent dangers in them becoming too dominant a discourse. e main focus will be on the ve age e-moderating model as providing an exemplar of a discourse which is in danger of forming a grand narrative (Lyotard, 1984) or totalizing explanation of how to design and deliver online training programmes. Lisewski and Joyce ln a sense, the moie ieied a pauein, the less we leain by deploying it (sii 1uisi coiN1s). lf we weie tiying to vali- date the paiagogy model simply by uing feedback to it (Case Study 2), that would be an act of intellectual dishonesty. Nevei- theless, the act of uing data to this model, as a constiuctive and cieative act, is in fact useful and a sign that we aie still leain- ing about what makes paiagogy woik. Not only on a theoietical level (summed up below), but also on a technological level (see 1uis vci). Tis table seems to suggests that paiagogy is less of a giand naiiative and moie of a patchwoik collection of tiicks oi heuiis- tics foi gioup woik. Rathei than naiiativizing peei leaining, 1 paiagogy itself piovides a non-lineai inteiface that we can plug into and adapt wheie appiopiiate (like we adapted oui question- naiies questions in Case Study 2). lnstead of one giand nai- iative, we see a giowing collection of usi csis. Te moie we shaie oui piactice and expeiience having to do with co- oiganizing leaining oi building platfoims foi the same, the moie iobust and useful paiagogy will become. lt may nevei become aiigoious discipline' But if not, that is OK. References 1. Boud, D. and Lee, A. (200). Piiv iivNiNc s viu cocic uiscouvsi iov visivcu iuuc1ioN. Studies in Higher Education, 30()011. 2. Joseph Coineli and Chailes Jeiey Dano, Pvcocv, in Sebastian Hellmann, Philipp Fiischmuth, Sien Auei, and Daniel Dietiich (eds.), Proceedings of the 6th Open Knowl- edge Conference, Berlin, Germany, June 30 & July 1, 2011, 3. Joseph Coineli and Alexandei Mikioyannidis (2011). Piv soNiisiu Nu PiivSuvvov1iu LivNiNc Tui Piiv 1oPiiv LivNiNc ENvivoNiN1 (P2PLE), Digital Edu- cation Review, 20. 4. Joseph Coineli, Pvcocici Pvxis, to appeai in E- Learning and Digital Media (lSSN 2042-30), Volume 9, Numbei 3, 2012 . Lisewski, B., and P. Joyce (2003). Examining the Five Stage e-Modeiating Model Designed and Emeigent Piac- tice in the Leaining Technology Piofession, Association for Learning Technology Journal, 11, -. 2 CHAPTER 7. ORGANIZING CO-LEARNING Paragogical Principles Reflections on practice and expe- rience suggest 1. Changing context as a decentered center. We inteiact by changing the space. 1. Develop empirical studies and a critical apparatus.It seems we begin with weak ties, and then experience a slow formation of peer relationships, as we form and re-form our social con- text, and come to beer underand our goals. 2. Meta-learning as a font of knowl- edge. We inteiact by changing what we know about ouiselves. 2. Find companions for the jour- ney. We learn a lot about ourselves by interaing with others. But par- ticipants ruggle to nd the right way to engage: co-learning, co-teaching, or co-producing? Moreover, People comethey ay for a while, they our- ish, they buildand they go. 3. Peers provide feedback that wouldnt be there otherwise. We inteiact by changing oui peispective on things. 3. Work with real users. We be- gin with a weak ruure at the out- set but this may aord a more exi- ble approach as time goes on (see also this uNunoox sic1ioN which oers advice on designing aivities that help create a exible ruure). 4. Learning is diributed and nonlin- ear. We inteiact by changing the way things connect. 4. Study and build nonlinear inter- faces. ere are a number of technolog- ical concerns, which in a large part have to do with tensions between content produion and conversation, and to a lesser extent critique the platforms were using. . Realize the dream if you can, then wake up! We inteiact by changing oui objectives. . Limit philosophizing. Even with a small group, we can extra meaning- ful ideas about peer learning and form a rong colleive eort, which moves things forward for those involved: this means work. We would not get the same results through pure contemplation. cuv1iv 8 ADDlNG STRUCTURE WlTH ACTlVlTlES ln the intioduction to OvcNiziNc LivNiNc CoN1ix1, we iemaiked that aleaining space is only potentially less stiuc- tuied than a couise. Foi example, a libiaiy tends to be highly stiuctuied, with quiet iooms foi ieading, piotocols foi checking out books, a cataloging and shelving system that allows people to nd what they aie looking foi, as well as iules that detei van- dalism and thef. (Digital libiaiies dont need to play by all the same iules, but aie still stiuctuied.) But moie stiuctuie does not always lead to beuei leaining. ln a 2010 Foibes aiticle titled, Te Classioom in 2020, Geoige Kembel desciibes a futuie in which Tidy lectuies will be sup- planted by messy ieal-woild challenges. Te Stanfoid School of Design, (oi d.school which Kemble co-founded and cuiiently diiects) is alieady well-known foi its open collaboiative spaces, abundant supply of post-it notes and maikeis, and impiovisa- tional biainstoim activities almost the opposite of tiaditional lectuie-based leaining. One unexpected benet of dealing with ieal-woild chal- lenges is that we can change oui appioach as we go. Tis is how it woiks in peei leaining peeis can decide on diei- ent stiuctuies not just once (say, at the beginning of a couise), but thioughout the duiation of theii time togethei. Tis way, they aie nevei stuck with existing stiuctuies, whethei they be messy oi clean. At least thats the ideal. ln piactice, boulenecks fiequently aiise. Foi example, in a digital libiaiy context, theie may be boulenecks having to do with sofwaie development, oiganizational iesouices, commu- nity good will, oi access to funding and piobably all of the above. ln a didactic context, it may be as simple as one peison knowing something that otheis do not. While we cant eliminate scaicity in one stioke, we can de- sign activities foi peei leaining that aie scaicity awaie and that 3 4 CHAPTER 8. ADDING STRUCTURE help us move in the diiection of adaptive leaining stiuctuies. Planning Peer Learning Activities We begin with two simple questions How do we select an appiopiiate leaining activity` How do we go about cieating a leaining activity if we dont nd an existing one` Planning a leaining activity should mean planning an ef- feive leaining activity, and in paiticulai that means something that people can and will engage with. ln shoit, an appiopii- ate leaining activity may be one that you alieady do' At the veiy least, cuiient activities can piovide a seed foi even moie eective ones. Heres a lile trick to help you keep focused on things youre trying to do. Get a bunch of index cards and do this every day: 1. Sit down and write down all the things you think you need to do right then. [] Write them as short lile notes like a to do li. 2. en, take the r thing that you can do right now and do it. Get it done then cross it o the card. 3. Keep doing this, and if you think of something else you need to do, put it on a card. Ju keep lling them up. 4. At the end of the day, go back through your card and nd any unnished things and remove any that youll honely never do. 5. e next day, take all the things you didnt do from the day before and copy them onto a new card, then art with #1 again. Zed Shaw, in the LivN Pv1uoN 1ui Hvu Wv iovus But when enteiing unfamiliai teiiitoiy, it can be dicult to know wheie to begin. And iemembei the boulenecks men- tioned above` When you iun into diculty, ask youiself vuv is 1uis uvu` You might tiy adapting Zed Shaws exeicise, and
make a list of limiting factois, obstacles, etc., then cioss o those
which you can nd a stiategy to deal with (add an annotation as to why). Foi example, you might decide to oveicome youi lack of knowledge in some aiea by hiiing a tutoi oi expeit con- sultant, oi by puuing in the houis leaining things the haid way (Zed would paiticulaily appiove of the lauei choice). lf you cant nd a stiategy to deal with some issue, piesumably you can table it, at least foi a while. Stiategic thinking like this woiks well foi one peison. What about when youie planning activities foi someone else` Heie you have to be caieful iemembei, this is peei leaining, not tiaditional teaching oi cuiiiculum design. Te ist iule of thumb foi peer learning is dont plan activities foi otheis unless you plan to to take pait as a fully engaged paiticipant. Othei- wise, it might be a peei leaining activity, but its not youis. (Pei- haps youi engagement is just as designei thats OK. But if you dont plan to get as well as give, youie not ieally a peei which is peifectly OK, but you might nd othei ieading mate- iial that will seive you beuei than this handbook in that case') ln shoit, it would be useful to walk thiough the what do you need to do and why is it haid exeicises fiom the point of view of all of the paiticipants, keeping in mind that they will, in geneial, assume dieient ioles. To the extent that you can do so, spell out what these ioles aie and what activities compiise them. Foi example, in a mathematics leaining context, you would be likely to nd people solving textbook-style pioblems nding and shaiing new pioblems asking questions when something seems too dicult xing expositoiy mateiial to iespond to ciitique oeiing ciitique and ieview of pioposed solutions oeiing constiuctive feedback to questions (e.g. hints) CHAPTER 8. ADDING STRUCTURE oiganizing mateiial into stiuctuied collections woiking on applications to ieal-woild pioblems doing meta ieseaich activities that analyse what woiks foi any and all of the above Each one of those activities may be haid foi one ieason oi anothei. ln paiticulai, as a system the dieient activities tend to depend on one anothei. lf you have people woiking in a student iole but no one who can take on a TA iole, things will be moie dicult foi the students. As a (co-)oiganizei, pait of your job is to tiy to make suie all of the ielevant ioles aie coveied by someone (who may in the end weai many hats). You can fuithei decompose each iole into specic con- ciete activities. Tey might come in the foim of instiuctions to follow How to write a good critique oi How to write a proof . Tey might come in the foim of accessible exeicises (wheieaccessible depends on the peison)Your r geome- try problem oi NiNi1vNiNi LlSP vvoniis, etc. Depend- ing on the featuies of the leaining context, you may be able to suppoit the wiiuen instiuctions oi exeicises with live/in-peison feedback (e.g. meta-ciitique to coach and guide novice ciitics, a demonstiation, etc.). Our immediate scenario: building activities for the Peeragogy Handbook Adding a bunch of activities to the handbook wont solve all of oui usability issues, but weve agieed that they will help a lot. So at this point, we aie ievisiting the 1nii oi coN1iN1s and thinking about each aiticle oi section fiom this peispective 1. When looking at this piece of text, what type of knowl- edge aie we (and the ieadei) tiying to gain` Technical skills (like leaining how to edit Final Cut Pio), oi abstiact skills (like leaining how to make sense of data)` Whats the takeaway` l.e., whats the point`
2. Whats dicult heie` What might be dicult foi some-
one else` 3. What leaining activity iecipes might be appiopiiate` (See below.) 4. What customizations do we need foi this paiticulai appli- cation` As a quick example: designing a learning activity for the current page 1. We want to be able to come up with eective leaining ac- tivities to accompany a how to aiticle foi peei leaineis. Tese activities will extend the how to aspect fiom the wiiuen woid to the woild of action. 2. lt might be dicult foi some of us to unplug fiom all the ieading and wiiting that weie now habituated to do- ing. But peei leaining isnt just about the exchange of text theie aie lots and lots of ways to leain. 3. Like Nio (in one of oui use cases), it could be useful to become moie awaie of the peei leaining we do eveiy day. And to think about How do you leain best` 4. So, the pioposed handbook activity is to step away fiom the handbook foi a while. ln fact, why not take a iui is1 foi a given peiiod of time and look at peei leaining as a basic human activity. (Hey, it just sounds to me like you might need to unplug, man') Resources for identifying a dozen or so Learning Activity Recipes: KS TooiKi1 DisicNiNc Eiiic1ivi Nu lNNov1ivi Souvcis (See the section on Teaching Stiategies foi Actively Engaging Stu- dents in the Classioom) 8 CHAPTER 8. ADDING STRUCTURE Each of oui v11ivNs Nu uiuvis1ics suggest vaiious ac- tivities, like piacticing the heuiistics, nding examples of the paueins, etc. Oui Usi Csis piovide many hypothetical examples of peeiagogy in action. Recommended Reading Tui u.scuooi Boo1cv Boo1iic (CC-By-NC-SA) includes lots of fun activities to tiy. Can you ciack the code and dene new ones that aie equally cool` cuv1iv 9 THE STUDENT AUTHORED SYLLABUS Authoied By Suz Buvvoucus ln eithei foimal leaining, infoimal leaining oi models which tiansition between the two, theie aie many oppoitunities foi leaineis to co-cieate the syllabus and/oi outline theii own couise of action. Te sage on the age of foimal instiuction must become at the most a guide on the side who acts as a coach appeaiing only when needed iathei than as a lectuiei who de- teimines the content that the leaineis need to mastei. ln the following inspiiational but ceitainly not piesciiptive examples, we will focus on co-leaining methods diawn fiom a Social Con- stiuctivist peispective, which ts nicely heie. We oei a few examples below to show a iange of leainei centeied appioaches. Tey all aie based on co-leaineis hosting each othei foi one of a numbei of digestible topics in the laigei subject aiea oi domain that the gioup foimed in oidei to exploie. Tis can take place acioss a numbei of media and timelines. Te following methods will iesult in each co-leainei gain- ing deep knowledge in a specic topic and modeiate knowledge acioss seveial topics. Te unique joy of this appioach is that no two cohoits will evei be the same. Te content will always be fiesh, ielevant, and changing. A gioup can even ieconvene with slightly oi diamatically dieient topics ovei and ovei using the same undeilying piocess. Te appiopiiateness of the leainei-cieated syllabus tech- nique depends on two factois 1) the involvement of expeits in the gioup and 2) the level of piociency of the gioup. ln geneial, novices who may oi may not have a deep inteiest in the subject mauei benet fiommoie stiuctuie and expeits who point to key concepts and texts. An example of this is the univeisity suivey couise foi ist oi second yeai students who, we assume, need moie guidance as they entei the subject mauei. Giaduate sem- inais aie geneially much moie uid, open dialogues between 9 0 CHAPTER 9. THE STUDENT AUTHORED SYLLABUS motivated expeits iequiie liule stiuctuie oi guidance. We also need eective methods foi gioups which contain novices, expeits, and eveiyone in between. ln gioups with a wide iange of expeitise, it is impoitant that each co-leainei chooses to focus theii deep inquiiy on a topic that they aie less familiai with. Tis will even out the expeitise level acioss the cohoit as well as ensuie that a co-leainei is neithei boied noi dominating the dialogue. 3 example designs to structure the learning Weekly topics structure One way to stiuctuie the couise is to have each co-leainei host a topic each week. Peihaps multiple students host theii topics in the same week. Tis piogiession piovides a iotation of piesentations and activities to suppoit the entiie gioup in en- gaging with the topics and challenges to the thinking of the pie- senteis in a constiuctive and iespectful mannei. Pro: co-leaineis have disciete timelines and manageable chunks of iesponsibility. Con: the foimat may become disjointed, and the depth of inquiiy will likely be somewhat shallow. Milestone based structure ln this stiuctuie, each co-leainei host theii topics in paial- lel with similai activities and milestones that the whole gioup moves thiough togethei. Milestones can be set foi a ceitain date, oi the gioup can unlock theii next milestone whenevei all pai- ticipants have completed the pievious milestone. Tis second milestone timeline can be gieat foi infoimal gioups wheie pai- ticipation levels may vaiy fiom week to week due to exteinal factois, and the sense of iesponsibility and game-like levels can be motivating foi many co-leaineis. Each co-leainei may stait with a post of less than 00 woids intioducing the topic on a supeicial level. When eveiyone has done this, the gioup might move on to posting questions to the 1 post authois. Ten, theie may be a summaiy post of the activity so fai with ciitical iecommendations oi insights. Pro: co- leaineis have moie time to digest a topic, foimulate a complex schema, and geneiate deepei questions. Con: it will be a few weeks befoie the topic level schema can foim into a bioadei undeistanding of the subject mauei oi domain (seeing the big pictuie takes longei). Relay learning structure. Tis is similai to the milestone stiuctuie. Howevei, co- leaineis iotate topics. lf one leainei posts an intioductoiy wiite- up on a topic the ist cycle, they may be ieseaiching questions on anothei topic in the next cycle, posting a summaiy in a thiid, and then posting a summaiy on theii oiiginal topic in the fouith. Pro: co-leaineis can expeiience iesponsibility foi seveial topics. Con: co-leaineis may ieceive a topic that is pooily ie- seaiched oi otheiwise neglected. Content A vast number of topics Within a subject of mutual inteiest to a gioup, theie aie a consideiable numbei of topics oi questions. What is impoitant is that each co-leainei can take iesponsibility foi a ieasonably naiiow aiea given the duiation of the couise oi the timeline of the gioup. Aieas that aie too bioad will iesult in a veiy supei- cial undeistanding, and aieas that aie too naiiow will iesult in a dull expeiience. Foi example, in maiine biology, topics such as the intei-tidal zone may be too bioad foi a couise cycle of a few weeks. Naiiowing to one species may be too specic foi a couise ovei a few months. Learner generated topics Most cohoits will have some knowledge of the shaied aiea of inteiest oi an adjacent aiea. lt is a good idea to iespect the 2 CHAPTER 9. THE STUDENT AUTHORED SYLLABUS knowledge and expeiience that each membei of the gioup biings to the table. A facilitatoi oi cooidinatoi may geneiate a list of potential topic aieas, seuing an example of the scale of a topic. We suggest that the paiticipants in the gioup aie also polled foi additions to the list. ln laige couises, sending out a Google Foim via email can be an eective way to get a quick list with a high iesponse iate. Expert informed topics lf theie is no expeit facilitatoi in the gioup, we suggest that the cohoit begin theii jouiney with a few inteiviews of expeits to uncovei what the main buzz woids and aieas of focus might be. One way to locate this type of expeit help is thiough contact- ing authois in the subject mauei on social netwoiks, ieviewing theii posts foi ielevance, and ieaching out with the iequest. We iecommend two people inteiview the expeit ovei video chat, foi example in a Hangout. One peison conducts the in- teiview, and one peison takes notes and watches the time. We stiongly suggest that the inteiview be outlined ahead of time Warm up Who aie you, what aie youi goals, and why do you think this inteiview will help` Foundational queions Ask a few questions that might elicit shoiuansweis to build iappoit and get youi inteiviewee talking. Inquiry What people say and what they do can ofen be veiy dieient. Ask about topics iequiied foi masteiy of the subject mauei (e.g. What aie the aieas someone would need to know about to be consideied piocient in this subject`). Also, ask is1ioNs 1u1 viivi s1ovv1iiiiNc. Avoid suvivi1ivi oi ciosiiNuiu is1ioNs. Wrap up Tank the inteiviewee foi theii time, and be suie to follow up by leuing them know both what you leained and what you accomplished because they helped you. 3 Shared goals and group norms Choosing useful outputs Geuing togethei foi the sake of shaiing what you know in an infoimal way can be faiily stiaightfoiwaid and somewhat useful. Most gioups nd that a common puipose and output that aie explicitly dened and documented help to engage, mo- tivate, and diive the gioup. Foi the examples above, the gioup may decide to cieate a blog with posts on the vaiious topics oi cieate a wiki wheie they can shaie theii insights. Othei out- puts can include community seivice piojects, business piopos- als, iecommendations to senioi management oi administiation, new pioducts, and moie. Te key is to go beyond shaiing foi shaiing sake and move towaid an output that will be of use be- yond the co-leaining gioup. Tis activity is best desciibed in CoNNic1ivis1 theoiy as the special case of netwoiked leaining wheie we nd evidence of leaining in collective action and/oi behavioial change in gioups iathei than a psychological oi neu- iological piocess in individuals. Group cohesion (a.k.a. the rules of the road) One challenge of this kind of collaboiation is that each gioup will need to decide on noims, acceptable piactices and behav- iois. Cultuially diveise gioups in paiticulai may iun into com- munication oi othei issues unless theie is a way to cieate shaied expectations and communicate piefeiences. One way to do this is with a teamchaitei. Tis is a living doc- ument wheie the initial iules of engagement can live foi iefei- ence. Te gioup may add oi edit this document ovei time based on expeiience, and that is a welcome thing' Tis documentation is a huge asset foi new membeis joining the gioup who want to contiibute quickly and eectively. Any co-editing woid pio- cessing piogiam will woik, but we stiongly iecommend some- thing that can be edited simultaneously and that lives in the cloud. (Google Docs is convenient because you can also embed youi Chaitei into anothei site.) 4 CHAPTER 9. THE STUDENT AUTHORED SYLLABUS Tiy staiting with the following thiee sections, and allow some time foi the gioup to co-edit and negotiate the document between icebieakeis and kicking o the ocial leaining piocess. Mission: Why aie you foiming the gioup` What do you want to accomplish togethei` Norms: Use Ni1ii11i` No iiiNc` Post youi vacation days to a suviu ciiNuv` Cultuial noims` Members:lt is useful to include a photo and a link to a public piole such as Twiuei, Google oi Facebook. Assessments and feedback loops Co-authored assessment rubrics Tests. Qizzes. Exams. How can the co-leaining gioup as- sess theii peifoimance` Tese types of couises benet fiom an appioach similai to coaching. Set goals as individuals and a gioup in the beginning, dene what success looks like, outline steps that aie needed to achieve the goal, check in on the goal piogiess peiiodically, and assess the iesults at the end of the couise against the goal ciite- iia. Goals may include domain expeitise, a business outcome, a papei demonstiating masteiy, a co-cieated iesouice, oi even the quality of collaboiation and adheience to shaied gioup noims. Learner created assessments Anothei eective way to cieate an assessment is to decide on an individual oi gioup output and cieate a peei assessment iubiic based on the goals of the individual oi gioup. One way to cieate a iubiic is to spend some time dening the qualities you want youi output to have based on positive exam- ples. Peihaps a gioup wants to cieate a blog. Each peison on the team may identify the qualities of a gieat blog post based on examples that they admiie. Tey can use that example to cieate a ciiteiia foi assessment of co-leainei authoied blog posts. We iecommend that the ciiteiia have a 0 to point scale with 0 be-
ing non-existent and being supeib. Wiiting a few indicatois
in the 1, 3, and columns helps to calibiate ievieweis. Cieate a suviu uocuiN1, peihaps staiting with a list of ciiteiia. Collapse similai ciiteiia into one item, and cieate the indicatois oi denitions of 1, 3, and point peifoimance. Agiee on the iubiic, and decide on howthe co-leaineis will be assigned assessment duties. Wlll eveiyone ieview at least two otheis` Will each co-leainei pioduct need at least 3 ievieweis befoie it goes live` Will you use a svviusuii1 oi a iov to collect the assessments` ln a univeisity seuing, the instiuctoi of iecoid may wish to appiove a peei assessment iubiic, and it is sometimes a good idea to have a few outside expeits give feedback on ciiteiia that the gioup may have missed. Outside assessments lt is possible that an instiuctoi of iecoid oi similai authoiity will cieate the assessment foi peifoimance. ln these cases, it is ciucial that the co-leaineis have access to the giading iubiic ahead of time so that they can ensuie theii activities and timeline will meet any iequiiements. ln this case, it may be possible to iequiie that the co-leaineis self-oiganize entiiely, oi theie may be inteimediaiy assignments such as the chaitei, pioject plan oi liteiaiy ieview. Cyclical use of these models So much more to learn As mentioned above, the joy of this type of leaining is that no two gioups will evei do it the same. Teii piocess, goals, and outcomes can all be unique. As designeis and facilitatois of this type of leaining enviionment, we can say it is a wild iide' Each class is exciting, iefieshing, and on tiend. Te co-leaineis become oui teacheis. lf a gioup geneiates moie topics than it is possible to covei at one time given the numbei of gioup membeis oi if a gioup CHAPTER 9. THE STUDENT AUTHORED SYLLABUS has plans to continue indenitely, it is always possible to set up a system wheie potential topics aie collected at all times. Tese unexploied topics can be haivested foi use in anothei leaining cycle, continuing until the gioup achieves compiehensive mas- teiy. Risks Tis foimat is not without its own unique pitfalls some chal- lenges aie leainei disoiientation oi fiustiation in a newleaining stiuctuie with ambiguous expectations and uneven paiticipa- tion. Some gioups simply nevei gel, and we do not know why they have failed to achieve the cohesion iequiied to move foi- waid. Othei gioups aie the exact opposite. Heie aie a few iisks to considei if you would like to tiy the methods suggested heie and how to mitigate them. Uneven expertise: Ask co-leaineis to be iesponsible foi topics that aie new to them. Uneven participation and cohesion: Ask co-leaineis what they want to do to motivate the gioup iathei than imposing youi own ideas. Experts/facilitators that kill the conversation: ln the chaitei oi othei documentation, explicitly state that the puipose of the discussion is to fuithei the conveisation, and encouiage expeits to allow otheis to exploie theii own thinking by asking piobing (not leading) questions. Ambiguous goals: Encouiage the gioup to document theii mission and what they will do as a team. Tis can change ovei time, but it is best to stait out with a cleai puipose. Conclusion Make mistakes. Coiiect couise. lnvite new peispectives. Cieate a stiuctuie that eveiyone can woik with. Change it when it bieaks. Most of all, have fun' cuv1iv 10 CONNECTlVlSM lN PRACTlCE HOW TO ORGANlZE A MOOC Summary Massive Open Online Couises (MOOCs) aie online leaining events that can take place synchionously and asynchionously foi months. Paiticipants assemble to heai, see, and paiticipate in backchannel communication duiing live lectuies. Tey iead the same texts at the same time, accoiding to a calendai. Leaining takes place thiough self-oiganized netwoiks of paiticipants, and is almost completely decentialized individuals and gioups cie- ate blogs oi wikis aiound theii own inteipietations of the texts and lectuies, and comment on each otheis woik, each individ- ual and gioup publicises theii RSS feed, which aie automatically aggiegated by a special (fieely available) tool, gRSShoppei. Ev- eiy day, an email goes out to all paiticipants, aggiegating activ- ity stieams fiom all the blogs and wikis that engage that weeks mateiial. MOOCs aie a piactical application of a leaining theoiy known as connectivism that situates leaining in the netwoiks of connections made between individuals and between texts. Introduction Tiaditionally, scholais distinguish between thiee main c1 icoviis oi iivNiNc 1uioviis behavioiism, cognitivism and constiuctivism. Some would add a fouith one coNNic1ivis, but this is uisvu1iu. One inteiesting application of connec- tivism, a leaining theoiy and piactice foi the digital eia, is the Massive Open Online Couise.
8 CHAPTER 10. HOW TO ORGANIZE A MOOC
A learning theory for the digital age Te connectivist theoiy desciibes leaining as a piocess of cieating connections and developing netwoiks. lt is based on the piemise that knowledge exists out in the woild, iathei than inside an individuals mind. Connectivism sees the netwoik as a cential metaphoi foi leaining, with a node in the netwoik being a concept (data, feelings, images, etc.) that can be meaningfully ielated to othei nodes. Not all connections aie of equal stiength in this metaphoi, in fact, many connections may be quite weak. On a piactical level, this appioach iecommends that leaining should focus on wheie to nd infoimation (stieams), and howto evaluate and mash up those stieams, iathei than tiying to entei lots of (peiishable) infoimation into ones skull. Knowing the pipes is moie impoitant than knowing what exactly each pipe contains at a given moment. S1ivuiN DovNis and Giovci SiiiNs piomote the idea of connectivism. Tey also piactice it, by oiganizing Massive Open Online Couises (MOOCs) foi instance, CuNci11. People aie fiee to paiticipate at will. Each week a subject is discussed dui- ing synchionous sessions, which aie iecoided and uploaded foi iefeience on the Change11 website. Te site also includes an aichive of daily newsleueis and RSS-feeds of blog posts and tweets fiom paiticipants. MOOCs tend to be veiy leainei-centeied. People aie en- couiaged to puisue theii own inteiests and link up with otheis who might help them. But the distiibuted and fiee natuie of the piojects also leads to complaints, paiticipants ofen nd it confusing when they auempt to follow up on all the discussions (the facilitatois say one should not tiy to follow up on all the content). Stephen Downes explains in Wu1 CoNNic1ivis ls Tis implies a pedagogy that (a) seeks to desciibe successful net- woiks (as identied by theii piopeities, which l have chaiactei- ized as diveisity, autonomy, openness, and connectivity), and (b) seeks to desciibe the piactices that lead to such netwoiks, both in the individual and in society (which l have chaiactei- ized as modeling and demonstiation (on the pait of a teachei) 9 and piactice and ieection (on the pait of a leainei). Geoige Siemens says connectivism is a iivNiNc 1uiovv iov 1ui uici1i ci. Connectivism in practice One example of a MOOC that claims to embody the connec- tivist theoiy is cuNci.ooc.ca. Te uov i1 vovxs section of the site explains what connectivism means in piactice. Te MOOC oiganizeis developed a numbei of ways to com- bine the distiibuted natuie of the discussions with the need foi a constantly updated oveiview and foi a fedeiated stiuctuie. So, if youi team wants to oiganize an open online couise, these aie ve points to take into consideiation Teie is no body of content the paiticipants have to memo- iize, but the leaining iesults fiom activities they undeitake. Te activities aie dieient foi each peison. A couise schedule with suggested ieading, assignments foi synchionous oi asyn- chionous sessions is piovided (using Google Docs spieadsheets inteinally, Google Calendai exteinally - one could also use a wiki), but paiticipants aie fiee to pick and choose. Noimally theie is a topic, activities, ieading iesouices and ofen a guest speakei foi each week. One should even ieect upon the ques- tion whethei a stait- and end date aie actually needed. lt is ciu- cial to explain the paiticulai philosophy of this kind of MOOC, and this iight fiom the outset, because chances aie leaineis will come with expectations infoimed by theii moie tiaditional leaining expeiiences. 1. lt is impoitant to discuss the inteinal aspects, such as self-motivation what do the paiticipants want to achieve, what is theii laigei goal` And what aie theii inten- tions when they select ceitain activities (iathei than othei possibilities)` Eveiyone has hei own intended outcome. Suggest that paiticipants meditate on all this and jot down theii objectives. And how can they avoid becom- ing stiessed out and geuing depiessed because they feel they cannot keep up with all this` Te facilitatois should 80 CHAPTER 10. HOW TO ORGANIZE A MOOC have a good look at these motivations, even if its impossi- ble to assist eveiy paiticipant individually (foi laige-scale MOOCs). 2. ldeally, paiticipants should piepaie foi this couise by ac- quiiing the necessaiy digital skills. Which skills aie nec- essaiy can be decided by the gioup itself in advance. lts all about selecting, choosing, iemixing - also called cu- iating. Teie aie lots of tools which you can use foi this blogs, social bookmaiks, wikis, mindmaps, foiums, social dashboaids, netwoiks such as Twiuei with theii possibili- ties such as hashtags and lists. Maybe these tools aie self- evident foi some, but not necessaiily foi all the paitici- pants. 3. Te couise is not located in one place but is distiibuted acioss the web on vaiious blogs and blogging platfoims, on vaiious gioups and online netwoiks, on photo- and video-shaiing platfoims, on mindmaps and othei visual- ization platfoims, on vaiious tools foi synchionous ses- sions. Tis wide vaiiety is in itself an impoitant leaining element. 4. Teie aie weekly synchionous sessions (using Blackboaid collaboiate, oi similai gioup chauing tool). Duiing these sessions, expeits and paiticipants give piesentations and entei into discussions. Gioups of paiticipants also have synchionous meetings at othei venues (such as Second Life). Tiy to plan this well in advance' . Many paiticipants highly appieciate eoits to give an oveiview of the pioceedings. Specically, the Diiv Nivsii11iv is a kind of hub, a community newspapei. ln that Daily theie is also a list of the blog posts men- tioning the couise-specic tag (e.g. Change11), also the tweets with hashtag -change11 aie listed in the Daily. Of couise, the MOOC has a si1i wheie sessions, newsleueis and othei iesouices aie aichived and discussion thieads can be iead. 81 Fiom the veiy beginning of the couise, its necessaiy to ex- plain the impoitance of tagging the vaiious contiibutions, to suggest a hashtag. Foi haivesting all this distiibuted content, Stephen Downes advocates the use of cRSSuovviv, which is a peisonal web envi- ionment that combines iesouice aggiegation, a peisonal datas- pace, and peisonal publishing (Downes developed it and would like to build a hosted veision - eventually nanced via Kick- staitei). Te gRSShoppei can be found on a iegistiation page, which is useful piimaiily foi sending the newsleuei. lt allows you to oiganize youi online content any way you want, to im- poit content - youi own oi otheis - fiom iemote sites, to iemix and iepuipose it, and to distiibute it as RSS, web pages, JSON data, oi RSS feeds. DovNis Foi example, the gRSShoppei hai- vestei will haivest a link fiom a given feed. A peison, if he oi she has admin piivileges, can tiansfoim this link into a post, adding his oi hei own comments. Te post will contain infoi- mation about the oiiginal links authoi and jouinal. Content in gRSShoppei is cieated and manipulated thiough the use of sys- temcode that allows administiatois to haivest, map, and display data, as well as to link to and cieate theii own content. gRSShop- pei is also intended to act as a fully-edged publishing tool. (foi alteinatives, see the technologies section fuithei on). Alteinatives foi iegistiations Google Gioups foi instance. But specic iules about piivacy should be dealt with what will be the status of the contiibutions` ln this MOOC the status is public and open by default, foi Downes this is an impoitant el- ement of the couise. Technologies Some MOOCs use Moodle, but Downes dislikes the cential- ization aspect and its not as open as it could be, saying peo- ple feel beuei wiiting in theii own space. Othei possibilities Google Gioups, Woidpiess, Diigo, Twiuei, Facebook page, Sec- ond Life, but each couise uses dieient mixtuies of the many tools out theie. People choose theii enviionment - whethei it is 82 CHAPTER 10. HOW TO ORGANIZE A MOOC WoW oi Mineciaf. Students use Bloggei, WoidPiess, Tumbli, Posteious as blogging tools. Key element is RSS harvesting Give paiticipants a means to contiibute theii blogfeed. ln Auu Niv Fiiu, Downes explains how to get this stiuctuie and additional explanations (via videos) in oidei to contiibute theii blog feed. Te administiatoi in this case uses gRSShop- pei to piocess the content and put it in a database, piocess it and send it to othei people. Alteinatively one can use Google Readei (the list of feeds is available as an OPML le - which can be impoited to othei platfoims). Teie is also a plug-in foi Woidpiess that lets you use a Google Doc spieadsheet foi the feeds, then Woidpiess foi the aggiegation). Many othei con- tent management systems have RSS haivesting featuies. Each individual could iun hei own aggiegatoi, but Downes oeis it as a seivice. But aggiegatois aie needed, whethei indi- vidual, centialized oi both. Specialized harvesting Using Twiuei, Diigo, Delicious, Google Gioups, lf Tis Ten Tat (lFTTT) and Fiiu43 (take oidinaiy web page and tuin it into an RSS feed). Synchronous environments Synchionous platfoims include Blackboaid Collaboiate (used now foi Change11), Adobe Connect, Big Blue Buuon, WizlQ, Fuze, WebX, webcasting, web iadio, videoconfeiencing with Skype oi Google Hangout in conjunction with Livestieam oi ustieam.tv. Oi take the Skype/Hangout audiostieam and bioadcast is as webiadio. Set up and test ahead of time, but dont hesitate to expeiiment. 83 Newsleer or Feeds Feeds aie veiy impoitant (see eailiei iemaiks about the Daily newsleuei). You can use Twiuei oi a Facebook page, Downes uses email, also cieates an RSS veision thiough gRSShoppei and sends it thiough lfu.com back to Facebook and Twiuei. Foi the iest of us theie is Woidpiess, which you can use to cvi1i N iii Nivs ii11iv. Downs also suggests this handy guide on uov 1o uisicN Nu nuiiu N iii Nivsii11iv vi1uou1 ioosiNc vouv iNu' Considei using a content management systemand databases to put out specialized pages and the newsleuei in an elegant way, but it iequiies a leaining cuive. Otheiwise, use blogs / wikis. Comments Paiticipants aie stiongly encouiaged to comment on each otheis blogs and to launch discussion thieads. By doing so they piactice a fundamental social media skill - developing net- woiks by commenting on vaiious places and engaging in con- veisations. lt is impoitant to have activities and get people to be involved iathei than sit back. Foi an in-depth piesentation, please have a look at Fciii 11iNc Mssivi OviN ONiiNi Couvsi by Stephen Downes, in which he focuses on ieseaich and suivey issues, piepaiing events, and othei essentials. Resources basics Hov 1uis Couvsi Wovxs Wu1 is MOOC Succiss iN MOOC KNoviiuci iN MOOC lN1vouuc1ioN Nu iNvi11ioN 84 CHAPTER 10. HOW TO ORGANIZE A MOOC Further reading Downes & Siemens MOOC si1i Wu1 CoNNic1ivis ls by Stephen Downes AN lN1vouuc1ioN 1o CoNNic1ivi KNoviiuci by Stephen Downes Fciii11iNc Mssivi OviN ONiiNi Couvsi, by Stephen Downes cRSSuovviv CoNNic1ivis A LivNiNc Tuiovv iov 1ui Dici1i Aci by Geoige Siemens A CoNNic1ivis Giossvv Ruizois Nu Ni1vovxs by Geoige Siemens Ruizo1ic Euuc1ioN CouNi1v s Cuvvicuiuby Dave Coimiei KNoviNc KNoviiuci, a book by Geoige Siemens Ni1 Sv1, Howaid Rheingold (about inteinal and extei- nal liteiacies foi coping with the always on digital eia) Mssivi OviN ONiiNi Couvsis Seuing Up (StaitTo- MOOC, Pait 1) Li1iv1uvi viviiv Relevant Handbook pages PivsoNi LivNiNc Ni1vovxs cuv1iv 11 PARTlClPATlON Summary All collaboiative woik is managed in some way. Methods of managing piojects, including leaining piojects, aie ianking fiom the moie foimal and stiuctuied to the less foimal and un- stiuctuied. Participation in business-oriented projects When we think about pioject management in an oigani- zation, we ofen ielate to well-established tools and piocesses. Foi example, we will use the PvoJic1 MNciiN1 Bouv oi KNoviiuci (PMBOK) as a standaid. Foi the Pioject Manage- ment lnstitute (PMl) and most woikeis, those standaids aie the key to pioject success. ln classical pioject management, tasks and deadlines aie cleaily dened. We will, foi example, use Pvo cv Eviu1ioN Nu Riviiv TicuNic (PERT) to analyze and iepiesent tasks. We ofen iepiesent the pioject schedule using a GN11 cuv1. Tose aie just two of the pioject management tools that illustiate how pioject management iests imly on its engineeiing backgiound. ln those veiy stiuctuied piojects, each actoi is expected to woik exactly as planned and to delivei his pait of the woik on time, eveiy individual delay potentially lead- ing to a collective delay. Participation in educational projects lf we look foi analogies between pioject management and education, we can nd some similaiities in models pedagogy of. ln a papei called MoviNc ivo Piucocv 1o ANuvcocv by Hiemstia and Sisco, we see how students hold a passive iole (on a cognitive level) in the pedagogy model. Tey aie following 8 8 CHAPTER 11. PARTICIPATION a plan oi syllabus that has been designed by the instiuctoi and that wont change duiing the session. Students will have to com- plete all theii tasks on time, in othei woids, ietuin theii exeici- ces to the teachei befoie the due date. ln a peeiagogy pioject, whose ioots lie closei to andiagogy than in pedagogy, paitici- pation to the pioject is less iegulated (see Fvo viiv iivNiNc 1o viivcocv) As peeiagogy piojects membeis expect to bieak the 90/9/1 vuii and biing on boaid moie than 1 of cieatois and 9 of edi- tois, they also keep in mind the LoNc Tii iule. Te teim Long Tail has gained populaiity in iecent times as desciibing the ie- tailing stiategy of selling a laige numbei of unique items with ielatively small quantities sold of each. ln othei woids, people woiking in peeiagogy should accept that some paiticipants only contiibute few ideas (oi may be even just one'). Going fuithei, people may even be allowed to just watch a peeiagogy pioject going on without cieating oi editing, in oidei to undeistand its cultuie befoie feeling ieady to jump in and contiibute moie ac- tively. ln geneial, a peeiagogy community will constantly adjust as it seeks an equilibiium between oidei and chaos, allowing eveiyone to collaboiate at theii own pace without loosing focus, and in such a mannei that the collective can delivei - whethei thats a pioduct oi a leaining expeiience'. How to deal with participation in a peeragogy project Accept that some people want to watch what is going on befoie jumping in. Tis doesnt mean you have to keep themfoievei. Afei a while you may un-enioll people who dont add any value to the community. ln oui Peeiagogy pioject, weve asked people to ie-sign up seveial times (at any given junctuie, some piopiotion piefei to leave). Accept that people may only contiibute a liule if this con- tiibution is good it will add value to the whole 8 Undeistand that you can not impose stiict deadlines to volunteeis Let youi woik be open in a sense inspiied by Wikipedias Niu1vi PoiN1 oi Viiv policy Give ioles to paiticipants and dene some eneigy cen- teis who will take the lead on specic items in the pioject Oiganize iegulai face to face oi online meetings to talk about piogiess and whats needed in upcoming days/weeks Ask paiticipants to be cleai about when they will be ieady to delivei theii contiibutions Have cleai deadlines, but allowcontiibutions that come in afei the deadline in geneial, be exible Add a newcomei section on youi online platfoim to help newbies to get staited cuv1iv 12 THE WORKSCAPE, A LEARNlNG PLATFORM FOR CORPORATlONS Summary Cultivating a iesults-oiiented peei-leaining piogiam in a coipoiate leaining ecosystem involves a few tweaks of the ap- pioach and tools we discussed in ielation to moie open, diveise netwoiks. Jv Cvoss talks about Wovxscvis on Viio. The Workscape, a platform for learning Foimal leaining takes place in classiooms, infoimal leain- ing happens in workscapes. A woikscape is a leaining ecol- ogy. As the enviionment of leaining, a woikscape includes the woikplace. ln fact, a woikscape has no boundaiies. No two woikscapes aie alike. Youi woikscape may include being coached on giving eective piesentations, calling the help desk foi an explanation, and ieseaiching an industiy on the Net. My woikscape could include paiticipating in a community of eld technicians, looking things up on a seaich engine, and living in Fiance foi thiee months. Developing a platfoim to suppoit infoimal leaining is analogous to landscaping a gaiden. A ma- joi component of infoimal leaining is natuial leaining, the no- tion of tieating people as oiganisms in natuie. Te people aie fiee-iange leaineis. Oui iole is to piotect theii enviionment, piovide nutiients foi giowth, and let natuie take its couise. A landscape designeis goal is to conceptualize a haimonious, uni- ed, pleasing gaiden that makes the most of the site at hand. A woikscape designeis goal is to cieate a leaining enviionment that incieases the oiganizations longevity and health and the individuals happiness and well-being. Gaideneis dont contiol plants, manageis dont contiol people. Gaideneis and manageis 89 90 CHAPTER 12. THE WORKSCAPE have inuence but not absolute authoiity. Tey cant makea plant t into the landscape oi a peison t into a team. ln an ideal Woikscape, woikeis can easily nd the people and infoimation they need, leaining is uid and new ideas ow fieely, coipoiate citizens live and woik by the oiganizations values, people know the best way to get things done, woikeis spend moie time cie- ating value than handling exceptions, and eveiyone nds theii woik challenging and fullling. The technical infrastructure of the Workscape When an oiganization is impioving its Woikscape, looking at consumei applications is a good way to think about whats iequiied. Ask net-savvy youngei woikeis how they would like to leain new skills, and they biing up the featuies they enjoy in othei seivices Peisonalize my expeiience and make iecommendations, like Amazon Make it easy foi me to connect with fiiends, like Facebook Keep me in touch with colleagues and associates in othei companies, as on Linkedln Peisistent ieputations, as at eBay, so you can tiust who youie collaboiating with Multiple access options, like a bank that oeis access by ATM, the Web, phone, oi human telleis Dont oveiload me. Let me leain fiom YouTube, an FAQ, oi linking to an expeit Show me whats hot, like Reddit, Digg, MetaFiltei, oi Faik do Give me single sign-on, like using my Facebook piole to access multiple applications 91 Let me choose and subsciibe to stieams of infoimation lm inteiested in, like BoingBoing, LifeHackei oi Hupost. Piovide a single, simple, all-in-one inteiface, like that pio- vided by Google foi seaich Help me leain fiom a community of kindied spiiits, like SlashDot, Reddit, and MetaFiltei Give me a way to voice my opinions and show my pei- sonality, as on my blog Show me what otheis aie inteiested in, as with social bookmaiks like Diigo and Delicious Make it easy to shaie photos and video, as on Flicki and YouTube Leveiage the wisdom of ciowds, as when l pose a ques- tion to my followeis on Twiuei oi Facebook Enable useis to iate content, like Favoiiting an item on Facebook oi 'ing is on Google oi YouTube Some of those consumei applications aie simple to ieplicate in-house. Otheis aie not. You cant aoid to ieplicate Facebook oi Google behind youi iewall. Tat said, theie aie lots of ap- plications you can implement at ieasonable cost. Be skeptical if youi collaboiative infiastiuctuie that doesnt include these min- imal functions Profiles - foi locating and contacting people with the iight skills and backgiound. Piole should contain photo, position, location, email addiess, expeitise (tagged so its seaichable). lBMs Blue Pages pioles include how to ieach you (noting whethei youie online now), iepoiting chain (boss, bosss boss, etc.), link to youi blog and bookmaiks, people in youi netwoik, links to documents you fiequently shaie, membeis of youi net- woik. Activity stream - foi monitoiing the oiganization pulse in ieal time, shaiing what youie doing, being iefeiied to useful 92 CHAPTER 12. THE WORKSCAPE infoimation, asking foi help, acceleiating the ow of news and infoimation, and keeping up with change Wikis - foi wiiting collaboiatively, eliminating multiple veisions of documents, keeping infoimation out in the open, eliminating unnecessaiy email, and shaiing iesponsibility foi updates and eiioi coiiection Virtual meetings - to make it easy to meet online. Mini- mum featuie set shaied scieen, shaied white boaid, text chat, video of paiticipants. Bonus featuies peisistent meeting ioom (youi oce online), avatais. Blogs - foi naiiating youi woik, maintaining youi digi- tal ieputation, iecoiding accomplishments, documenting expeit knowledge, showing people what youie up to so they can help out Bookmarks - to facilitate seaiching foi links to infoimation, discovei what souices othei people aie following, locate expeits Mobile access - Half of Ameiicas woikfoice sometimes woiks away fiom the oce. Smait phones aie suipassing PCs foi connecting to netwoiks foi access and paiticipation. Phones post most Tweets than computeis. Google designs its apps foi mobile befoie poiting them to PCs. Social network - foi online conveisation, connecting with people, and all of the above functions. Conclusion Leaining used to focus on what was in an individuals head. Te individual took the test, got the degiee, oi eained the cei- ticate. Te new leaining focuses on what it takes to do the job iight. Te woikplace is an open-book exam. What woikei doesnt have a cell phone and an lnteinet connection` Using peisonal infoimation pipelines to get help fiom colleagues and the lnteinet to access the woilds infoimation is encouiaged. Be- sides, its piobably the teamthat must peifoim, not a single indi- vidual. Tiity yeais ago, thiee-quaiteis of what a woikei need to do the job was stoied in hei head, now its less than 10. Part V Co-Facilitation and Co-Working cuv1iv 13 CO-FAClLlTATlON Authoi Maiia Aienas, with contiibutions by Chailie Dano Summary Co-facilitating emerges when people have to work to- gether in order to complete a task, in environments like schools, universities, shelters, churches, workplaces. Co-facilitating in peer-to-peer learning Facilitation is the piocess of enabling gioups to woik coopei- atively and eectively. Peeis co-facilitate by taking and shaiing leadeiship ioles to move the peei leaining piocess along fastei and/oi moie eciently. Te main puipose of co-facilitation is to oei and ieceive suppoit fiom a cohoit who is invested in the pioject. Co-facilitation commonly can be found in specic col- laboiations between two oi moie people who need each othei to complete a task, foi example, leain about a given subject, authoi a technical iepoit, iesolve a pioblem, oi conduct ieseaich Di. Fink wiites in Creating Signicant Learning Experiences (Jossey Bass, 2003) that in this piocess, theie has to be some kind of change in the leainei. No change, no leaining. Signicant leaining iequiies that theie be some kind of lasting change that is impoitant in teims of the leaineis life, theiefoie a way to measuie the eectiveness of co-facilitation is if theies been a change in the peei gioup. Which roles, competences and skills do we need to co-facilitate? Co-facilitation ioles can be found in gioups/teams like bas- ketball, health, Alcoholics Anonymous, spiiitual gioups, etc. 9 9 CHAPTER 13. CO-FACILITATION Foi example, self-help gioups aie composed of people who gathei to shaie common pioblems and expeiiences associated with a paiticulai pioblem, condition, illness, oi peisonal cii- cumstance. Fieedom to Leain is among the leaining theo- iies Cail Rogeis was known foi. Commenting on Rogeis ie- lated woik, Baiieu-Lennaid iemaiked he oeied seveial hy- pothesized geneial piinciples. Tese included We cannot teach anothei peison diiectly, we can only facilitate his leaining. Te stiuctuie and oiganization of the self appeais to become moie iigid undei thieat, to ielax its boundaiies when completely fiee fiom thieat. Te educational situation which most eectively piomotes signicant leaining is one in which 1) thieat to the self of the leainei is ieduced a minimum, and 2) dieientiated peiception of the eld of expeiience is facilitated. Pait of the fa- cilitatois iole is cieating a safe place foi leaining to take place, but they should also challenge the paiticipants. As John Wooden said of coaching Be quick, but dont huiiy. JouN HivoN ai- ticulated this natuie of facilitation well Too much hieiaichical contiol, and paiticipants become passive and dependent oi hostile and ie- sistant. Tey wane in self-diiection, which is the coie of all leaining. Too much coopeiative guidance may degeneiate into a subtle kind of nuituiing op- piession, and may deny the gioup the benets of totally autonomous leaining. Too much autonomy foi paiticipants and laissez-faiie on youi pait, and they may wallow in ignoiance, misconception, and chaos. Co-facilitating discussion forums lf peeis aie piepaiing a foium discussion, heie aie some ideas fiom Te tool box, that can be helpful as guidelines foi iunning this type of meetings Explain the impoitance of collaboiative gioup woik and make it a iequiiement. 9 Establish how you will communicate in the foium Be awaie of mutual blind spots in facilitating and obseiv- ing otheis Watch out foi dieient ihythms of inteivention. Co-facilitating wiki workflows A good place to begin foi any co-facilitatois woiking with a wiki is Wikipedias famous Pillais. Wikipedia is an encyclopedia Wikipedia wiites aiticles fiom a neutial point-of-view Wikipedia is fiee content that anyone can edit, use, mod- ify, and distiibute. Editois should inteiact with each othei in a iespectful and civil mannei. Wikipedia does not have im iules. Co-facilitating live sessions Leaining expeiiences in Live Sessions which include Social Media and co facilitating exeicise is desciibed in the aiticle Leaining Re-imagined Paiticipatoiy, Peei, Global, Online by Howaid Rheingold, we have taken inspiiation fiom his points and ie-mixed them slightly. Establish ioles foi co facilitatois and paiticipants (modei- atoi, technical iecoidei, wiitei to take notes, etc..). Piovide a ieading list indicating what is ieally impoitant and what is moie nice to know. ldeally befoie, oi when the session begins, take some time to allow paiticipants to familiaiize themselves with the tools. 98 CHAPTER 13. CO-FACILITATION lntioduce youiself and youi peeis (co-facilitatois) and ask the membeis to make a biief intioduction of themselves. Reviewthe agenda foi the session, both to make suie theie is an agenda (at the stait) and to make suie eveiything was coveied (at the end). Online tools like Mumble, Diigo, Etheipad and chat can be used to communicate and inteiact in the session. How- evei, considei whethei paiticipants aie inteiested in ex- peiimenting with lots of tools. Ofen moie tools (and some content) can end up making tasks haidei. Keep it Simple Stupid, oi KlSS Remembei you came to- gethei with youi peeis to accomplish something not to discuss an agenda oi play with online tools, keep eveiy- thing as easily accessible as possible to ensuie you iealize youi peei goals. Paragogical Action Review Following any co-facilitating session it is essential that the co-facilitatois come togethei and ieviewwhat happened. Ause- ful fiamewoik is the Pvcocici Ac1ioN Riviiv(PAR), based on the U.S. Aimys Afei Action Review, which has foui compo- nents, to which we have added a fh. Afuithei dieience in the Paiagogical Action Review is that it need not take place afei the action, but can be integiated into the action (accoidingly, we use a piesent tense phiasing). Review what was supposed to happen (tiaining plans) Establish what is happening Deteimine whats iight oi wiong with whats happening Deteimine how the task should be done dieiently in the futuie Shaie youi notes with youi othei peeis foi feedback and to impiove things going foiwaid 99 Experiences and experiments in co-facilitating LivNiNc RiiciNiu Pv1iciv1ovv, Piiv, Gioni, ONiiNi, by Howaid Rheingold Risivcu G1i is a netwoik dedicated to science and ie- seaich, in which membeis connect, collaboiate and dis- covei scientic publications, jobs and confeiences. Cvi1iNc Nu Fciii11iNc Piiv Suvvov1 Gvouvs, by Te Community Tool Box Fciii11ioN Tivs, by Villanova Univeisity HivuiNc PssioN1i C1s Tui Roii oi Fciii11ov iN Piiv LivNiNc, by Pippa Buchanan Riiiic1ivi Piiv Fciii11ioN Cvi1iNc Coiinov 1ivi SiiiAssissiN1, by Dale Vidmai, Southein Oiegon Univeisity Libiaiy Eiiic1ivi CoFciii11ioN, by Eveiywomans Centei, Univeisity of Massachusseus Resources 1. Piiv Euuc1ioN TviNiNc oi TviNivs MNui, UN lnteiagency Gioup on Young Peoples Health 2. Co Fciii11iNc Advantages & Potential Disadvantages. J. Willam Pfeifei and John E Johnes 3. A suvv of John Heions model on iole of facilitatois 4. Cvi Rocivs, Covi CoNui1ioNs Nu Euuc1ioN, Ency- clopedia of lnfoimal Education . Piiv Miui1ioN, Study Guides and Stiategies . CoFciii11ioN Tui AuvN1cis Nu CuiiiNcis, Canadian Union of Public Employees . Bouii lN1ivc1ivi CouNi1v Wixi GuiuiiiNis 100 CHAPTER 13. CO-FACILITATION 8. Baiieu-Lennaid, G. T. (1998) Cvi Rocivs HiiviNc Svs 1i. JouvNiv Nu Suns1Nci, London Sage 9. Piiivs oi Wixiviui, fiom Wikipedia 10. TviNiNc 1ui Fovci, (2002) US Aimy Field Manual -FM -0 (FM 2-100) cuv1iv 14 PARAGOGlCAL DESlGNS FOR CO-WORKlNG - - - - Heie oui aim is to develop the pio- ductive paiagogical side of peei- agogy thiough a discussion of the stiategies, joys, and soiiows of co- woiking. lt complements the co iciii11ioN page. Tese questions could apply to oui woiking gioup(s) heie, and to pieuy much any woiking gioup in existence How do you pass the ball` How do you keep the eneigy going` How do you diagnose wheie the gioup is going and make things intentional instead of assumed` And how do we do all of this in a way that takes leaining into account` (Tee pioposed allowed list comes fiom Simon Sinek, by way of Fabiizo Teizi and the FTG.) Co-working as the flip side of convening Linus Toivalds, inteiviewed by Steven Vaughan-Nichols foi a Hewleu-Packaid publication, had this to say about sofwaie 101 102 CHAPTER 14. DESIGNS FOR CO-WORKING development e rmiake is thinking that you can throwthings out there and ask people to help. ats not how it works. You make it public, and then you assume that youll have to do all the work, and ask people to come up with suggeions of what you should do, not what they should do. Maybe theyll art helping eventu- ally, but you should art o with the assumption that youre going to be the one maintaining it and ready to do all the work. e other thingand its kind of relatedthat people seem to get wrong is to think that the code they write is what maers. No, even if you wrote 100% of the code, and even if you are the be programmer in the world and will never need any help with the proje at all, the thing that really maers is the users of the code. e code itself is unimportant; the proje is only as useful as people aually nd it. lt is impoitant to undeistand youi useis and iemembei that contiibutois aie a special class of usei with a ieal time invest- ment in the way the pioject woiks. We typically cannot Tom Sawyei ouiselves into leisuie oi ease just because we manage to woik collaboiatively, oi just because we have found people with some common inteiests. Te tiuth is piobably somewheie in between Toivalds and Twain. Many people actively want to contiibute' Foi example, on Wikipedia, the encyclopedia anyone can edit (as of 2011) s Nv s 80,000 visitois make oi moie edits pei month. Tis is inteiesting to compaie with the ic1 that (as of 200) ovei 0 of all the edits aie done by just . of the useis 24 peopleand in fact the most active 2, which is 1400 people, have done 3.4 of all the edits. Similai numbeis apply to othei peei pioduction communities. 103 A lile theory ln many natuial systems, things aie not distiibuted equally, and it is not atypical foi e.g. 20 of the population to contiol 80 of the wealth (oi, as we saw, foi 2 of the useis to do neaily 80 of the edits). Many, many systems woik like this, so maybe theies a good ieason foi it. Lets think about it in teims of cooidination as thought of by the late Elinoi Ostiom. She talked about local solutions foi 104 CHAPTER 14. DESIGNS FOR CO-WORKING local pioblems. By denition, such geogiaphically-based cooi- dination iequiies close pioximity. What does close mean` lf we think about homogeneous space, it just means that we diawa ciicle (oi spheie) aiound wheie we aie, and the iadius of this cii- cle (iesp. spheie) is small. An inteiesting 1ui1ici ic1 is that as the dimension giows, the volume of the spheie gets thinnei, so the iadius must inciease to captuie the same d- dimensional volume when d giows' Based on this, we might guess that the moie dimensions a pioblem has, the moie ie- souices we will need to solve it. Fiom anothei peispective, the moie dieient factois impact a given issue, in some sense, the less likely theie aie to be small scale, self-contained, local piob- lems in the ist place. lf we think about netwoiks instead of homogeneous space, and notice that some nodes in the netwoik have moie connec- tions than otheis, then we see the same issue applies to these nodes they have moie complexity in theii immediate iegion than the otheis. Tis might suggest that such cential nodes (e.g. populai lms, populai woids, populai websites, populai people) would, by denition, be less disciiminating in teims of who/what they couple with. On a ceitain level (weak ties) this is piobably tiue. But on anothei level (stiong ties) l think it must not be tiue you cant ieally have it both ways. Asking foi oiganizations to woik on the local level of stiong ties when they aie ieally all about many low-bandwidth weak ties isnt likely to woik well. Google is happy to seive ev- eiyones web iequests but they cant have just anyone walking in o the stieet and connecting devices theii netwoik in Moun- tain View. (Aside the 200 aiticle on Wikipedia quoted above was wiiuen by Aaion Swaitz, who achieved some No1ovii1v foi doing essentially just that, though in his case, it was MlTs netwoik, not Googles.) We might guess that the moie institu- tionally commiued someone is, the less likely they aie to be able to foim deep connections with anyone who is not an integial pait of theii institution. Of couise, we dont give up. We aspiie to cieate systems that have both aspects, systems wheie a dedicated individual can iise to the top thiough dint of eoit, etc. Tese systems 10 aie well aiticulated, almost like natuial languages, which aie so expiessive and adaptive that most sentences have nevei been said befoie. ln othei woids, a well-aiticulated system does lend itself to local solutions to local pioblems but only because all woids aie NOT cieated equal. My brothers read a lile bit. Lile words like I and It. My father can read big words, too, Like CON- STANTINOPLE and TIMBUKTU. Co-working: what is an institution? We could talk in this section about Coases theoiy of the im, and Benkleis theoiy of Coases Penguin. We might continue o1iNc fiom Aaion Swaitz. But we will not get so deep into that heie you can exploie it on youi own' cuv1iv 1 DESlGNlNG A PLATFORM FOR PEER LEARNlNG Author Joe Coineli PiNi1M1u isa virtual community which aims to help make mathematical knowledge more accessible. lve desciibed my in- volvement with the pioject biiey in my Leain Math(s) the Haid(ei) Way vvoJic1 vvovosi, and at consideiably gieatei depth in my thesis' Tis aiticle summaiizes the main design ideas. lt gets a liule technical, but dont woiiy, theies not too much math ln shoit l lumped the dieient activities that people could do on PlanetMath.oig into categoiies (see the table be- low). Moie oi less this table just means that on PlanetMath, people wiite aiticles and link these aiticles to othei aiticles, add comments, ask questions, make coiiections, and connect piob- lems and solutions to expositoiy mateiial. Tey also deploy uiuvis1ics foi solving pioblems and they xi Nu JoiN cvouvs. Context Feedback Qality Stiuctuie Heuiistic A A A
A X T X Q A C A P S R L A, P M A G U S H Q C, W, P A article link X object T post Q question C coii. P problem S solution R review L collection M classific. G group U user W request H heuristic Table 1.1 A tentative decomposition of PlanetMaths activities Te ve categoiies (Context, Engagement, Qality, Stiuc- tuie, and Heuiistic) come fiom ieecting on the vvcocv vviNciviis, and compaiing them with the Maitin Nowaks vuiis iov 1ui ivoiu1ioN oi cooviv1ioN, then clusteiing the actual activities that people can do on PlanetMath (as well as 10 108 CHAPTER 15. PLATFORM DESIGN some new planned activities) into these categoiies. l also diew inspiiation fiom the pauein and heuiistic language we devel- oped in the peeiagogy pioject. l staited by clusteiing oui v1 1ivN iNcuci uicv into segments, like this wrapper pattern language carrying capacity roles roadmap heartbeat moderation polling for ideas discerning a pattern creating a guide praxis vs poeisis simplify what do experts do? nd an analogy why is it hard? do you know the answer? change focus ask for help give it a rest change description divide newcomer Te key that shows how things t togethei is as follows Context - Changing context as a decenteied centei. - Kin selection Engagement - Meta-leaining as a font of knowledge. - Direct reciprocity ality - Peeis piovide feedback that wouldnt be theie otheiwise. - Indirect reciprocity Structure - Leaining is distiibuted and nonlineai. - Spa- tial selection Heuristic - Realize the dieam if you can, then wake up' - Group selection Te analogies aie not peifect, and aie meant to help inspiie, iathei than to constiain, thoughts on the leaining/platfoim de- sign. lts impoitant to iemembei that Nowaks foimalism is meant to be geneial enough to desciibe all dieient kinds of collaboiation 109 In a kin seleion regime, we are working in a gen- erational modality; we are looking at what is re- lated, and this helps to dene that which is unre- lated the other. On PlanetMath, the most impoitant senses of ielatedness apply to elements of the subject domain. Topics that aie linked to one anothei in the encyclopedia aie ielated. Tese links can eithei be implicit teim iefeiences (which aie spoued by Planet- Maths autolinkei), oi moie explicit connections added by au- thois, ieadeis, oi editois. Such links can build an implicit con- text foi a newcomei who appioaches a given topic. In a dire reciprocity regime, we learning about ourselves in praice, usually in a social context. One of the key legacy featuies of PlanetMath is that eveiy object in the system is discussable. You can ask a question about an encyclopedia aiticle, foi example, and this will go into a common pool of questions. One of the diiving ideas behind the sites (ie)design is that eveiy question should help us impiove the site, foi example, by pointing out a place wheie the oiigi- nal expositoiy aiticle could be impioved. Of couise, at the most basic level, we hope that the questions ieceive good one-o an- sweis (pioviding a benet to the initial question-askei). Even the most simple question is a constiuctively ciitical question. On the level of site semantics, it would be good to keep tiack of which questions have been answeied, and which have not. Qestions can be mutated into coiiections, iequests, oi math- ematical pioblems to solve. In an indire reciprocity regime, we are building something that may be useful later on. Anothei impoitant legacy featuie of PlanetMath is that, un- like Wikipedia, aiticles aie not geneially open to the public to edit (though some aie). Rathei, the typical piocess of ciowd- souicing takes place thiough a coiiections mechanism. Fiom an analytical peispective, we might expect coiiections to be one 110 CHAPTER 15. PLATFORM DESIGN of the key ways in which site authois leain fiom one anothei. ln a sense, the oppoitunity to get coiiections oi suggestions pointed out latei might be one of the biggest incentives foi wiit- ing an aiticle in the ist place' Oeiing a coiiection to someone else is, of couise, a way to point out ones own knowledgability (as such, a soit of ip-side of asking questions). Ceitain behav- iois can help one develop a good ieputation (though PlanetMath does not model this veiy explicitly) and peihaps even moie impoitantly, a high-quality iesouice emeiges fiom such one- to-one inteiactions. In a spatial seleion regime, we are again den- ing an inside and outside, and looking for ways in which the ruures that we have identied can t together. One of the featuies that the legacy veision of PlanetMath lacked was any soit of suppoit foi pioblem solving behavioi which, in mathematics, is actually a pieuy essential thing. Rathei, the site was set up as a iefeience tool foi people who solved pioblems elsewheie. By moving suppoit foi pioblems, solutions, and ieviews onto the PlanetMath site itself, we ex- pect not only to open the maiketplace up to new kinds of leaineis (i.e. people woiking at a moie basic level than ency- lopedia authoiing OR people woiking at a faiily advanced level who aie moie inteiested in applications than in theoiy), but also to get signicant impiovements to the coie knowledge iesouice itself (the encyclopedia). Tis is because an aiticle without an auached pioblem is not a veiy piactical aiticle fiom a leain- ing oi application standpoint. Similaily, a pioblem without a solution is lacking something, as is a solution without a ie- view. Building suppoit foi this, and suppoit foi people to stiuc- tuie/stage pioblems with pioblemsets should help make the site a much moie piactically useful leaining tool. In a group seleion regime, we are building sets of aivities and paerns (mileones, roles) which can then a as seleors for behavior. (is is why Ive combined it with the catch-all heuriic category.) 111 Anothei histoiical weak point of the legacy site was suppoit foi teams. Tus, foi example, one eoit to impiove Planet- Maths coveiage of topics in Real Analysis foundeied - because theie was no way to gathei a ciitical mass to this pioject. Teie aie social, technical, and knowledge aspects to this pioblem. Co- woiking iequiies people to be able to join gioups, and it iequiies the gioups to be able to stiuctuie theii woikow. ln some sense this is similai to an individuals woik being stiuctuied by the use of heuiistics. A peisons choice to apply this stiategy instead of that one, oi to join this gioup instead of that one, is in the end a somewhat similai choice. Tese notes have shown howthe paiagogical piinciples, sup- plimented with veiy geneial theoiies of collaboiation, and some piactical obseivations as examined in the Peeiagogy Handbook, can help design a space foi leaining, which is itself a leaining space in the sense of knowledge building. Although the case study has focused on mathematics leaining, similai ieections would apply to designing othei soits of leaining spaces (e.g. to the continued development of the Peeiagogy pioject itself'). Part VI Assessment cuv1iv 1 lNTRODUCTlON TO PEERAGOGlCAL ASSESSMENT Authors Joe Coineli and David Pieston Summary Tis aiticle will be about both (a) assessment in peei leaining and (b) an exeicise in assessment, as we will tiy to put oui stiat- egy foi assessment into piactice by evaluating the Piivcocv HNunoox itself. Thinking about contribution lt is intuitive to say leaining is adaptation. What else would it be` Fuithei, since adaptation happens not just on the individual level, but also on the socio-cultuial level anthiopologists use the phiase adaptive stiategy as a synonym foi cultuie we can say that contiibutions to social adaptation aie paiagogical. Adapting strategies for learning assessment to the peer-learning context ln Eiiic1ivi GvuiNc A Tooi iov LivNiNc Nu As sissiN1, Baibaia E. Walvooid and Viiginia Johnson Andei- son have outlined an appioach to giading. Tey addiess thiee questions 1. Who needs to know, and why` 2. Which data aie collected` 3. How does the assessment body analyze data and piesent ndings` 11 11 CHAPTER 16. PEERAGOGICAL ASSESSMENT Te authois suggest that institutions, depaitments, and as- sessment commiuees should begin with these simple questions and woik fiom them towaids anything moie complex. Tese simple questions piovide a way to undeistand - and assess - any stiategy foi assessment' Foi example, considei foimative as- sessment which involves constantly monitoiing student undeistanding thiough a combination of foimal and infoimal measuies. Teacheis ask seaiching ques- tions, listen ovei the shouldeis of students woiking togethei on a pioblem, help students assess theii own woik, and caiefully uncovei students think- ing [and] ieact to what they leain by adjusting theii teaching, theieby leading students to gieatei undei- standing. (Qote fiom the website foi the book New Fiontieis in Foimative Assessment.) ln this context, oui answeis to the questions above would be 1. Teacheis need to know about the way students aie think- ing about theii woik, so they can delivei beuei teaching. 2. Teacheis gathei lots of details on leaining activities by listening ovei the shouldeis of students. 3. Teacheis apply (hopefully well-infoimed) analysis tech- niques that come fiom theii tiaining oi expeiience and they do not necessaiily piesent theii assessments to stu- dents diiectly, but iathei, feed it back in the foim of im- pioved teaching. Tis is veiy much a teachei knows best model' ln oidei to do something like foimative assessment among peeis, we would have to make quite a few adjustments. 1. At least some of the pioject paiticipants would have to know how paiticipants aie thinking about theii woik. We 11 might not be able to delivei beuei teaching, but peihaps we could woik togethei to pioblem-solve when diculties aiise. 2. lt may be most convenient foi each paiticipant to take on a shaie of the woik, e.g. by maintaining a leaining jouinal (which could be shaied with othei paiticipants). Tis im- poses a ceitain oveihead, but as we iemaiked elsewheie, meta-leaining is a font of knowledge' Outside of self- ieection, details about otheis leaining can sometimes be abstiacted fiom theii contiibutions to the pioject (leain- ing analytics is a whole topic unto itsell). 3. lf a paiticipant in a leaining pioject is boied, fiustiated, feeling closed-minded, oi foi whatevei othei ieason not leaining, then theie is denitely a question. But foi whom` Foi the peison who isnt leaining` Foi the collec- tive as a whole` We may not have to pondei this conun- dium foi long if we go back to the idea that leaining is adaptation, someone who is not leaining in a given con- text will likely leave, and nd anothei context wheie they can leain moie. Tis is but one example of an assessment stiategy in ad- dition to foimative assessment, diagnostic and summative stiategies aie also quite populai in mainstieam education. Te main puipose of this section has been to show that when the fa- miliai ioles fiom foimal education devolve to the people, the way assessment looks can change a lot. ln the following sec- tion, we oei and begin to implement an assessment stiategy foi evaluating the peeiagogy pioject as a whole. Case study in peeragogical evaluation: the Peeragogy project itself We can evaluate this pioject paitly in teims of its main de- liveiable, the Peeiagogy Handbook (which you aie now iead- ing). ln paiticulai, we can ask ls this handbook useful foi its 118 CHAPTER 16. PEERAGOGICAL ASSESSMENT intended audience` Te intended audience could potentially include anyone who is paiticipating in a peei leaining pioject, oi who is thinking about staiting one. We can also evaluate the leaining expeiience that the co-cieatois of this handbook have had. Has woiking on this book been a useful expeiience foi those involved` Tese aie two veiy dieient questions, with two dieient taigets foi analysis though the books co- cieatois aie also pait of the intended audience. lndeed, we might stait by asking has woiking on this book been useful foi us` Foi me (Joe) peisonally, it has been useful to see some more abra, conceptual, and theoretical ideas (paragogy.net) extended into praical advice (which Im sure I can personally use), with references to literature I would not have come up with in library or internet searches, and with a bunch of ideas and insights that I wouldnt have come up with on my own. I denitely intend to use this handbook further in my work. lts tiue, l do see myself as one of the moie involved paitic- ipants to date, which stands to ieason since lm actually paid to ieseaich peei leaining, and this pioject is (in my opinion) one of the most cuuing-edge places to talk about that topic' lf you get out of it what you put into it is tiue, then, again, as a ma- joi contiibutoi, l think l deseive a lot. And lm ceitainly not the only one quite a laige numbei of peison-houis have been pouied into this pioject by quite a numbei of volunteeis. Tis should say something' Neveitheless, one does not need to be a handbook contiib- utoi at all to get value fiom the pioject if it weie otheiwise, we might as well just get iid of the book afei wiiting it. Ac- tually, oui thought is that this woik will indeed have value foi downstieam useis, and oui choice of legal teims aiound the book ieects that idea. Anyone downstieam is fiee to use the contents of this book foi any puipose whatsoevei. Foi all we know, theie will be futuie useis who will add much moie to the study and piactice of paiagogy/peeiagogy than any of us have so fai. Tis could happen by puuing the ideas to the test, feeding back infoimation on the iesults to the pioject (viisi uo' - the ultimate assessment of the Peeiagogy Handbook will be based 119 on what people actually do with it) peihaps fuithei developing the book, developing additional case studies oi iecipes, and so foith. ln fact, questions about usefulness aie what we aim to study in oui alpha testing phase (which is beginning now'). Conclusion We can estimate individual leaining by examining the ieal pioblems solved by the individual. Sometimes those aie solved in collaboiation with otheis. lf someone only consumes infoi- mation, they may well be leaining, but theie is no way foi us to measuie that. On the othei hand, if they only solve text- book pioblems, again, they may be leaining and gaining intu- ition (which is good), but it is still not 100 cleai that they aie actually leaining anything useful until they stait solving piob- lems that they ieally caie about' So, to assess leaining, we do not just measuie contiibution (in teims of quantity of posts oi what have you) but instead we measuie contiibution to solv- ing ieal pioblems. Sometimes that happens veiy slowly, with lots of piactice along the way. Fuitheimoie, at any given point in time, some of the pioblems aie actually quite fun and aie solved by playing' lndeed (as people like Piaget and Vygotsky iecognized), if weie inteiested to know ieal expeits on leain- ing, we should talk with kids, since they leain tons and tons of things. Recommended reading Chiis Moigan, Meg OReilly, AssissiNc OviN Nu uis 1Nci iivNivs (1999), OviN UNivivsi1v Jan Philipp Schmidt, Chiistine Geith, Stian Haklev, and Joel Tieistein, PiivToPiiv RicocNi1ioN oi LivNiNc iN OviN Euuc1ioN L.S. Vygotsky MiNu iN Socii1v DiviioviN1 oi Hicuiv Psvcuoiocici Pvocissis 120 CHAPTER 16. PEERAGOGICAL ASSESSMENT RiiJo Mii11iNiNand Jxxo VivxxuNiN, Evis1iic On Jic1s, Av1iic1s Nu OvcNiz1ioNi CuNci, Orga- nization, May 200 ,12 43-4. Supplement: An overview of assessment topics Diagnostic, foimative and summative evaluation Competency-based leaining Expeiiential leaining UNIT OF ANALYSIS individual gioup/team class couise piogiam oiganization Purpose diagnostic foimative summative Feedback source peei pedadogical authoiity content expeit gioup public 121 Models Peei assessment Self-assessment Noim-iefeienced testing Ciiteiion-iefeienced testing lnfoimation-iefeienced testing Wiiting Tiansmedia/e-poitfolios Other considerations Suitability to task Suitability to leaineis desiied/expected outcomes (e.g., lf l want to mastei a skill, l need moie ex- peit/ciitical/constiuctive feedback than someone clicking a like buuon.) Capital time, money, eneigy, ROl Futuie documentaiy usage piofessional guidelines Further reading Piiv Nu siiississiN1 (fiom National Capital Lan- guage Resouice Centei) Steven Jay Goulds e Mismeasure of Man Wixiviui iN1vv oN viiv Nu siiississiN1 AssissiN1 s i1 vii1is 1o viiv iivNiNc iN uNiviv si1v couvsis Siii, viiv, Nu cvouv ssissiN1 iN iiivNiNc 122 CHAPTER 16. PEERAGOGICAL ASSESSMENT Niv FvoN1iivs iN Fov1ivi AssissiN1 cuv1iv 1 FOLLOWlNG THE MONEY, ASSESSlNG PROFlTABLlTY Summary Te metiics foi leaining in coipoiations aie busi- ness metiics based on nancial data. Manageis want to know Has the leaining expeiience en- hanced the woikeis pioductivity` Follow the money When people ask about the ROl of infoimal leaining, ask them how they measuie the ROl of foimal leaining. Test scoies, giades, self-evaluations, auendance, and ceitications piove nothing. Te ROl of any foimof leaining is the value of changes in behavioi divided by the cost of inducing the change. Like the tiee falling ovei in the foiest with no one to heai it, if theies no change in behavioi ovei the long haul, no leaining took place. ROl is in the mind of the beholdei, in this case, the sponsoi of the leaining who is going to decide whethei oi not to continue in- vesting. Because the guie involves judgment, its nevei going to be accuiate to the ist decimal place. Foitunately, it doesnt have to be. Ballpaik numbeis aie solid enough foi making deci- sions. AssissiNc Wovxvici LivNiNc fiomJv Cvoss on Viio. Te piocess begins befoie the investment is made. What de- giee of change will the sponsoi accept as woithy of ieinvest- ment` How aie we going to measuie that` Whats an adequate level of change` Whats so low well have to adopt a dieient appioach` How much of the change can we auiibute to leain- ing` You need to gain agieement on these things befoiehand. Monday moining quaiteibacking is not ciedible. lts ciazy to assess leaining immediately afei it occuis. You can see if peo- 123 124 CHAPTER 17. FOLLOWING THE MONEY ple aie taking pait oi if theyie complaining about geuing lost, but you cannot assess what sticks until the foigeuing cuive has iavaged the leaineis memoiies foi a fewmonths. Without iein- foicement, people foiget most of what they leain in shoit oidei. lts beguiling to tiy to coiielate the impact of leaining with exist- ing nancial metiics like incieased ievenues oi beuei customei seivice scoies. Done on its own, this appioach iaiely woiks be- cause leaining is but one of many factois that inuence iesults. Was todays success due to leaining oi the ad campaign oi weak competition oi the sales contest oi something else` Te way to assess how people leain is to ask them. How did you guie out how to do this` Who did you leain this fiom` How did that change youi behavioi` How can we make it beuei` Too time consuming` Not if you inteiview a iepiesentative sample. Foi example, inteiviewing less than 100 people out of 2000 yields an answei within 10 nineteen times out of twenty, a highei con- dence level than most estimates in business. lnteiviewing 10 people will give you the iight estimate 99 of the time. Part VII Paerns, Use Cases, and Examples cuv1iv 18 THlNKlNG ABOUT PATTERNS Authois Tui Piivcocv Ti What is a paern? A paern is anything that happens ovei and ovei again. ln the context of peeiagogy, we mean iepeating things that we like, oi that we think aie useful foi some puipose. Ting that happen a lot but aie not desiiable aie called anti-paerns' What is a use case? A use case desciibes someone (oi something) who uses a given system oi tool to achieve a goal. When wiiting a use case, it is piesented with a title (which seives as a biief summaiy), a main actoi, and a success scenaiio. Additional featuies can be added, such as alteinate inteiaction paths leading to a vaiiation on the iesult. What do you get when you put these together? Combine paueins and use cases and you stait to get some- thing called a paern language. See the section on P11ivNs Nu Hiuvis1ics foi one such iepiesentation. Tat page diaws on the ielationships between the paueins weve found foi oi- ganizing peei leaining, and some known pioblem-solving tech- niques. See the page RisivcuiNc viivcocv foi additional ielated discussion. Paerns of peeragogy Heie is oui index of the paueins weve found so fai (de- sciibed in moie detail afei the jump) 12 128 CHAPTER 18. THINKING ABOUT PATTERNS Hiv1ni1 CvvviNc Cvci1v Cvi1iNc Guiui DiscivNiNc P11ivN Mouiv1ioN Nivcoiv P11ivN LNcuci PoiiiNc iov luis Pvxis vs Poiisis Rouv Roiis Wvvviv Use cases for Peeragogy We also piesent a vaiiety of hypothetical and not-so- hypothetical use cases AccouN1iNc Cis1 i vii Dis1vinu1iu PvoJic1 MNciiN1 lvvoviu uv1ivi1v lvvoviNc 1ui iiiiccv oi visivcu iuNuiNc JouvNiis1 iN1ivs 1ui WuisviviNc Giiivv Juuo LiviNc 1ui OER uvi 129 MxiNc ouv ovN 1oois Piiv LivNiNc oN 1ui TicuNici Euci Piiv vvouuc1ioN 1o viiv iivNiNc PvoiicoiN 1o ANv Fu1uvi M1u LivNiNc ENvi voNiN1 Pivcocv uiivs soivi coviix vvoniis S1v1iNc CovNv S1ii Tuis Boox S1v1icv s iivNiNc Wi vi 1ui 1 vivciN1 YouNc sviviNc niocciv vN1s 1o voiu s1vv1ioN Anti-paerns for Peeragogy And some anti-paueins (things to avoid) lsoi1ioN Mcici 1uiNxiNc Missv vi1u Luvxivs MisuNuivs1NuiNc Poviv Nvii GziNc S1sis S1ucx 1 1ui iivii oi vix 1iis 130 CHAPTER 18. THINKING ABOUT PATTERNS Examples Te above use cases and paueins make the stoiy abstiact but how about some conciete examples of peeiagogy in action` Considei OviNH1cu.ovc, an open souice community aiming to help newcomeis nd theii way into fiee sofwaie piojects. Te Fvii TicuNoiocv Guiiu is a youngei pioject with aspiiations similai in some ways to those of OpenHatch, but in this case, oiiented not just to paiiing newcomeis with mentois, but paiiing clients with seivice piovideis. Te idea is that we as a gioup will do useful piojects foi oui membeis oi exteinal paities, and on-the-job we men- toi and leain and get beuei. (Since this is a new pioject, the vvoJic1 nuiiuiNc vusi is itself a nacent example of paiagogy.) Many moie examples on oui ixviis page' Further reading Tui Tiiiiss Wv oi BuiiuiNc, by Chiistophei Alexan- dei. An elegant woik, like most of Alexandeis wiiting. lf you want to stait out with something smallei, theies a pithy essay by Chiistophei Alexandei called A Ci1v is No1 Tvii, available online P11ivNs oi Soi1vvi, by Richaid Gabiiel, who ap- plies the pauein idea to sofwaie and piogiamming lan- guages. cuv1iv 19 PATTERNS AND HEURlSTlCS Tis section diaws some paiallels between ceitain Minskian heuiistics foi pioblemsolving, and the P11ivNs foi peeiagogy that we came up with. Te heuiistics (which Maivin Minsky discusses in a seiies of ios foi the One Laptop Pei Child pioject) can be summed up with the following diagiam Figuie 19.1 Minskian heuiistics foi pioblem solving We can see some ielationships to the peeiagogy paueins weve identied, ist summed up with a pictuie heie, and in text below (some of the nodes in the diagiam aie clickable, and clicking will take you to the page desciibing that pauein') To elaboiate in woids - We simplify things foi a Newcomer. (ln paiticulai, this means that we dont expect the newcomei to use a high pio- cessing level.) - We change focus by using a Roadmap to guide us fiomone step to anothei. ln addition, the piojects Heartbeat leads us to 131 132 CHAPTER 19. PATTERNS AND HEURISTICS let go of oui focus at one moment, and iesume with anothei point of view latei. - We change description ist of all by having a Wrapper who desciibes the new state of the pioject. Foi the Peeiagogy pioject, that ofen meant summing up the high points that we saw ovei a given peiiod of time. lt seems possible that with a iich enough Paern Language, the desciiption would itself be made in teims of paueins. - We divide woik up not only hoiizontally among dieient Roles, but also tempoially by using the Roadmap. Someone who is moving ahead with the Roadmap is likely to be woiking at the cuuing edge. - When we nd an analogy, we aie basically Creating a Guide of some soit. Tis can be used as a foim of exploiation, as we look at how one foim of engagement may oi may not map onto othei foims of engagement. - When we ask for help, we may avail ouiselves of some Moderation seivice that will decide how to deal with oui ie- quest. One simple way to ask foi help is Polling for Ideas. Obviously once we stait to get help, weie woiking in a iegime of collaboiative eoit. - lf you know the answer, then you may be able to ieuse it (which is the basic idea desciibed in Praxis vs Poesis, though the title is a liule bit obscuie). Someone who knows the an- swei and who is good at self-explanation may also have a good idea about how to get fiom the cuiient state to the goal state, alteinatively, this may be bioken down into steps in some sub- Roadmap, and moving fiom step to step would then illustiate piogiessive pioblem solving. - lt is impoitant to give it a re so as not to ovei-exhaust one- self, busting ones own Carrying Capacity, oi, alteinatively, oveiwhelming the gioup. - lt seems that one of the things that experts do is Discerning a Paern. Tis allows them to simplify theii piocessing. - Finally, again, if we know why it is hard, then we may be able to Create a Guide that will help get aiound, oi at least beuei cope with, the diculty. cuv1iv 20 PATTERNS Heartbeat ln the Collaboiative Lesson Planning couise led by Chai- lie Dano at P2PU (which l joined twice, and wheie we ist talked thiough the ideas about paiagogy), Chailie wiote indi- vidual emails to people who weie signed up foi the couise and who didnt paiticipate. Tis kept some of us (including me') on tiack. Without someone oi something acting as the heaitbeat foi the gioup, eneigy may dissipate. Carrying Capacity e carrying capacity of a biological species in an environment is the maximum population size of the species that the environment can suain indenitely, given the food, habitat, water and other necessities available in the environment. Wikipedias aiticle on CvvviNc Cvci1v If overimulation at the sensory level increases the diortion with which we perceive reality, cognitive overimulation interferes with our ability to think. While some human responses to novelty are involun- tary, others are preceded by conscious thought, and this depends upon our ability to absorb, manipulate, evaluate and retain information. Futuie Shock, by Alvin Toei l have been conceined that l might ovei-contiibute and diown out othei voices heie. When l feel like that, l think l should take a step back. Tats double tiue if l stait to feel the 133 134 CHAPTER 20. PATTERNS symptoms of buin-out. Howevei, l categoiize this as a pat- tein, not an antipauein. lt is good to know youi limits, and the limits of the community you woik with. Find the level of engagement that woiks. Lead by example but make suie its someplace people actually want to go' Creating a Guide Meaning-caiiying tools, like handbooks oi maps, can help people use an idea. ln paiticulai, when the idea oi system is only newly discoveied, the associated meanings may not be well undeistood (indeed they may not have been cieated). ln such a case, the piocess of cieating the guide can go hand-in- hand with guiing out how the system woiks. Tus, techniques of xNoviiuci cv1ocvvuv and iNiNc xiNc aie useful foi would-be guide cieatois. Even so, it is woith noting that the map is not the teiiitoiy, and map-making is only one facet of shaied human activity. lve tiied to incoipoiate comments fiom Bob and Howaid into this pauein. l hope it comes acioss cleaily. Many of the paueins suggested heie should be iened collaboiatively in the wiki. Collaboiatively iening a pauein is itself an example of Cieating a Guide - that is, a pauein desciiption can be thought of as a micio-map of a specic activity. Discerning a Paern [W]e saw that language use is typically what we have to go on, from an analytical perspeive. Generally, if we are not arting with language, we arrive at it soon enough. Language becomes something to pay aen- tion to, in much the same way in which Buddhiprac- titioners have for centuries spent time watching their breath. Pvcocici Pvxis by Joe Coineli Te challenge of disceining a piagogical pauein typically comes down to the question What aie we doing with lan- 13 guage` Foi example, in building a peei leaining piole some- one might identify an inteiest (e.g. gaidening, puns). We no- tice this is a pauein when it keeps happening (most paiticipants have included some inteiests in theii self-intioductions). Te classic example of a pauein fiom aichitectuie is A Place to Wait something that comes up in a lot of aichitectuial con- texts. Once a (suspected) pauein is found, we give it a title and wiite down how using the pauein woiks in a peei leaining con- text. ln the cuiient case, Disceining a Pauein helps us build oui peei leaining vocabulaiy oi iepeitoiie foi peei leaineis. Moderation Why is a shbowl moie pioductive than debate` Te small gioup conveisations in the shbowl tend to de-peisonalize the issue and ieduce the stiess level, making peoples statements moie cogent. Since people aie talking with theii fellow paiti- sans, they get less caught up in wasteful adveisaiial games. - the ColN1iiiiciNci lNs1i1u1i Pv1iciv1ioN in online foiums tends to follow a voviv iv, with unequal engagement. One iemedy foi this is simply foi the most active paiticipants to step back, and modeiate how much they speak (see CvvviNc Cvci1v). OWS uses a similai technique in theii vvocvissivi s1cx. Newcomer Unless theie is a newpeison to talk to, a lot of the education stun we do could get kind of stale. Many of the paueins and use cases foi peeiagogy assume that theie will be an audience oi a newgeneiation of leaineis - hence things like cieating a guide. Note that the newcomer and the wrapper may woik togethei to make the pioject accessible. Even in the absence of actual newcomeis, weie ofen asked to tiy and look at things with a beginneis mind. Note Regis 13 CHAPTER 20. PATTERNS has wiiuen vvc1ici uvici foi things we can do on behalf of newcomeis in this pioject. Paern Language l use the idea of a paern language as a shoithand foi what Chiistophei Alexandei talks about in his xivNo1i uuviss foi the lEEE in 199. ln shoit, once we have come up with enough paueins (in- cluding the pauein of a paern language that l discussing heie, and its geneializations pei Chiistophei Alexandei), then we will be beuei able to do both the socio-technical design woik asso- ciated with planning piagogical expeiiences, and, quite likely, enjoy the actual woik moie too. ln this quote fiom the linked aiticle, C. A. talks about com- putei piogiamming, but l think the same could go foi any othei soit of design-and-implementation woik It is a view of programming as the natural genetic in- fraruure of a living world which you/we are ca- pable of creating, managing, making available, and which could then have the result that a living ruure in our towns, houses, work places, cities, becomes an aainable thing. at would be remarkable. It would turn the world around, and make living ruure the norm once again, throughout society, and make the world worth living in again.is is an extraordinary vision of the future, in which computers play a fun- damental role in making the world - and above all the built ruure of the world - alive, humane, ecologi- cally profound, and with a deep living ruure. Polling for Ideas and then Howard said At the beginning, until we all know the ropes well enough to underand when to create a new discus- sion forum topic and when to add to an exiing one, lets talk in 13 this topic thread about what else we want to discuss and I will art new topic threads when necessary. Polling foi ldeas can happen at many junctuies in a peei leaining expeiience, e.g. we could poll foi ideas about who would we like to join oui gioup`, and what would be good iesouices foi us to use` Praxis vs Poeisis Piaxis, a noble activity, is always one of use, as distinct fiom poesis which designates fabiication. Only the foimei, which plays and acts, but does not pioduce, is noble. [1] (p. 101) Teie is a tension between making stun and using stun. Peei produion, as the name indicates, is about making stu, oi voisis. And stu is, at least in theoiy, kinda cool. Fuithei- moie, some of the most familiai examples of peeiagogy in piac- tice come fiom the ciaf and makei movements. Howevei, we can also tiy to be awaie of just how much leaining is ieally iemix ie-use and iecycling of othei peoples ideas and tech- niques. Undeistanding and negotiating the tension between ieuse and cieativity is key to the ait of iemix. Reference 1. Baudiillaid, J. (19). e mirror of produion. Telos Piess Roadmap lt is veiy useful to have an up-to-date public ioadmap foi the pioject, someplace wheie it can be discussed and main- tained. Tis helps newcomers know wheie they can jump in. lt also gives a sense of the accomplishments to date, and any majoi challenges that lie ahead. Remembei, the Roadmap exists as an aitifact with which to shaie cuiient, but nevei com- plete, undeistanding of the space. Nevei stop leaining' 138 CHAPTER 20. PATTERNS Examples ln the Peeiagogy pioject, now that the outline is faiily ma- tuie, we can use it as a ioadmap, by maiking the sections that aie nished (at least in diaf), maiking the sections wheie editing is cuiiently taking place, and maiking the stubs (possible stait- ing points foi futuie contiibutois). While this does not piovide a complete ioadmap foi all aspects of the pioject, it does give editois a sense of what is going on. Te Fiee Technology Guild piovides one ixvii. And also Note that a shaied ioadmap is veiy similai to a PivsoNi LivNiNc PiN, oi paiagogical piole. Weve made some ixviis of these as we got staited woiking on the Fiee Tech- nology Guild. Roles Tis may seem like an obvious one, but educational inteiac- tions tend to have a numbei of dieient ioles associated with them. Considei that eveiything could bifuicate fiom the auto- didact 1. Autodidact 2. Tutoi-Tutee 3. Tutoi-Tutee-Paient . Tutoi-Tutee -1-Tutee -2-Paient-Piincipal etc., until we have buisais, libiaiians, technicians, janitois, editois of peei ie- viewed ieseaich jouinals, goveinment policy makeis, spin-o industiial ventuies and paitneiships, etc., all involved in Educa- tion. Even the autodidact may assume dieient ioles at diei- ent points in time - sometimes making a libiaiy iun, sometimes constiucting a model, sometimes checking a pioof. Te decom- position of leaining into dieient phases oi polaiities could be an endless theoietical task. Foi the moment, we just note that ioles aie ofen piesent by default at the stait of a leaining piocess, and that they may change as the piocess develops. 139 Wrapper Chailie Dano succis1s that someone to take on the wiap- pei iole, in othei woids do a pie/post wiap (e.g. weekly), so that new useis know wheie the state of the pioject is at any given point in time. Te piojects iN vci also seives as a wiappei, and it should be checked fiom time to time to make suie that it accuiately iepiesents the basic facts about the pioject. Note that the wiappei iole is similai to the integiative function that is needed foi commons-based peei pioduction to woik (i.e. accoiding to the theoiy pioposed by Yochai Benklei, it is vital to have both (1) the ability to contiibute small pieces, (2) some integiative function that stitches those pieces togethei). cuv1iv 21 ANTlPATTERNS Isolation (Tis is in some ways ielated to Pv1iciv1ovv DisicN vs Nvii GziNc.) An eoit that isolates itself - e.g. thiough lack of humility - will not have the occasion to diaw on othei ie- souices. ln populai discouise, idiosynciatic oi asocial behavioi is ofen casually iefeiied to as u1is1ic, which may indeed be a seivicable metaphoi (tho not without some caveats). As with the symptoms of autism, social isolation (of vaiious foims) may have its ioots inuncomfortably-intense expeiiences of sensation. At the othei end of the spectium it can of couise be fun (and useful) to iun into the same people oi ideas in dieient contexts, to make connections in a cieative way, to help otheis succeed. With a too-naiiow focus (cf. the notion of 1vNsvivsii1v), people will bump into each othei uncomfoitably, oi iemain iso- lated, with a too-wide focus, eveiything is chaotic in othei ways (see CoLivNiNc Missv vi1u Luvxivs), motivating a nai- iowing of focus. Fiom a design point of view we should be consious of inteifaces that aie too loud, and think about how that is compensated foi by isolation (of vaiious foims). Magical thinking Introduction While the ideal platfoim would (magically) come with solu- tions pie-built, a moie iealistic appioach iecognizes that piob- lem solving always takes time and eneigy. Te pioblem solv- ing appioach and associated leaining oiientation will also de- pend on the task and iesouices at hand. [] Aiguably, if we knew, 100, how to do peeiagogy, then we would not stand 141 142 CHAPTER 21. ANTIPATTERNS to leain veiy much by wiiting this handbook. Diculties and tensions would be iesolved in advance (see eailiei comments about magical technologies foi peei pioduction). Magical Thinking is the thief of process Magical thinking of the kind desciibed above iobs a context of its piocess (Nishida might say, its motion). lt seems pos- sible that the moie stiuctuie we have in advance, and the moie we can fall back on tiaditional modes of doing things, the less we stand to leain. l quote at length Optimization of decision-making processes confers an important advantage in response to a conantly changing environment. e ability to sele the ap- propriate aions on the basis of their consequences and on our needs at the time of the decision allows us to respond in an ecient way to changing situa- tions. However, the continuous control and aention that this process demands can result in an unneces- sary expenditure of resources and can be inecient in many situations. For inance, when behavior is repeated regularly for extensive periods without ma- jor changes in outcome value or contingency, or un- der uncertain situations where we cannot manipulate the probability of obtaining an outcome, general rules and habits can be advantageous. us, the more rapid shi to habits aer chronic ress could be a coping mechanism to improve performance of well-trained behaviors, while increasing the bioavailability to ac- quire and process new information, which seems es- sential for adaptation to complex environments. How- ever, when objeives need to be re-updated in order to make the mo appropriate choice, the inability of ressed subjes to shi from habitual rategies to goal-direed behavior might be highly detrimental. Such impairment might be of relevance to underand the high comorbidity between ress-related disorders 143 and addiive behavior or compulsivity, but certainly has a broader impa spanning aivities from every- day life decisions to economics. SciiNci Mc ziNi Tis also has inteiesting implications when it comes to de- tecting leaining (see visivcuiNc viivcocv). How do emotions, stiess, leaining, habit, and adaptation ielate` Messy with Lurkers Gigi Johnson: (1) Co-learning is Messy. It needs time, patience, confusion, re-forming, re-norming, re- orming, etc. ings go awry and part of norms needs to be how to realign. (2) Co-learning is a VERY dif- ferent experience from traditional teacher-led learn- ing in terms of time and completion. It is frurating, so many people will lurk or ju ep in and out, the laer of which is very dierent from what is accept- able in traditonal learning. Online learning programs are painted with the brush now of an unacceptable 50% average non-completion rate. Stanfords MOOC AI class, which arted out with +100,000 people, had 12% nish. If only 12% or 50% of my traditional class nished, Id have a hard time geing next quarters classes approved! Te second point is similai to the eailiei Anti-pauein Mis uNuivs1NuiNc Poviv (Lvs). People have to join in oidei to tiy, and when joining is low-cost, and completion low-benet, it is not suipiising that many people willdissipate as the couise piogiesses. Te messiness of co-leaining is inteiesting be- cause it points to a soit of inteinal dissipation, as contiibutois biing theii multiple dieient backgiounds, inteiests, and com- munication styles to beai. ln ToiiNsoN i1 i., we obseived More authors means more content, but also more words thrown away. Many of the words wrien 144 CHAPTER 21. ANTIPATTERNS by authors were deleted during the ongoing edit- ing process. e sheer mass of deleted words might raise the queion of whether authoring a paper in such a massively diributed fashion is ecient. lf we weie to desciibe this situation in tiaditional sub- ject/object teims, we would say that peei pioduction has a low signal to noise iatio. Howevei, it may be moie appiopiiate (and constiuctive) to think of meanings as co-constiucted as the piocess iuns, and of messiness (oi meaninglessness) as symp- tomatic, not of peei pioduction itself, but of deciencies oi infe- licities in shaied meaning-making and integiating featuies. Misunderstanding Power Zips law ates that given some corpus of natural language uerances, the frequency of any word is in- versely proportional to its rank in the frequency table. us the mo frequent word will occur approximately twice as oen as the second mo frequent word, three times as oen as the third mo frequent word, etc. Zipls law (oi othei foimulations of the same thing) gov- ein the sizi oi ci1iis, and ielated foimulations desciibe iN ivcv usi ioughly speaking, an elephant has a lowei metabolism than a mouse and is moie eneigy ecient. At that same link, we see the suggestion that cieativity in laige-scale enviion- mentsspeeds up! e anti-paern howmany times have we been at a confeience oi woikshop and heaid someone say (oi said oui- selves) wouldnt it be gieat if this eneigy could be sustained all yeai iound` Oi in a classioom oi peei pioduction seuing, wondeied why it is that eveiyone does not paiticipate equally. Wouldnt it be gieat if we could inciease paiticipation` lf you believe the iesult above, laige-scale paiticipation would indeed tend to inciease cieativity' - But neveitheless, paiticipation does tend to fall o accoiding to some powei law (see lntioduction to Powei Laws in Tui UNciv1iN1v PviNcivii, Voiui ll, lssui 14 3), and it would be a giand illusion to assume that eveiyone is coming fiom a similai place with iegaid to the vaiious liteia- cies and motivations that aie conducive to paiticipation. Fui- theimoie, a piovisionist auitude (lf we change oui system we will equalize paiticipation and access) simply will not woik in geneial, since power laws are inherently an epiphenomenon of net- works. Note that paiticipation in a given activity ofen (but not always) falls o ovei time as well. Tis eect seems ielated but is also not well undeistood (many people would like to wiite a hit song / best selling novel / stait a ieligion / etc., but few ac- tually do). See the anti-pauein Mcici TuiNxiNc foi moie on that. About the title Note that those agents who do post the most in a given collaboiation (iespectively, the woids oi ideas that aie most common in a given language) will tend to inu- ence the space the most. ln this way, we can see some paiallels between the SvivWuovi Hvvo1uisis and Bouidieus notion of svnoiic vioiiNci. Much as Paul Giaham wiote about piogiamming languages piogiammeis aie typicallysatised with whatevei language they happen to use, because it dictates the way they think about piogiams so too aie people ofen satised with theii social enviionments, because these tend to dictate the way they think and act in life. Navel Gazing Te diculty l am iefeiiing to bieaks down like this 1. Ceitainly we cannot get things done just by talking about them. 2. And yet, feedback can be useful, i.e., if theie aie mecha- nisms foi iesponding to it in a useful fashion. 3. Te associated anti-paern is a special case of the pioto- typical Bateson uounii niNu, the fathei who says to his son, go ahead and ciiticize me - with the stiong hint that all eective ciiticism will be veiy unwelcome. 14 CHAPTER 21. ANTIPATTERNS lndeed ciiticism is not always useful. Sometimes it is just noise. e art of paragogical praxis is to make something useful out of what would otherwise ju be noise. Stasis Actually, of couise, living beings aie nevei really in stasis. lt just sometimes feels that way. Dieient anti-paueins like lso i1ioN oi NviiGziNc have desciibed dieient aspects of the experience of feeling like one is in stasis. Typically, what is happening in such a case is that one oi moie dimensions of life aie moving veiy slowly. Foi instance, it seems we aie not able to get piogiamming suppoit to impiove this veision of the Social Media Classioom, foi love oi money, since all developei eneigy is going into the next veision. Tis isnt tiue stasis, but it can feel fiustiating when a specic small featuie is desiied, but unavailable. Te so- lution` Dont get hung up on small things, and nd the dimen- sions wheie movement is possible. ln a sense this is analogous to eating a balanced diet. You piobably shouldnt only eat giilled cheese sandwiches, even if you like them a lot. You should go foi something dieient once in a while. Tis is also ielated to the pauein that talks about CvvviNc Cvci1v. Teie is always some dimension on which you can make piogiess it just might not be the same dimension youve iecently ovei-haivested' Stuck at the level of weak ties Remembei this fiom oui aiticle on ovcNiziNc iivNiNc coN1ix1` ere is a certain irony here: we are udying peeragogy, and yet many respondents did not feel they were really geing to know one another as peers. Several remarked that they learned less from other individual participants, and more from the col- leive. ose who did have a team, or who knew 14 one another from previous experiences, felt more peer- like in those relationships. Are weak ties strong? Weak ties aie ofen deemed a stiength see foi exam- ple 1uis v1icii in Psychology Today, which says [S]trong and weak ties tend to serve dierent func- tions in our lives. When we need a big favor or social or inrumental support, we ask our friends. We call them when we need to move a washing machine. But if we need information that we dont have, the peo- ple to ask are our weak ties. ey have more diverse knowledge and more diverse ties than our close friends do. We ask them when we want to know who to hire to inall our washing machine. Te quote suggests that theie is a ceitain tiade-o between use of weak ties and use of stiong ties. Te anti-pauein in ques- tion then is less to do with whethei we aie foiming weak ties oi stiong ties, and moie to do with whethei we aie being hone with ourselves and with each other about the nature of the ties we are forming and theii potential uses. We can be peeis in eithei a weak oi a stiong sense. Te question to ask is whethei oui needs match oui expectations' ln the peeiagogy context, this has to do with how we intei- act. One of the paiticipants in this pioject wiote I amlearning about peeragogy, but I think Imfailing [to be] a good peeragog[ue]. I remember that Howard [once] told us that the mo important thing is that you should be responsible not only for your own learn- ing but for your peers learning. [] So the queion is, are we learning from others by ourselves or are we [] helping others to learn? lf we aie only co-consumeis of infoimation (which hap- pens to pioduced live, by some of the paiticipants), then this 148 CHAPTER 21. ANTIPATTERNS seems like a classic example of a weak tie. We aie pait of the same audience oi anyway, in the same theatei (even if sepaiated fiom each othei by continuous 4th walls). On the othei hand, actively engaging with othei people (whethei with my leaining, with theii leaining, oi with the co-pioduction of knowledge) seems to be the foundation foi stiong ties. ln this case oui aims (oi needs) aie moie instiumental, and less infoimational. People who do not put in the time and eoit will iemain stuck at the level of weak ties, and will not be able to diaw on the benets that stiong ties oei. cuv1iv 22 USE CASES From peer production to peer learning Main actor Julian, an enthusiastic conveit to the powei of peei-leaining. Main success scenario 1. Reecting on the success of S1v1icv s LivNiNc, Ju- lian notes that othei housing associations might benet fiom this piocess. He also notes that as most housing as- sociation boaids aie made up of volunteeis like himself, theie is a veiy wide vaiiation in backgiound, knowledge and skills, and theiefoie not only a need foi lowcost (fiee) leaining oppoitunities, but a iange of skills available to enable them. 2. Julian sets up a peei leaining iesouice on the web, diaw- ing on the expeiiences in implementing S1v1icv s LivNiNc, and piomotes it thiough industiy-specic web foiums. He diaws auention fiom an online jouinalist wiiting in the housing eld who wiites a positive aiticle, and as a iesult a giowing numbei of collaboiatois come foiwaid. 3. Ovei a peiiod of a yeai oi so, the coie team of active useis collaboiate to cieate standaids and exemplais in ie- lation to dieient aspects of housing association govei- nance that become a de facto standaid in the sectoi. 149 10 CHAPTER 22. USE CASES Thoughts 1. Obviously a veiy specic use case that could easily be gen- eialised 2. Possible paueins to extiact` Seeding Peei Communities, Emeigent Standaids, Emeigent Assessment ` Cest la vie Main Actors Pieiie and Maiie - iecently maiiied. Main Success Scenario 1. Tey fuinished o an apaitment fiom a Seais & Roebuck sale. Teii cooleiatoi was ciammed with TV dinneis and gingei ale. (She couldnt cook.) 2. But when Pieiie found woik, the liule money coming in woiked out well. Tey got a hi- phono, and boy, did they let it blast Seven hundied liule EPs, all iock, ihythm and jazz. 3. When the sun went down, the iapid tempo of the music soit of fell (foi vaiious ieasons). 4. Tey bought a souped up Meicedes a cheiiy ied 3 and diove it down to New Oileans to celebiate theii an- niveisaiy. . Cest la vie, say the old folks, lt goes to show you nevei can tell' (Apies Chuck Beiiy.) 11 Thoughts l tiied to use the familiai song to suggest that piagogy woiks in peisonal ielationships, too. Compaie the above stoiy with this quote fiom Leopold von Sachei-Massoch Tat woman, as natuie has cieated hei and as man is at piesent educating hei, is his enemy. She can only be his slave oi his despot, but never his com- panion. Tis she can become only when she has the same iights as he, and is his equal in education and woik. l dont know if Sachei-Massoch is paiticulaily ieliable as a feminist. But it is inteiesting to look at companionship (along with membeiship in the same age cohoit) as a ciiteiion foi a peei-like and woiking ielationship in the stoiy. lts uncleai as to whethei Pieiie & Maiie have equal ioles (he found woik, but its not in any way implied that she was woiking so how did she spend hei time` Etc.). Distributed Project Management Main Actor Kim, a Ph. D. student in Geogiaphy. Main success scenario 1. Kim has dieient people on hei supeivision team some in hei eld, otheis fiom geology. Tey all have somewhat dieient ideas about what she should be doing with hei thesis woik. None of them aie co-located. Tis situation can be quite fiustiating. 2. Kim decides to go spend a few weeks woiking in close pioximity to the one membei of the team who she has the most iappoit with. Tis will also give hei a chance to be in touch with othei students in hei eld. 12 CHAPTER 22. USE CASES 3. ln the mean time, she establishes contact with yet anothei ieseaichei whose woik is quite closely ielated to heis. Al- though he does not have any foimal iesponsibilities oi ties to hei pioject, they aie alieady colleagues in an academic sense, and they have moie congiuent views on what hei pioject is about. Afei she visits hei favoiite supeivisoi, she may plan to spend a month oi so visiting this othei ieseaichei in his home countiy. Note l think this soit of netwoiking to cieate an infoimal supeivi- sion team happens faiily fiequently foi postgiad students in the UK system. Ceitainly theie aie othei examples of distiibuted pioject management - e.g. W3C woiking gioups come to mind. Improved adaptivity Main Actor Madeleine, a student who is tiying to leain ieal analysis. Main success scenario 1. Madeleine has been using a peei-leaining website foi mathematics foi a while now. When she gets stuck, she asks foi help in context, and hei iequest is biought to the auention of the appiopiiate community membei, who im- pioves the pedagogic quality of the mateiial. Tis help enables hei to solve math pioblems veiy eectively. 2. Now, howevei, the systems sofwaie is being updated. lnstead of being solely a Web 2.0 system foi commu- nicating about the subject, the system can keep tiack of new concepts that Madeleine is using in the pioblems she solves and the questions she asks. lt can suggest heuiis- tics that have been used by othei students solving sim- ilai pioblems. (lt knows about these things thiough a 13 combination of textual analysis and tagging of text by Madeleine and othei useis, e.g. Natalie, who sometimes gives comments on pioblems that Madeleine solves.) 3. As the systemgiows and impioves (thiough eoits of stu- dents and mentois), leaining mathematics becomes in- cieasingly easy. Te mateiial has been gone ovei by 100s of students and leaining pathways aie optimized. Madeleine sometimes can get a quick tutoiing gig help- ing out anothei youngei student, and make some money, but mostly shes thinking about what othei subjects she will need to add to hei poitfolio in oidei to become an aichitect by the time shes 23' Improving the eicacy of research funding Main actor Javiei, who woiks foi the Euiopean Commission. Main success scenario 1. Javiei is inteiested in ieseaich topics like data analytics and emeiging topics in lCT things that will inuence leaining technology in the next yeais. He is also con- ceined about how best to fund woik on new leaining and teaching enviionments. 2. He wondeis what the baiiieis and incentives aie in this niche. Foi example, why does ieseaich woik fiequently not have the bioad-scale societal impact that the EChopes it might` 3. Javiei is invited to a piagogy event, in which some un- expected expeits on bioad scale impact help him undei- stand that intensive funding foi ieseaich is ofen not go- ing to have the desiied eect, since, foi vaiious ieasons, 14 CHAPTER 22. USE CASES even well-funded ieseaich piojects aie fiequently not well connected to actual piactice. 4. He staits to build piagogy into funding calls smallei pots of money going to piojects that connect with what people actually do, woiking with paitneis like the Wiki- media Foundation and the Fiee Sofwaie Foundation to multiply eoit by involving volunteeis. lts time foi him to take a well-eained vacation. Journalist enters the Whispering Gallery Main actor Joige Luis is a jouinalist foi a London business papei. Main success scenario 1. Joige Luis wiites on a daily and even houily basis about the euiozone ciisis. He uses social dashboaids and cuiat- ing tools and pioduces lots of cuiated stoiies about the causes of the pioblems, the stupidity of the continental euiopeans and howit will all end soon in complete and ut- tei disastei. His souices aie othei jouinalists, well-known economists and famous bloggeis. 2. On his way to the newsioom he usually passes St Pauls cathedial, wheie Occupy London people piotest. He thinks they iathei look like loseis, except foi one veiy inteiesting young lady. She tells him wheie he can nd the centei of the univeise at the Whispeiing Galleiy of the cathedial. He thinks she is nuts, but also veiy beauti- ful and inteiesting, so he walks the 29 steps fiom giound level to the Galleiy. Once he gets theie, he iealizes that the giil was iight. lt lS the centei of the univeise. Teie aie muimuis to be heaid theie - it seems they come fiom eveiywheie. He heais about guilds and the ciafsmen who 1 built the cathedial. He leains about how pioud they weie and how they foimed communities of piactice, educating the uninitiated, teaching each othei to cieate. 3. He ietuins to giound level. Te giil is gone, but yet he feels happy. He iealizes he can do moie then iepackage the social media stieams, that theie is moie than Twiuei- the-new bioadcast medium. He staits a new jouiney nding a guild, a community of piactice, but iestyled in a 21st centuiy fashion. lt will be moie open, moie con- nected to otheis then the old guilds. He will still use a so- cial dashboaid and cuiaiing tools, but also he uses wikis, and synchionous communication. And most impoitantly, he staits building, togethei with otheis. Foi instance, to- gethei with the people foimeily known as his ieadeis. Tey will co-cieate the analysis, the seaich foi solutions and sense-making, iathei than helplessly listening to ex- peits, passively consuming the knowledge and infoima- tion. lnstead, theyll stait building theii own destiny as a community, and the newsioom will be pait of the plat- foim. Living the OER dream Main Actor Chailie, who does tutoiing and educational consulting, and who has been doing ieseaich on paiagogy. Main success scenario 1. Chailie usually tutois one-on-one but has been puuing woik into undeistanding and exploiing peei leaining and peei pioduction, puuing it into piactice on P2PU and in couises and piojects with Howaid Rheingold. 2. X-Y-Z peei leaining theoiy (paiagogy`) helps him design leaining activities that woik well foi gioups of students 1 CHAPTER 22. USE CASES 3. He deploys the new model on vvcocv.Ni1 as an educa- tional staitup, and iealizes the OER dieam' Making our own tools Main Actor Howaid iuns RuiiNcoiu UNivivsi1v and teaches couises at UCB and Stanfoid. 1. Howaid cieated the peeiagogy pioject, as a place to ex- peiiment and leain l want to expeiiment as much as possible with peeiagogy, with the gioup of contiibutois heie, with the co-leaineis in Rheingold U, and with othei gioups in the futuie. l want to peisonally use the tools weie building. l know something about how to do it, and can make substantial contiibutions. But l also am leain- ing a lot about how to do it fiom otheis, and expect that to continue. 2. Although biinging a volunteei pioject to completion [] isnt a guaianteed slam-dunk, Howaid leains by doing lf l had it to do ovei again, l would have thought out the woik ow and delineated it befoie we staited talking about how to do the pioject. 3. With both fiequent, and othei less fiequent, but thought- ful, contiibutois, the pioject continues to develop, and will indeed complete somehow (even if no one knew quite what to expect in advance). Howaid and othei contiib- utois have leained a lot in the piocess - and this will be useful both foi the duiation of the peeiagogy pioject, and in futuie piojects. As hoped' 1 Peer Learning on the Technical Edge Main Actor Jess, a hackei and engineei who develops new libiaiies and piogiams quickly and on the bleeding edge of newtechnologies. Main success scenario 1. Jess develops something new and totally cool and diops the souice code in GitHub. Tese tools aie developed iapidly and aie a much lightei leaining lif than leaining say an entiiely new piogiamming language. 2. She cieates documentation foi hei new libiaiy and puts it up on a web site foi othei developeis to iead. 3. She is tiying to nd a beuei way foi othei developeis to leain how to use the new tools and libiaiies she cieates and staits thinking about peei leaining. 4. Howcan she use what tools and piocesses oi methods that aie alieady out theie to engage othei developeis to leain fiom and with each othei digitally` (Jess has no back- giound in leaining theoiy and is not in the educational eld.) She nds the peeiagogy handbook and a lot of this stu staits to click. Prolegomena to Any Future Math Learning Environment Main Actor A student, Madeleine, who is tiying to leain multivaiiable calculus. Main Success Scenario 1. Madeleine is eniolled in an advanced calculus couise at univeisity. She leains about PlanetMath fiom hei instiuc- 18 CHAPTER 22. USE CASES toi who iecommends it as a place foi extia piactice with homewoik pioblems. Madeleine cieates an account, lls in basic piole infoimation, and staits solving pioblems that the systemsupplies based on the infoimation she sup- plied in hei piole. 2. Te pioblems that the system supplies aie automatically linked to iefeience iesouices in PlanetMaths encyclopae- dia. Tis expositoiy mateiial gives Madeleine easy ac- cess to the ielevant mathematical concepts, examples, and hints needed foi solving the incieasingly dicult piactice pioblems. Howevei, she eventually iuns into a pioblem wheie neithei the automatically supplied infoimation, noi hei cuiient knowledge of the subject, is sucient. Shes completely stuck on a pioblem having to do with watei ow in a pipe' Madeleine auaches a help iequest to the pioblem l undeistand that l have to use the two vaiiables x and y to solve foi watei ow, but l dont undeistand what the boundaiy limits of the equations would be do l have to conveit it to polai cooidinates` 3. Tis iequest is noticed by Natalie, a mathematics giaduate student who iegulaily looks at the feed showing iecent iequests foi help with advanced calculus. She sees that the iefeience iesouices linked to Madeleines pioblem aie piobably not sucient, and that Madeleines idea about using polai cooidinates would woik. Natalie makes some changes to the encyclopaedia indicating that conveiting to conveiting to polai cooidinates can be necessaiy in pipe ow pioblems, and sketches an example. Natalie then checks that this infoimation links to Madeleines pioblem coiiectly, and aleits Madeleine to the changes. With this new infoimation, Madeleine is not only able to solve hei pioblem, but can pioceed with condence she had the iight idea afei all' 19 Peeragogy helps solve complex problems Main Actor Neo, who is a hackei by night, and an oce woikei by day (and who ieads Baudiillaid in his spaie time). Main Success Scenario 1. Neo lives in New Yoik City, and woiks as a piogiammei in an oce neai Wall Stieet. His day-job involves nding paueins in maiket data (see Kevin Slavins TED 1ix). 2. He has been walking past Zuco11i Pvx on his way home and moie oi less he nds this piotest stu annoying (he has othei stu on his mind). But one of these evenings, one of the piotestois catches his auention (shes diessed iathei stiikingly). Tey talk a bit, and he comes away thinking about what she said Aii ouv cviivNcis vi iN1ivcoNNic1iu. What if all the solutions aie inteicon- nected too` 3. Night time Neo becomes incieasingly obsessed with this idea. Hes pulling down lots of web pages fiom OWS activists, fiom companies, fiom goveinment websites again, looking foi paueins. What would it take foi OWS folks to solve the pioblems they woiiy so much about` 4. He eventually stumbles acioss the idea of piagogy and it woiks like the ied pill its possible to solve the piob- lems but only by woiking togethei. lt would be haid to engineei a social media platfoim that will actually help with this (OWS folks mostly use Tumbli and aient nec- essaiily all that technologically minded). But he staits woiking on a 1ooi thats geaied towaids leaining and shaiing skills, while woiking on ieal piojects. At ist, its just hackeis who aie using the tool, but ovei time they 10 CHAPTER 22. USE CASES adapt it foi populai use. Ten things stait to get inteiest- ing Starting a Company Introduction l think that Peeiagogy has avois leaining foi leaining sake foi peisonal ends in a piogiession towaid leaining about the woild to take action as a gioup. Te lauei gets heavily into Action Reseaich (Stiingei, 200), which l love and woik heavily in. lt is ieseaich in cycles, oi loops with feedback to tiy some- thing, measuie it, see how it woiked with the ieal woild, then plan the next question and set of actions. ln each cycle, the gioup is Leaining. l look with that lens at company stait-ups as a peipectual action ieseaich cycle. l heaid Eiic Reis at SXSW talk about the Lean Staitup in this mode, including this diiection in how he even wiote the book. Hypothesis, expeiiment, feed- back, leain, pivot, next hypothesis ls the gioup in this peei- agogy leaining set knowledge oi cieating new knowledge` Oi thiough new knowledge making a change in the woild` A gieat spectium of alteinatives' Heie, my scenaiio about a company l was on the boaid on eaily on Main actors Cycle 1 Nick, an MBA student, plus a Computei Sci- ence PhD, John, at a majoi univeisity. John had cieated a unique technology foi identifying video clips and had no idea what to do with it. Nick was an ex-engineei leain- ing about how to launch new businesses. Cycle 2 Additional leaineis and co-teacheis as boaid membeis, each adding new leaining elements and expei- tise. Cycle 3 New leaineis as investois and clients. 11 Main success scenario 1. Nick and John used a new business plan competition as the catalyst and stiuctuie to expeiiment with what ideas might be possible to giow this idea. Tey named it Find- able (not the ieal name, the company did launch with some inteiesting success, but well come to that latei). Tey biought thiee othei MBAs into the initial gioup, and within the connes of a business plan stiuctuie, ie- seaiched the steieotypical elements of a business plan addiessable maiket, competition, expense and ievenue piojections, etc. Tey knew nothing of the aiea, and each peison did independent ieseaich woik to piovide some piimaiy (inteiview-based) and secondaiy (existing text) infoimation about theii hypothesis of what the technol- ogy could do foi what audience in what enviionment. Tey woiked haid up until the competition deadline, and won the business plan competition, gaining S1,000 in the piocess plus the auention of some VCs on the judging panel. Each peison had leained a lot about the technol- ogy, the cieative piocess of wiiting the business plan, the iituals involved of asking foi money, and the aws in theii own plan that they found on its cieation. Tey used faiily tiaditional technology tools email, shaied Woid and Ex- cel les, telephone, seaich, and a shaied le system to stoie eveiything that they woiked on. 2. Nick and Fied wanted to move foiwaid with this pioject. Teii next hypothesis was that they could launch this in a specic maiket. Tey ist came to the idea, fiom the leaining fiom the business plan and lots of feedback fiom the VCs, that they could stait with the adveitising maiket, as they could nowidentify and tag any ad that they could nd on cable oi the inteinet. Tey got seed capital fiom thiee inteiested paities, who become pait of theii Action Reseaich leaining team. Tey iealized to launch that they needed moie voices on theii leaining team, so they added theii ist 3 employees to design and sell the pioduct. Tey 12 CHAPTER 22. USE CASES also added an advisoiy boaid, including youis tiuly, as- suming they would be woiking in the adveitising mai- ket. Technologies` Tiaditional, though they nowincluded all soits of tech development iesouices. New infoimation into the mix` Tey had not put togethei gieat iesouices to optimize theii time leaining, and spent a lot of eneigy keeping up with things, infoimation, and oppoitunities. Leaining` Some initial useis loved theii pioduct, but the maiket size was smallei than they thoughtplus was veiy entienched. Te companies did not see a ieal pain point that was being solved. 3. Cycle 3 what the heck do Nick and Fied do with this` Tis became the tiue leaining phase. Dieient companies and advisois sawdieient needs foi theii intiiguing piod- uct set. Tey spent 4 yeais (') geuing pulled this way and that, using the VC money and needing moie. (Tis is VERY much the leaining path l see in many small tech companies.) Technologies` Same stu. Leaining team` Ebbed and owed with new oppoitunities and peoples patience. My expeitise was in the old model, so peace- ably lef the team (but got options'). 4. Cycle 4 a majoi public company found them thiough theii leaining cycles, and found that they solved a pain point. Tey invested a sizeable sum into a chunk of the company, and launched theii pioduct into that solution. Tis opened a whole othei set of leaining doois. . Final cycle Happily, l cashed out my options. Two ma- joi media technology companies ended up buying two ai- eas of key technologies in 2011, much to my own pocket- books happiness. Nick and Fied had moved on eailiei, tuining the company leaining ovei to specialized man- ageis. l need to see what Nick is up to next. 13 Thoughts 1. Many gieat paueins weie tucked into many cycles of this use case, ofen unspoken assumptions in a new busi- ness stait-up, including enviionment scanning, codifying specialist knowledge, themes, modeling, etc. Consensus building an inteiesting element. 2. Foi me, the additional elements aie (a) the scaolding of the noims of cycles (e.g., business plan cieation, a com- petition, a launch of a pioduct) help piovide noiming fiamewoiks that can help gioups achieve as well as limit theii looking at the stiuctuial noims as anything but ie- quiied and (b) the lens of Action Reseaich Cycles fiom my own POV. Aie we seuing a haid limit of pioviding a hypothesis in oui co-cieation, so we know when we aie done and what we have to study` Ten once that chunk is done (and CELEBRATED) that anothei hypothe- sis can be investigated, exploied, pioven, and co-cieated` l believe that having pie-stiuctuied points of leaining achievement, ieection, and celebiation can ieally help in moving foiwaid. 3. My own biain is iethinking these issues aiound content cieation afei heaiing Eiic Reis speak on how he tested his content cieation foi his New York Times best-selling book. 4. How aie we testing this Handbook, othei than living thiough it` ) Steal This Book Obviously such a pioject as Steal Tis Book could not have been caiiied out alone. lzak Habei shaied the vision fiom the beginning. He did months of valuable ieseaich and contiibuted many of the suivival techniques. Caiole Ramei and Gus Reich- bach of the New Yoik Law Commune guided the book thiough 14 CHAPTER 22. USE CASES its many stages. Anna Kaufman Moon did almost all the pho- togiaphs. Te caitoonists who have made contiibutions include Ski Williamson and Gilbeit Sheldon. Tom Foicade, of the UPS, patiently did the editing. Beit Cohen of Conceit Hall did the books giaphic design. Ambei and John Wilcox set the type. Anita Homan and Lynn Boiman helped me iewiite a numbei of sections. Teie aie otheis who paiticipated in the testing of many of the techniques demonstiated in the following pages and foi obvious ieasons have to iemain anonymous. Teie weie peihaps ovei 0 biotheis and sisteis who played paiticulaily vital ioles in the giand conspiiacy. Some of the many otheis aie listed on the following page. We hope to keep the infoima- tion up to date. lf you have comments, law suits, suggestions oi death thieats, please send them to Deai Abbie P.0. Box 213, Coopei Station, NewYoik, NY 10003. Many of the tips might not woik in youi aiea, some might be obsolete by the time you get to tiy them out, and many addiesses and phone numbeis might be changed. If the reader becomes a participating researcher then we will have achieved our purpose. Abbie Homan (emphasis added) Strategy as learning Main actors Te non-executive (Jim, Pamela, Julian) and executive (Claie, Malcolm, Colin & Jenny) diiectois of a housing association (a not-foi-piot oiganisation building and leuing social housing foi families in housing need) Main success scenario 1. Te boaid of the housing association need to set a stiategy that takes account of signicant changes in legislation, the UK [welfaie] benets system and the availability of long teim constiuction loans. 2. Julian, eagei to make use of his new-found peeiagogical insights suggests an appioach wheie individuals ieseaich specic factois and the team woik togethei to diaw out themes and stiategic options. As a stait he pioposes that 1 each boaid membei ieseaiches an aiea of specic knowl- edge oi inteiest. 3. Jim, the Chaiiman, identies questions he wants to ask the Chaiis of othei Housing Associations. Pamela (a lawyei) agiees to do an analysis of the ielevant legislation. Claie, the CEO, plans out a seiies of meetings with the local councils in the boioughs of inteiest to undeistand theii ieactions to the changes fiom cential goveinment. Jenny, the opeiations diiectoi, staits modelling the impact on oc- cupancy fiom new benets iules. Colin, the development diiectoi, ie-puiposes existing woik on options foi devel- opment sites to ieect dieient housing mixes on each site. Malcolm, the nance diiectoi, piepaies a biieng on the new tieasuiy landscape and the changing positions of majoi lendeis. 4. Each membei of the boaid documents theii ieseaich in a piivate wiki. Julian facilitates some synchionous and asynchionous discussion to diaw out themes in each aiea and map acioss the aieas of inteiest. Malcolm, the FD, adapts his nancial models to take dieiet options as pa- iameteis. . Claie ienes the themes into a set of stiategic options foi the association, with associated nancial modelling pio- vided by Malcolm. . lndividual boaid membeis exploie the options asyn- chionously befoie convening foi an all-day meeting to conim the stiategy. Thoughts 1. Tis may be a liule close to the peei pioduction end of peeiagogy, but on the othei hand, wheie (if anywheie) do we diaw the line` 2. Tis piobably needs to be made a liule moie abstiact to be a useful use case, and in doing so l suspect will stait to oveilap with Pivcocv uiivs soivi coviix vvoniis 1 CHAPTER 22. USE CASES 3. lt looks to me as if theie may be some candidate pat- teins buiied in this use case, e.g. Enviionment Scan- ning, Codifying Specialist Knowledge, Extiacting Temes, Modelling Outcomes, Consensus Building We are the 1 percent Main Actor Tiinity, the daughtei of a Texas oil magnate. Soundtrack You Mxi Mi Lixi Cuvi1v by Te Knife Main success scenario 1. Tiinity has spent the last yeai tiaveling aiound the woild to join in vaiious -Occupy piotests. Hei aim is to get people in the movement thinking about how they can em- powei themselves. 2. lts tiicky though, because as much as she knows she has an impact on individuals, she still sees a lot of pioblems in the woild, which, given hei manic-depiessive tendencies, she tends to nd veiy distuibing. 3. She ieaches out to othei folks who aie piivileged in one way oi anothei and a bunch of noimal folks tiying not only to biing about political change, but tiying to es- tablish a degiee of peisonal fiiendship and camaiadeiie, and a feeling of belonging in the woild. Foi hei, this is a constant stiuggle. She nds that woiking with othei people on conciete tasks keeps hei fiom spiialing into a state of gloom. ln the mean time, shes also building a tiemendous amount of knowledge about the way social movements and political piocesses woik. 1 Footnote Te Knife is now iecoiding a new album to be ieleased in 2012. Lately we have iead a lot about the ongoing disciimina- tion of Romani people in Euiope which is totally unacceptable. Te foiced evictions must stop and adequate alteinative housing must be aiianged. Now' Tui KNiii Young aspiring blogger wants to avoid starvation Main actor: Simone Simone is a young media depaitment giaduate, who fol- lowed the adventuies of the jouinalist Joige Luis. Joige Luis was tiansfoiming the newspapei opeiation into a kind of col- lective leaining pioject, tuining the newsioom into a platfoim foi discussion and leaining, and inciting the developeis to pio- vide an APl foi exteinal codeis. Simone wiote a papei about all this in hei last yeai at the media depaitment. She also iuns a blog about tools which empowei people to paiticipate in politics (local, nation-wide and inteinational). Main success scenario 1. Simone loves hei blog. She believes veiticals and special- ization aie the futuie in blogging. Howevei, she needs money to live, and to pay back the debts she made to nance hei studies. Hei media depaitment was modei- ately inteiesting, but nobody evei thought of oiganizing a couise entiepieneuiial blogging/jouinalism. 2. Posting eveiy day about collaboiative online tools such as wikis, foiums, blogs, mindmaps, synchionous sessions, social bookmaiks, visualization tools, Simone decides to ieach out and look online foi otheis who aie expeiiencing the same challenges. 18 CHAPTER 22. USE CASES 3. As she encounteis vaiious othei people, they stait cuiat- ing stu about blogging business models and best piac- tices. Tey nd lots of useful stu foi fiee at Robin Goods website, and they manage to get access to online iesouices at a stiange gioup which seems to specialize in mind amplifying tools and liteiacies of coopeiation. Tey also discovei that entiepieneuiial jouinalism is taught at vaiious colleges, and invaiiably the piofessois and most of the students theie indulge in blogging and publishing about theii insights and expeiiments. All that mateiial is being discussed on the collaboiative platfoim Simone built. 4. Simone uses the discussions to blog about hei expeiience. Afei all, issues about nancing media who empowei peo- ple in oidei to bioaden and deepen the demociacy is some- thing which is iathei on topic foi hei own blogging piac- tice. Also, because of hei ieaching out, hei contacts in- cieased consideiably. She woiks togethei with someone to shaie a viitual co-woiking space, and people stait notic- ing hei. Some ask hei foi customized expeit advice about collaboiative tools and collaboiation methodologies. Te city council expiesses some vague inteiest and consideis hiiing hei as a consultant. . Even though she gets seveial gigs, Simone iealizes its not easy to eain a living as a bloggei. But it seems to open othei doois howevei, she continues hei investigation about business models foi collaboiative media. As yet we dont know whethei Simones blog will be piotable in itself, but we do see a netwoik aiound hei piojects, ex- changing insights but also valuable business infoimation and opening moie doois. Thoughts l had the oppoitunity to give some seminais at media depait- ments heie in Belgium. ln my expeiience, the students weie not familiai with cuiation piactices oi infotention stiategies. Tey 19 also lack couises in entiepieneuiial jouinalism. ln othei woids, theyie still educated foi the big media companies, but theyie not piepaied to stait the next TechCiunch oi Hungton Post. Ofen the students asked me, afei the seminai, how can we leain all this` they wont teach us these things heie. l think theie is a need foi P2P leaining about not only cuiation, infoten- tion, social dashboaids, communities and goveinance of com- mon pool iecouises, but also about publishing stiategies, social media woikows and business models. Part VIII Technologies, Services, and Platforms cuv1iv 23 lNTRODUCTlON TO TECHNOLOGlES FOR PEERAGOGY It is tempting to bring a list of technologies out as a glorious cookbook. We need a 1/2 cup of gioup wiiting tools, 2 tsp. of social netwoik elements, a thick slice of social book- maiking, and some sugai, then put it in the oven foi 1 houi foi 30 degiees. We have cieated a bioad featuies/functions list foi Hand- book ieadeis to ieect upon and considei. Te joy of this list is that you can considei alteinatives foi the way you communicate and woik while you aie planning the pioject, oi can add in new elements to solve communications gaps oi cieate new tools. Howevei, too many tools spoil the bioth. ln the wiiting of this Handbook, we found that out isthand. We spent a lot of maivelous eneigy exploiing dieient tools to collaboiate, cuiate infoimation, do ieseaich, tag iesouices, and adjudicate among all of oui points of view. ln looking at gioups woiking with the vaiious MOOCs, as anothei example, dieient gioups of stu- dents ofen camp in dieient social media technologies to woik. ln laige couises, students ofen have to be pushed into vaiious social media tools to co-cieate with gieat piotest and lots of ineitia. And nally, co-leaining gioups ofen come fiom veiy dieient backgiounds, ages, and stages of life, with veiy diei- ent tools embedded in theii cuiient lives. Do we have time foi thiee moie tools in oui busy days` Do moie tools help oi intei- feie in oui woik` ln this section, well shaie with you a few issues What technologies aie most useful in peei leaining` What do we use them foi` What featuies oi functions help oui co-leaining piocess` How do we decide (a) as a gioup and (b) foi the gioup on 13 14 CHAPTER 23. PEERAGOGY TECHNOLOGY what tools we can use` Do we decide upfiont, oi giow as we go` How do we coach and scaold each othei on use of tools` How much do the tool choices impact the actual outcome of oui leaining pioject` What aie the dieient ioles that co-leaineis can take in co-teaching and co-coaching the technology aoi- dances/assumptions in the pioject to make otheis lives easiei` Features and Considerations We will begin below with a discussions of featuies and ini- tial consideiations, and then move to a bioadei Choose Youi Own Adventuie-style matiix of featuies leading to a wide va- iiety of collaboiation-based technology tools online. Technologies and Features As we will shaie in the extensive list below, theie aie abun- dant tools now available both foi fiee and foi pay to biing gieat featuies to oui co-leaining endeavois. lt is tempting to giab a gioup of fancy tools and biing the gioup into a faiily complex tool enviionment to nd the peifect combination of ie- souices. Te challenge as Adult Leaineis, we seek both comfoit and context in oui lives (Schein, 199, 2004). ln choosing tools as Biands and technologies, we can ignoie the featuies them- selves and what we need as paits of the puzzle foi leaining. We also can have anxiety about oui self-beliefs aiound computeis and technology, which in tuin can limit oui abilities (Coviu c HicciNs, 199). Befoie we get to Biands and choices, it helps to ask a few questions about the leaining goals and enviionments What do we need as featuies, and at what stage of the leaining piocess` 1 What aie we alieady comfoitable with, individually and as a gioup` Do we want to stay with comfoitable existing tools, oi do we want to stietch, oi both` What types of leaineis do we have in this gioup` Tech- nologically advanced` Comfoitable with basics` Do we want to invest the time to biing the whole gioup up to speed on tools` Do all the gioup membeis agiee on this` Do we want to iisk alienating membeis by making them invest time in new iesouices` We knowthat oui use will migiate and adapt. Do we want to plan foi adaptation` Obseive it` Leain fiom it` Make that change intentional as we go` Reseaicheis ovei the yeais have heavily examined these questions of human, technology, and task t in many aienas. HuNCovu1iv lN1ivc1ioN ieseaicheis have looked at t and adaptive behavioi, as well as how the tools can aect how the pioblem is piesented in the woik (TiiNi, 200). Cie- ativity suppoit tools (SuNiiuivN, 2002) have a whole line of design ieseaich, as has the eld of Covu1ivSuvvov1iu Coi inov1ivi Wovx Svs1is (CSCW). Foi co-leaineis and de- signeis inteiested in the abundance in this space, weve added some additional links below. We heie will make this a bit easiei. Foi youi co-leaining enviionment, you may want to do one oi two exeicises in youi decision planning What features do you need` Do you need collaboia- tion` Giaphic models` Places to woik at the same time (synchionous)` Between meetings (asynchioous)` What aie the gioup membeis already using as theii pei- sonal leaining platfoims` lt also makes sense to do an inventoiy about what the gioup alieady has as theii leain- ing platfoims. lm doing that with anothei leaining gioup 1 CHAPTER 23. PEERAGOGY TECHNOLOGY iight now. People aie much moie comfoitable as we also have found in oui co-cieation of this Handbook cieat- ing and co-leaining in tools with which they alieady aie comfoitable. Membeis can be co-teacheis to each othei as we have have in new platfoims. What type of tools, based on the featuies that we need, shall we stait out with` RisNicx 1 i. (200)looked at technology tools having Low thiesholds (easy to get people staited) Wide walls (able to biing in lots of dieient situa- tions and uses) and High ceilings (able to do complex tasks as the useis and uses adapt and giow). What aie impoitant featuies needed foi co-cieation and working together` ln othei pages above, we talk abundantly about ioles and co-leaining challenges. Tese issues also aie not new, Douvisu c Biiio11ii ncx iN 1992 foi example, shaied long-standing issues in computei-suppoitive collaboiative woik online about how we aie awaie of the infoimation fiom otheis, passive vs. active geneiation of infoimation about collaboiatois, etc. Tese challenges used to be solved by sofwaie design- eis in individual tools. Now that tools aie open, abundant, and diveise, gioups embiace these same challenges when choosing between online iesouices foi co-leaining. Which of these will be impoitant to youi gioup woik` Keep in mind youi needs foi tools, plus how the gioup uses them, will change as the co-learning project moves along. Aie you willing to change tools duiing the pioject as youi needs and useis change, oi do you want to plan on tools that aie gieat in all these dimensions at the stait` Useful Uses and fancy Features of Technological Tools Fiom heie, we will help you think about what might be pos- sible, linking to featuies and solution ideas. 1 We stait with ways to ask the key questions What do you want to do and why` We will stait with featuies oiganized aiound seveial dieient axes Tii/Pici S1cis oi Ac1ivi1iis Nu Tsxs Sxiii BuiiuiNc/Bioos TxoNov Usi Csis, and LivNiNc FuNc1ioNs. Each will link to pages that will piompt you with featuies, functionality, and technology tool ideas. Time/Place We can fuithei bieak down tools into whethei they cie- ate oi distiibute, oi whethei we can woik simultaneously (syn- chionous) oi at oui own times (ascynchionous). To make ele- ments of time and place moie visual, Bicxiv (199) cieated a CSCW Matiix, biinging togethei time and place functions and needs Some tools aie synchionous, such as Google Hangouts, Blackboaid Collaboiate, and Adobe Connect, while otheis let us woik asynchionously, such as wikis, foiums, and Google Docs. We seem to be consideiing heie mostly tools good foi gioup woik, but not foi solo, while many otheis aie much easiei solo oi in smallei gioups. Stages of Activities and Tasks DN SuNiiuivN (2002) has simplied the abundant mod- els in this aiea (e.g., Cougei and Cave) with a cleai model of 4 geneial activities and 8 tasks in cieation foi individuals, which we can lean on as anothei fiamewoik foi co-cieation in co- leaining. 18 CHAPTER 23. PEERAGOGY TECHNOLOGY Activities Tasks Collect Seaiching Visualizing Relate Consulting Otheis Create Tinking (Fiee Association) Exploiing Composing Reviewing Distribute Disseminating Tools and functions wont be cleai cut between aieas. Foi ex- ample, some tools aie moie focused on being geneiative, oi foi cieating content. Wikis, Etheipad, Google docs, and otheis usu- ally have a commenting/talk page element, yet geneiating con- tent is the piimaiy goal and discuisive/consultative functions aie in seivice of that. Some tools aie discuisive, oi focused on woiking togethei foi the cieative element of ielating above Blackboaid Collaboiate, the social media class ioomfoiums, etc. 19 Skill Building (Cognitive, a la Blooms Taxonomy, see below) Given that we aie exploiing leaining, we can look to Blooms Taxonomy (ievised, ANuivsoN c Kv1uvoui, 2001) foi guid- ance as to how we can look at knowledge suppoit. Staiting at the bouom, we have Remembeiing, as a base, Undeistanding, Applying, Analyzing, Evaluating, and then, at the top, Cieating. We could put seaich in the Remembeiing categoiy above. Otheis [need to ie-nd and cite] contest that Seaich, done well, embiaces most of the Blooms elements above. Samantha Pen- ney has cieated a Blooms Digital Taxonomy Pyiamid of tools foi leaining (cc 3.0 u11v//vvv.usi.iuu/uis1Nci/nu1.u1). Use Cases (I want to.) Technologies can be outlined accoiding to the need they seive oi use case they fulll. Examples lf we need to cuiate, Peail Tiees is an option. To publish oi cieate, we can look to a wiki oi woidpiess. Othei choices might be gieat in oidei to collaboiate, etc. One challenge is that tools aie not that simple. As we look moie closely at the technologies today, we need to ieach moie bioadly to add multiple tags to them. Foi example Twiuei can be used foi Convening a gioup, foi micio-blogging, foi ie- seaich, etc. Collaboiate with a Gioup 180 CHAPTER 23. PEERAGOGY TECHNOLOGY Cieate Community Cuiate lnfoimation (select content, contextualize, and shaie it) Reseaich Publish lnfoimation Cieate Leaining Activities Make Something Tese plans get moie complex, as you aie making a gioup of decisions about tool functionality in oidei to choose what com- bination woiks foi use cases. lt may be most useful to use a concept map (a tech tool) to think about the needs and combi- nations that you would biing togethei to achieve each Use Case oi Leaining Module. Technology Features/Functions We have not made this easy' Teie aie lots of moving ele- ments and options heie, none of them iight foi eveiything, and some of them fabulous foi specic functions and needs. Some have the low thiesholds but may not be bioad in scope. Some aie bioad foi many uses, otheis aie specic task-oiiented tools. Tat is some of the chaim and fiustiation. Weaving all of the above togethei, we have biought togethei a shaied taxonomy foi us to discuss and think about co-leaining technology featuies and functions, which we piesent as an ap- pendix below. Tis connects vaiious technology featuies within an expanded veision of Ben Shneideimans cieativity suppoit tools fiamewoik. Weve cieated this linked toolset with multi- ple tags, hopefully making it easiei foi you to evaluate which tool suits best the necessities of the gioup. Please considei this a staiting point foi youi own connected exploiation. 181 Appendix: Features and Functions Weaving all of these fiamewoiks togethei, we have biought togethei a shaied taxonomy foi us to discuss and think about co- leaining technology featuies and functions. We have connected vaiious technology featuies with an expanded veision of Ben Shneideimans cieativity suppoit tools fiamewoik foi the linked iesouice guide. Note please add tools as posts that follow the following 1ivi1i foimat. Click the links below to take you to samples of each of these featuies and functions in gioups of tools. Please considei this a staiting point foi youi own connected exploiation. Activities Tasks Features/Functions Planning/Designing (a cycle of Learning before the Co-Learning) Communicating Deciding and Cieating Alteinatives CoNviNiNc cvouv PiNNiNc couvsi/s1vuc1uvi Assembling a syllabus Designing a leaining activity DisicNiNc siiississiN1 (gioup and individual) Si11iNc iNuiviuui Nu cvouv cois BviNs1oviNc VisuiiziNc 182 CHAPTER 23. PEERAGOGY TECHNOLOGY Collect/Share Inbound Seaiching Visualizing Sivcu Socii BooxvxiNc Cvi1iNc/FiNuiNc TxoNoiis (shaied keywoids, domain-based keywoids) PvocviNc Tooisi1s Coiinov1ivi viuiNc Coiinov1ivi No1i1xiNc Cuv1ioN Toois G1uiviNc iNiov1ioN (e.g., captuiing audio, video, text) Suvvivs Nu Qis1ioNNivis Relate Consulting Otheis fiom the Outside Qii11ivi visivcu QN1i11ivi visivcu Communication Connecting with Otheis in the Gioup PvoJic1 PiNNiNc ScuiuuiiNc Voici/Viuio CoNiiviNciNc Sivvicis Gvouv Eii / Fovu MissciNc Sivvicis 183 Fiii SuviNc Sivvici (Ciouu Bsiu) ScviiN Cv1uviNc Nu ScviiN Cs1iNc PvisiN11ioN Nu DocuiN1 SuviNc Co-Create Tinking (Fiee Association) Exploiing Composing Reviewing LivNiNc MNciiN1 Svs1is DocuiN1 Coiinov1ioN and Editing VisuiiziNc lNiov1ioN(foi analysis and synthesis) CoNciv1 Mvs Data visualization (of Big Data oi laigei sets foi decision-making Distribute/Action Disseminating Publishing Platfoims Tvui1ioNi vuniisuiNc Socii iui/suviNc uis1vinu1ioN Visuiiz1ioN (foi piesentation) Feedback Socii MoNi1oviNc/Lis1iNiNc 184 CHAPTER 23. PEERAGOGY TECHNOLOGY A Key Resource Ouv TicuNoiocv M1vix oN Goocii Docs References Andeison, L. W., & Kiathwohl, D. R. (Eds.). (2001). A tax- onomy for learning, teaching and assessing: A revision of Blooms Taxonomy of educational objeives: Complete edi- tion. New Yoik, NY Longman. Baeckei, R., GvuuiN, J., Bux1oN, W., & GviiNnivc, & (eds.) (199) Readings in Human-Computer Interaion: Toward the Year 2000. New Yoik, NY Moigan Kaufmann Publisheis Compeau, D.R., & Higgins, C.A. (199, June). Computei Self-Ecacy Development of a Measuie and lnitial Test. MIS arterly, 19, (2), 189-211. Douiish, P. & Belloui, V. (1992). Awaieness and cooidination in shaied woikspaces. ln Proceedings of the 1992 ACM conference on Computer-supported cooperative work (CSCW 92). ACM, New Yoik, NY, USA, 10-114. DOl10.114/1434.14348 hup//doi.acm.oig/10.114/1434.14348 Resnick, M, Myeis, B, Nakakoji, K, Shneideiman, B, Pausch, R, Selkei, T. & Eisenbeig, M (200). De- sign piinciples foi tools to suppoit cieative think- ing. Initute for Soware Research. Papei 81. hup//iepositoiy.cmu.edu/isi/81 Schein, E. H. (199). Organizational learning as cognitive re-denition: Coercive persuasion revisited. Cambiidge, MA Society foi Oiganizational Leaining. Schein, E. H. (2004). Organizational culture and leadership. San Fiancisco, CA Jossey-Bass. 18 Shneideiman, B. (2002). Cieativity sup- poit tools. Commun. ACM 4, 10 (Octo- bei 2002), 11-120. DOl10.114/090.094 hup//doi.acm.oig/10.114/090.094 Teeni, D. (200). Designs that t An oveiview of t conceptualizations in HCl. ln Human-Computer Interac- tion and Management Information Syems: Foundations, edited by P. Zhang and D. Galleua, pp. 20-221, Aimonk, NY M.E. Shaipe. Additional Research for Interested Co-Learners liene Gieif and Sunil Saiin (198) Data Shaiing in Gioup Woik, ACM Tiansactions on Oce lnfoimation Systems, vol. , no. 2, Apiil 198, pp. 18-211. liene Gieif (ed.) (1988) Computei-Suppoited Coopeia- tive Woik A Book of Readings, San Mateo, CA Moigan Kaufman. liene Gieif (1988) Remaiks in panel discussion on CSCW What does it mean`, CSCW 88. Pioceedings of the Confeience on Computei-Suppoited Coopeiative Woik, Septembei 2-28, 1988, Poitland, Oiegon, ACM, New Yoik, NY. Kamneisgaaid, 1988 Vessey & Galleua, 1991 Noiman, 2001, 2003 DeSanctis & Pool, 2004 18 CHAPTER 23. PEERAGOGY TECHNOLOGY Same Time (Synchronous) Dierent Time (Ascyn- ronous) Same Place (Co-located) Face-to Face Display- focused (e.g., Smaitboaids) Continuous Task Gioup- waie, pioject management Dierent Place (Re- mote) Remote Interaction Video- confeience, lM, Chat, Viitual Woilds Communication & Coor- dination Email, bulletin boaids, Wikis, blog, woikow tools cuv1iv 24 WlKl ln the context of P2P-leaining, a wiki platfoim can be a use- ful and poweiful collaboiation tool. Tis section will help you undeistand what a wiki is and what it is not, why you should use it, how to choose a wiki engine and nally how you could use it in a P2P context. Some examples of P2P-leaining piojects iun on wikis will help you see the potential of the tool. What is a wiki? Foi Wvu CuNNiNcu fathei of the wiki, a wiki is a fieely expandable collection of inteilinked Web pages, a hypei- text system foi stoiing and modifying infoimation - a database, wheie each page is easily editable by any usei with a foims- capable Web biowsei client [1] Accoiding to Wikipedia a wiki is a website whose useis can add, modify, oi delete its content via a web biowsei using a simplied maikup language oi a iich-text editoi [2] You can watch this CommonCiaf video vixi iN viiN iN ciisu to beuei undeistand what a wiki is. What dierentiates the wiki from other co-editing tools? Te pievious denitions show that a wiki is a website, in othei woids it is composed of pages that aie connected togethei by hypeilinks.ln additiont eveiy authoiized peison (not all wikis aie totally open like Wikipedia) can edit the pages fiom a web biowsei, ieducing time and space constiains. ln case one saves a mistake oi foi any othei ieason would like to go back to a pievious veision, a featuie called histoiy allows useis to see pievious veisions and to ioll back any of them. Tis veision 18 188 CHAPTER 24. WIKI histoiy allows also to compaie veisions avoiding the cluueied of the commentaiies iainbow we aie used too in populai Woid piocessois. Foi example if you woik on a wiki page, and come back latei on, you will be able to catch up by compaiing youi last veision with the lastest veision of someone else. Tools like Goocii Docs oi E1uivvu aie design to enable co-editing on a single document. Tis can be seen as a wiki way of woiking on a document as it is web based and includes veisioning. But it is not a wiki because a single document is not a website. Tose tools oei iealtime collaboiation which wikis do not and aie so fai easiei to use foi beginneis as they woik in WYSlWYG mode, which many wikis do not suppoit. Howevei, the advanced featuies vixi vxuv iNcuci make it a moie poweiful tool. ln summaiy, tools like Googles Docs oi Etheipad aie a gieat way to quickly collaboiate (synchionously, asynchionously, oi a mixtuie of both) on a single document foi fiee, with a low baiiiei to entiy and no technical suppoit. (Note that Etheipad does have a wiki-links plugin that can allowit to be used in a moie wiki-like way, Hcxvu is anothei ieal-time editing tool that piominently featuies linking and it claims to be the best wiki evei.) Using a ieal wiki engine is moie inteiesting foi biggei piojects and allows a huge numbei of useis to collaboiate on the same platfoim. A wiki ieduces the cooidination complica- tion as e-mails exchanges aie no moie needed to cooidinate a pioject. On the othei hand it can help us deal with complexity [3][4] especially if you put basic simple iules in place like the Wikipedias Niu1vi voiN1 oi viiv to allow eveiy paiticipant to shaie hei oi his ideas. Going back to the continuum we talked about befoie, some tools like Moodle, ShaiePoint, WoidPiess, Diupal oi otheis have build in wiki featuies. Tose featuies can be good but will typically not be as good foi wiki-building puiposes as a well-developed special-puipose wiki engine. ln othei woids, those tools main focus is not the wiki, which is only a sec- ondaiy featuie. When you choose a ieal wiki engine like Miui vixi, Tixi, Fosvixi, etc., the wiki will be youi platfoim, not a featuie of it. Foi example if you stait a wiki activity in a Moodle 189 couise, this wiki will be only visible to a specic gioup of stu- dents and seaichable only to those students. On the othei hand if youi leaining platfoim is a wiki, the whole platfoim will be seaichable to all membeis iegaiding theii peimissions. We aie not saying heie that a wiki is beuei than othei tools but if you need a wiki engine to addiess youi needs you may considei go- ing with a stiong wiki engine iathei than a micio-wiki engine embedded in an othei tool. Why use a wiki? Tose aie the main ieasons you should considei a wiki foi youi peei leaining piojects to ieduce cooidination complication by having a cential and always up to date place to stoie youi content. You will ieduce e-mail usage diasticly, and have access to youi content fiom eveiywheie using any opeiating system to keep tiack of the evolution of youi pioject and be able to view oi ioll back any pievious veision of a wiki page using the histoiy featuie to make links between wiki pages to connect ideas and people but also make links to exteinal URLs. Tis last possibility is veiy handy to cite youi souices to deal with complexity. As a wiki allows anyone to con- tiibute, if you set some easy iules like Wikipedias NPOV (Neutial Point of View), you will be able to catch moie complexity as you will allow eveiyone to expiess his oi hei opinion. Wikis also integiate a foium oi comment featuie that will help you solve editing conicts to deal with woik in piogiess. A wiki is a gieat tool to captuie an on going woik to suppoit tianspaiency by leuing eveiy membeis of the community see what otheis aie doing 190 CHAPTER 24. WIKI to suppoit a netwoik stiuctuie as a wiki is by essence an hoiizontal tool. Using a hypeilinks you will be able to jump by a single clic fiom a netwoik node to the othei, fiom a computei to an othei, fiom one infoimation to the othei, fiom one univeis to the othei, fiom one biain to the othei. Tianslated fiom [] How to choose a wiki engine? You will nd moie than a hundied dieient wiki engines. Te ist main distinction is between open souice ones that aie fiee to download and commeicial ones you will have to pay foi. You will nd poweiful engines on both sides open souice and commeicial. Sometimes the open souice ones look less polished at ist sight but aie backed by a stiong community and oei a lot of customization possibilities. Te commeicial aie sold like a package, they aie nicely piesented but ofen they oei less customization on the usei side and additional featuie oi custom made tools will cost you an extia fee. Te second distinction that we can make is between wiki faims and self-hosted wikis. Te vixi iv is a hosting seivice you can nd foi both open souice oi commeicial wikis. Te goal of those faims is to sim- plify the hosting of individual wikis. lf you dont want to choose a wiki faim hosting, you will have to host the wiki on youi own seivei. Tis will give you moie latitude and data piivacy but will iequiie moie technical skills and cost you maintenance fees. Te Wixi1vix web site will help you choose the best wiki foi youi needs. lt allows you to compaie the featuies of moie than a hundied wiki engines. Hivi is the top ten list of the best wiki engines by Waid Cunningham. How can a wiki be useful in a peeragogy project? A wiki is a good tool collaboiative piojects and a specially suited foi woik in piogiess as you can easily tiack changes using the histoiy, compaie those veision and if necessaiy ioll back a pievious veisions. ln othei woids, nothing gets lost. 191 Heie aie some ideas about how to use a wiki in a peeiagogy pioject Use a wiki as your learning platform. lt can also sup- poit Mssivi OviN ONiiNi Couvsis (MOOCs). A wiki will help you oiganize youi iivNiNc coN1ix1. You can choose to give access to youi wiki only to the pioject pai- ticipants oi open it to the public like Wixiviui. Using hy- peilinking, you will opeiationalize the theoiy of coNNic 1ivis by connecting nodes togethei. As a leaining plat- foim wikis aie poweiful because you can easily see what otheis aie doing, shaie with them, get inspiied, meige ideas oi link to ideas. ln othei woids, it cieates emulation between leaineis. Foi additional iessouices about wiki in education follow this Diigo iiNx. Manage your peeragogy project. Awiki is an excellent tool foi pioject collaboiation. Above all, the wiki can be a cential place foi peei leaineis to wiite oi link to content. Even if you use seveial technologies to iun youi pioject as we did to wiite this handbook, at the end of the day, all the content can be centialized on a wiki using diiect wiiting on wiki pages oi hypeilinks. Tis way membeis can ac- cess the content fiom anywheie and fiom any device con- nected to the inteinet using any platfoim oi application and they will always see the most iecent veision while being able to biowse thiough the veisions histoiy to un- deistand what has changed since theii last visit. Publish your project. As a wiki is a website you can easily use it to show youi woik to the woild. Regaiding web design, dont foiget that a wiki can look way beuei than a Wikipedia page if you customize it Examples of peeragogy projects run on wikis Avvvoviui is a wiki site foi collaboiative solutions in sus 1iNniii1v, voviv1v ieduction and iN1ivN1ioNi uiviiov iN1 thiough the use of sound vviNciviis and vvvovvi1i 192 CHAPTER 24. WIKI 1icuNoiocv and the shaiing of wisdom and vvoJic1 infoima- tion. Te site is open to stakeholdeis to nd, cieate and impiove scalable and adaptable solutions. Tiuousi is a peeiagogy pioject iun on a wiki that gives newcomeis a place to leain about Wikipedia cultuie and get feedback fiom expeiienced Wikipedians. What are the best practices when using a wiki? Cofacilitation help each othei leain, help each othei administei Self-election enable people to choose what they want to woik on, at theii own pace, in theii own way Communication use comment thieads and talk pages to discuss wiki changes Documenting changes most wikis enable editois to wiite veiy biief desciiptions of theii edits Rules keep iules at a minimum level to avoid chaos without constiaining cieativity Fun make it fun foi people to contiibute Sources 1. Leuf, Bo, et Waid, Cunningham. 2001. Te Wiki way quick collaboiation on the Web. Boston Addison-Wesley, xxiii, 43 p. p.14 2. Wixi on Wikipedia 3. Andius, Calvin D. 200. Tovvu coviix uv11ivi iN1iiiiciNci couNi1v Tui vixi Nu 1ui nioc. Studies in lntelligence. vol. 49, no 3. Online 4. Baiondeau, Rgis. 2010. L cis1ioN ui vvoJi1 cvoisi ii vixi. Ecole des Sciences de la Gestion, Univeisit du Qbec Montial, 180 pp. 193 . Ayache, Giaid. 2008. Homo sapiens 2.0 intioduction une histoiie natuielle de lhypeiinfoimation. Paiis Milo, 284 p. p.19 cuv1iv 2 REAL-TlME MEETlNGS Authoi Hovvu RuiiNcoiu Summary Web seivices that enable bioadband-connected leaineis to communicate in ieal time via audio, video, slides, whiteboaids, chat, and scieen-shaiing enable leaining gioups to add some of the audio-visual dimensions familiai fiom synchionous face-to- face communication to otheiwise asynchionous platfoims such as foiums, blogs, and wikis. Tis aiticle includes iesouices foi nding and evaluating appiopiiate foi-fiee oi foi-fee platfoims, tips on paiticipative activities foi ieal-time meetings, and sug- gestions foi blending ieal-time and asynchionous media. Real-time meeting media Tis Peeiagogy Handbook was conceived and constiucted by a gioup of people on foui continents who had not met and had not known about each othei befoie we began meeting on- line. Te piocess involves asynchionous media, including fo- iums, wikis, social bookmaiking gioups, and Woidpiess, but it piobably would nevei have coheied into a gioup capable of col- lective action if it had not been foi the ieal-time meetings wheie we weie able to see each otheis faces, heai each otheis voices, use a whiteboaid as an anonymous agenda-geneiatoi, exchange links in chat, showeach othei examples thiough scieen-shaiing. Togethei, the asynchionous and ieal-time media enabled us to begin to see ouiselves as an eective gioup. We used both ieal- time and asynchionous tools to woik out piocesses foi cieat- ing, iening, and publishing the Handbook, to divide laboi, de- cide on platfoims and piocesses, to collaboiatively compose and edit aiticles, and to design and add giaphical and video ele- 19 19 CHAPTER 25. REAL-TIME MEETINGS ments. ln paiticulai, we used the Bicxnovu Coiinov1i platfoim, a web-seivice that enables up to 0 people at a time to meet in a multimedia, iecoidable, meeting ioom foi aiound S00/yeai. Weve expeiimented with othei paid platfoims, such as Auoni CoNNic1 (about the same piice as Collaboiate), and when we meet in gioups of ten oi less, we ofen use the fiee and iecoidable Goocii HNcou1 seivice. Smallei gioups also use Sxvvi. Weie watching the development of Bic Biui Bu11oN, a fiee and open-souice ieal-time meeting platfoim, as it devel- ops the full suite of tools that aie cuiiently only available foi a fee. Dozens of othei fiee, ad-suppoited and/oi fieemium we- bconfeiencing systems such as Bic Mvxiv and DiDi can be found in lists like Hovvu RuiiNcoius and RoniN Goous. Fiee phone confeiencing seivices piovide anothei technological lowest common denominatoi some piovide a few extias like downloadable iecoidings. Features of real-time meeting platforms Teie aie many fiee seivices foi chat, scieen-shaiing, white- boaids, and video confeiencing, but combining all these compo- nents in sepaiate panes of the same scieen (piefeiably) oi as sepaiate tabs of a biowsei can have a poweiful synchionizing 19 and haimonizing eect on the gioup. Te featuies to look foi in meeting platfoims include Audioandvideo Choose platfoims that enable voice-ovei- inteinet-piotocol (VOlP) and easy ways foi paiticipants to con- guie theii miciophones and speakeis. Todays webcams, to- gethei with adequate lighting and a bioadband connection, en- able a numbei of people to be visible at the same time. ln Black- boaid Collaboiate, the peison who is speaking at a given mo- ment is visible in the laigest video pane, while othei paiticipants aie available in smallei video windows. Audio and video convey much moie of a human dimension than text communications alone. A gioup of people who have seen and heaid each othei online aie able to woik togethei via asynchionous media such as foiums and wikis moie eectively. Online face-to-face meetings aie ofen the best way foi a gioup to aigue constiuctively and decide on ciitical issues. Foiums and email aie compaiatively bad choices foi distiibuted decison-making. Slide pushing: Te best platfoims will conveit .ppt oi .pdf les foi sequential display. With the addition of text chat, anno- tations to slides, and the ability to iaise youi hand oi inteiiupt with youi voice, an online lectuie can be a moie multidimen- sional expeiience than even a highly discuisive in-peison lec- tuie. Text chat: As a backchannel, a means of quickly exchang- ing links to ielevant iesouices, a channel foi collaboiative note- taking, a way of communicating with the lectuiei and with othei paiticipants, text chat adds a paiticulaily useful dimen- sion to ieal-time peeiagogical meetings especially when the division of laboi is explicitly agieed upon in advance. Weve found that even in meetings that use the ieal-time collaboiative editoi E1uivvu foi collaboiative note taking, paiticipants may giavitate towaid the built-in chat box foi discussion. Screen sharing: Te ability of paiticipants to show each othei what is on theii scieens becomes especially impoitant in peei leaining, wheie we all have some things to showeach othei. Web tours: An alteinative to scieen-shaiing is the ability to display the same web page(s) to all paiticipants by enteiing URLs. 198 CHAPTER 25. REAL-TIME MEETINGS Interactive whiteboards A shaied space that enables pai- ticipants to entei text, diawings, shapes, colois, to move and iesize media, and to impoit giaphic content especially if it al- lows anonymous actions can fostei the feeling of paiticipat- ing in a collective intelligence. Collaboiative anonymous mind- mapping of the discussion is one technique to tiy with white- boaids. Te whiteboaid can also be used to geneiate an emei- gent agenda foi an un-meeting. Configuring Google+ Hangout - a free alternative for up to 10 people Foi up to 10 people, each equipped with a webcam, micio- phone, and bioadband connection, Goocii HNcou1 can pio- vide high-quality audio-video confeiencing. By enabling the text-chat featuie and adding Google Docs, scieenshaiing, and SketchUp (whiteboaid), it is possible to emulate most of what the commeicial seivices oei. Adobe Connect and Blackboaid Collaboiate cuiiently have the usei-inteiface advantage of dis- playing chat, video, whiteboaid/slides as iesizable panes on one scieen, at piesent, the fiee Google seivices can piovide a powei- ful extension of the basic audio-video platfoim, but paiticipants have to shif between dieient tabs oi windows in the biowsei. Note that it is possible to s1vi HNcou1 Nu vicovu i1 1o YouTuni, again at no cost to the usei. Suggestions for real-time meetings ln the nine online couises l have facilitated, the emphasis on co-leaining encouiaged paiticipants to suggest and shape ac- tive ioles duiing ieal-time meetings. By cieating and taking on ioles, and shifing fiomiole to iole, paiticipants engage in a kind of collective leaining about collective leaining which can be as pleasuiable as well as useful. Typically we ist biainstoim, then analyze, then oiganize and piesent the knowledge that we dis- covei, constiuct, and ultimately convey togethei. 199 Roles for participants in real-time meetings Searchers: seaich the web foi iefeiences mentioned dui- ing the session and othei iesouices ielevant to the discus- sion, and publish the URLs in the text chat Contextualizers: add two oi thiee sentences of contex- tual desciiption foi each URL Summarizers: note main points made thiough text chat. Lexicographers: identify and collaboiatively dene woids and phiases on a wiki page. Mappers: keep tiack of top level and secondaiy level cat- egoiies and help the gioup mindmapping exeicise at the end of the session. Curators: compile the summaiies, links to the lexicon and mindmaps, contextualized iesouices, on a single wiki page. Emergent Agendas: using the whiteboaid foi anony- mous nomination and piefeience polling foi agenda items, with voice, video, and text-chat channels foi discussing nominations, a gioup can quickly set its own agenda foi the ieal-time session. The Paragogical Action Review Chailie Danoand Joe Coineli iemixed the US Aimys Afei Action Review to make a technique foi evaluating peei leaining as it happens. Te ve steps in the PAR aie 1. Review what was supposed to happen 2. Establish what is happening/happened 3. Deteimine whats iight and wiong with what we aie do- ing/have done 4. What did we leain oi change` 200 CHAPTER 25. REAL-TIME MEETINGS . What else should we change going foiwaid` Paiticipants can iun thiough these steps duiing live meet- ings to ieassess the medium, the ieadings, the gioup dynamics, oi any othei choices that have leaining ielevance. Te focus in the PAR is on change as such, it piovides a simple way to imple- ment the double loop leaining of Chiis Aigiis (see iefeiences). References 1. Aigyiis, Chiis. TicuiNc sv1 viovii uov1o iivN. Haivaid Business Review, 9.3, 1991. 2. Chailes Jeiey Dano, Joseph Coineli, and Di. Muhammed Bello Umai, Tui Pvcocici Ac1ioN Riviiv, submiued to e African Journal of Information Syems. Resources Howaid Rheingolds webconfeiencing nooxvxs Bic Biui Bu11oN Bicxnovu Coiinov1i Goocii HNcou1s Bic Mvxiv Part IX Resources cuv1iv 2 HOW TO GET lNVOLVED lN THE PEERAGOGY PROJECT is page is for people who want to help develop/improve this handbook. If you want to get involved, write to Hovvu RuiiNcoiu at uovvuvuiiNcoiu.co. Illurations by ANu LvoNs. Hello and welcome! Te peeiagogy pioject was kicked o aiound the time of Hovvu RuiiNcoius Januaiy 23, 2012 RiciN1s Lic1uvi at UC Beikeley. We now have a complete ist diaf of a handbook e-book foi peei leaining (the website youie ieading'). Teies still moie woik to be done and this page assumes youie intei- ested in geuing involved. ln that case weie happy to have you aboaid, and what you do heie is laigely up to you. Go thiough the oiientation mateiial on oui Wixi. Poke aiound. Ask ques- tions weie eagei to answei them. Find an aiea wheie you feel knowledgeable (oi aie willing to leain) and have a passion to contiibute. 203 204 CHAPTER 26. HOW TO GET INVOLVED Te goal of this e-book is to be a USEFUL guide to peei leain- ing (have a look at 1ui ou1iiNi)' To achieve that goal we have multiple oppoitunities foi peeis to contiibute add ielevant links to pages. wiite the text foi a sub-section (like this one youie cui- iently ieading), oiganize a team to tackle a laigei section, make a video (like these on oui YouTuni CuNNii), take notes of live meetings oi cvov coNciv1 vs, oiganize a newsleuei foi youi gioup oi the whole team, add geneial puipose bookmaiks to 1uis Diico cvouv, oi post comments and editoiial notes about peeiagogy.oig in 1uis oNi, and discuss peei leaining maueis and this handbook infoi- mally via oui foiums. lts up to you. We do have noims and standaids thatve emeiged fiom back-and-foith discussion and iesist ieady codi- cation. lnstead of ieading a list of iules, join oui conveisations, take advantage of the digital memoiy of a foium to iewind the conveisation back closei to the beginning, guie out what the community is like, and jump in. We wont know youve jumped in, though, until you communicate with us about what youd like to do, who and how youd like to help, how you think we ought to do it. You can have a look at the outstanding tasks and teams that aie listed on 1uis Goocii Doc. 20 Where to go, what to do when you get there, to learn about how we work We use the foiums to communicate asynchionously and con- tinuously. We also meet iiiegulaily foi synchionous audio- video sessions. lnfoimation and answeis about both methods of communication can be found in the foiums. Click on 1ui iovus 1n. Each foium is a containei foi conveisation thieads that can continue foi months. Te How-to tab can show you how to navigate the foiums. Please iN1vo uuci vouvsiii' Afei that, the ist place youll want to go is the Nivcoiv iovu 1ovic, wheie you can get useful infoi- mation and ask questions about how things woik aiound heie, how to get staited. ln 1uis 1uviu youll nd a weekly iecap of activity in the foiums, wiki, live meetings. 20 CHAPTER 26. HOW TO GET INVOLVED Workflow: How to Create Content for the Handbook 1. Sign up foi a pioject team in the foium oi cieate one by pioposing it in a new comment thiead in the PvoJic1 Tis iovu. 2. Communicate with othei team membeis thiough what- evei media woiks best foi you foium, wiki comments, GHangouts, Skype, face to face. Do shaie what you dis- cuss/decide in the foium. 3. Cieate content on the HNunoox vixi, oi in any place youd like that is linked fiom 1ui vixi ou1iiNi. 4. Tiii 1ui iui1ovii 1i that you aie ieady foi an edi- toiial once-ovei. Make suie youve signed the CC0 Covv vicu1 Wiviv (License) so that we have peimission to iedistiibute youi woik without iestiictions. . Editoiial team looks at mateiial, communicates with oiig- inal content cieatois if necessaiy, edits content. . Editoiial team and content cieation team sign o on the content. When the content is ieady to be moved ovei it will be labled RFWP next to the content on 1ui vixi ou1iiNi. . Te WoidPiess Teamis cieating the Table of Contents, and Menu foi the site. When youi content is ieady, we will cieate empty posts foi you to copy ovei youi content into on the Woidpiess site, and add them to the table of con- tents. 8. One membei of youi Pioject Team (oi moie if needed) should volunteei themselves to move ovei youi con- tent. Te WoidPiess Team will cieate a useiname and login foi that WP Pioject Team Editoi. lf you aie a WP Editoi foi youi Team, please post to let us know in the 20 WovuPviss Si1i Fovu and we will add you as an edi- toi. We will need youi email addiess in oidei to email you youi passwoid. 9. Once the content has been moved ovei, maik it in the wiki outline as moved to WP and content should then be edited theie. Make suie to maik youi aiticle in the wiki as moved to woidpiess - view/edit heie inseit youi link. 10. Foimauing youi post We will (this is not done yet) use these sample posts foi foimauing consistency Hov 1o Gi1 lNvoiviu page and the Hov 1o OvcNizi MOOC page. You will be able to use these as examples of how to foimat youi post. How to join or start your own project team Tui iovu 1uviu nou1 voiuN1iiviNc 1o uiiv cvi 1i 1ui uNunoox. lts not a contiact, but its a public commitment to say lll do that oi l can help with that. Tuis is vuivi vi 1ix nou1 vu1 oucu1 1o co iN 1ui uNunoox, how to oiganize the outline. Te PvoJic1 Tis iovu Take a look at the Pioject Teams and jump in wheievei you nd a task that inteiests you. 208 CHAPTER 26. HOW TO GET INVOLVED Details About the Wiki WlKl BASlCS - Get a look at what people have cieated using this RiciN1 CuNcispage. CREATlNG A PAGE - To cieate a new wiki page, linked fiom an existing page Edit the existing wiki page, type oi choosen anchoi text to link to youi new page, enclose the anchoi text in in double biackets, submit the page, click on the new link, cieate a wiki page, edit its contents, submit. Tis piocess is de- sciibed undei 1ui Hov1o 1n as Cvi1iNc Niv Wixi Pci. TEMPLATE FOR ENTRlES - Make suie that this is a how-to-do-it-oiiented iesouices. Scaold with just enough theoiy, explained without special jaigon, to make the how-to-do-it cleai. Link to the liteiatuie ieview (and add to the lit ieview if necessaiy) foi moie detailed discussion of empiiical, scholaily, the- oietical undeipinnings of the how-to-do-it. Each page should have * Set of tags Specify a set of tags you would like used to iefei to mateiial ielated to this entiy. * A Status line at the very top, indicating whethei it is a stub, an outline foi a completed aiticle, a diaf in piogiess, a diaf ieady foi edit- ing, oi a diaf edited and ieady to move to Woid- piess. * A list of content creators and editors afei the Status line. * Short summary under the creators/editors list Stait and maintain a summaiy (undei ap- pioximately 300 woids) above the body of youi entiy, eithei a categoiy oi sub-categoiy. * Source citations and Resources: Make suie diiect quotations of mateiial that aie not the content cieatois own woids aie cleaily iden- 209 tied with quotation maiks, immediately fol- lowed with enough infoimation foi ieadeis to nd bibliogiaphic infoimation and/oi URLs foi all cites in the Resouices section, cited souices should be listed with all bibliogiaphic infoima- tion and URL in the oveiall list of iesouices. When you have diafed oi substantially changed an entiy, the ownei should notify the ownei of the Resouices entiy. * Links to related pages. lf anothei pait of the Handbook is paiticulaily ielevant, link to it. * Link back to main page of the outline Each page should include at the bouom a laige link back to the main page of the outline. * A good example of a page that has all these ele- ments, well composed, is CoNNic1ivis iN Ac 1ioN Hov 1o OvcNizi MOOC. * COMMENT THREADS ATTACHED TO WlKl PAGES - Adding a comment to a wiki page will stait a comment thiead oi append the new comment to the existing thiead in chionologi- cal oidei. Comment thieads on wiki pages can focus on discussions of the specic additions and changes pioposed to this wiki team by the pioject team membeis foi this entiy. You can toggle between a wiki page and a page of com- ments by means of the Talk tab, next to the View, Edit, Outline, Revisions, and Access con- tiol tabs. 210 CHAPTER 26. HOW TO GET INVOLVED How we Communicate FORUMS - Te asynchionous (paiticipate whenevei youd like) conveisations in the foiums aie how the community of peeiagogy handbook cieatois foimed. lts wheie we engage in exended discussions of issues and decisions iaised in live ses- sions. lts wheie we keep tiack of which dieient teams aie woiking on which mateiial. lts wheie the small teams can en- gage with the community as a whole. lts a place to ask ques- tions, piopose changes, volunteei to help, hand o woik to the next team. LlVE SESSlONS - We meet synchionously at agieed-upon times, using audio, video, text chat, slides, scieen-shaiing. Foi gioups of ten oi moie, we use Blackboaid Collaboiate, foi which Howaid has a 0-seat-at-a-time license. Tese sessions aie iecoided. Foi infoimation about scheduling, and iecoid- ings, see 1ui iovu 1ovic. Paiticipation iequiies a faiily fast (bioadband) lnteinet connection, a miciophone oi headset, and (if you wish), a webcam. Foi gioups of ten oi smallei (usually foi pioject teams), we use Google Hangouts. lndividual teams do theii own scheduling. TWlTTER LlST - Follow Piivcocv & to get added to the Peeiagogy Twiuei list please post youi Twiuei name uivi. Stephanie Schippei will then add you. TWlTTER HASHTAG -viivcocv FACEBOOK PAGE estions? lf you have questions, use the foiums, post a comment on the Talk page foi this wiki entiy, email the team eneigy centei, oi email uovvuvuiiNcoiu.co cuv1iv 2 PEERAGOGY lN ACTlON We have been wiiting the missing manual foi peei-pioduced peei leaining the Peeiagogy Handbook (viivcocv.ovc). Tioughout this woik we have asked and aimed to addiess ques- tions like these What would a motivated group of self-learners need to know to agree on a subje or skill to learn, nd and qualify the be learning resources about that topic, then sele and use appropri- ate communication media to learn it together? What would these people need to know about learning to put together a successful learning programme? lt is cleai to us that the techniques of peei pioduction that have built and continue to impiove Wikipedia and GNU/Linux have yet to fully demonstiate theii powei in education. We believe that the Peeiagogy Handbook can help change that by building a distiibuted community of peei leaineis/educatois, and a stiongly veued collection of best piactices. Oui pioject complements otheis woik on sites like Wikiveisity and P2PU, and builds upon undeistandings that have developed infoimally in distiibuted communities of hobbyists and piofessionals, as well as in (and beyond) the classiooms of geneiations of pas- sionate educatois. Heie, we piesent Peeiagogy in Action, a pioject guide in 4 paits. Each pait ielates to one oi moie sections of oui hand- book, and suggests activities to tiy while you exploie peei leain- ing. Tese activities aie designed foi exible use by distiibuted gioups, collaboiating via a light-weight infiastiuctuie. Pai- ticipants may be educatois, community oiganiseis, designeis, hackeis, students, seasoned peeiagogues, oi ist timeis. Te guide should be useful foi gioups who want to build a stiong collaboiation, as well as to facilitatois oi theoiists who want to hone theii appioach. Togethei, we will use oui vaiious talents to build eective methods and models foi peei pioduced peei 211 212 CHAPTER 27. PEERAGOGY IN ACTION leaining. Lets get staited' Seing the initial challenge and building a framework for accountability among participants is an important starting point. Aivity Come up with a plan foi youi woik and a con- tiact foi youi gioup. You can use the suggestions in this guide as a staiting point, but youi ist task is to ievise the plan to suit youi needs. Helpful questions can be what aie you inteiested in leaining` What will youi main outcome be` What piob- lem do you hope to solve` What steps do you need to take to accomplish this` How collaboiative does youi pioject need to be` What soit of suppoit do you anticipate needing peisonally` What pioblems wont you solve` Technology Familiaiise youiself with the collaboiation tools you intend to use (e.g. Woidpiess, Git and LaTeX, YouTube, GlMP, a public wiki, a piivate foium, oi something else) and cieate a ist post, edit, oi video intioducing youiself and youi pioject(s) to otheis in the woildwide peeiagogy com- munity. Suggeed resources Te Peeiagogy Handbook, paits l (lN 1vouuc1ioN) and ll (Piiv LivNiNc). You may also want to woik thiough a shoit lesson called lviiiN1iNc Pvcocv, fiom the eaily days befoie the Peeiagogy pioject was convened. Foi a succinct theoietical tieatment, please iefei to oui liteiatuie ieview, which we have adapted into a Wixiviui vci. 213 Further reading Boud, D. and Lee, A. (200). Peei leaining as pedagogic discouise foi ieseaich education. Studies in Highei Education, 30()011. Observations from the Peeragogy proje We had a faiily weak stiuctuie at the outset, which yielded mixed iesults. One paiticipant said l denitely think l do beuei when piesented with a fiamewoik oi scaold to use foi paiticipation oi con- tent development. Yet the same peison wiote with enthusiasm about models of entiepieneuiship fieed of the iequiiement oi need foi an entiepieneuiial visionaiy. ln shoit, theie aie tiade- os to be made hopefully in an infoimed fashion. Other people can support you in achieving your goal and make the work more fun too. Aivity Wiite an invitation to someone who can help with youi pioject. Claiify what you hope to leain fiom them and what youi pioject has to oei. Helpful questions to considei What iesouices aie available oi missing` What do you alieady have that you can build on` How will you nd the necessaiy iesouices` Who else is inteiested in these kinds of challenges` Technology Pick a tool thats new to you and could poten- tially be useful duiing the pioject. Stait leaining how to use it. Locate some people aiound the woild who shaie similai intei- ests. Suggeed resources Te Peeiagogy Handbook, paits lll (CoNviNiNc Gvouv) and lV(OvcNiziNc LivNiNc CoN 1ix1). 214 CHAPTER 27. PEERAGOGY IN ACTION Recommended reading Schmidt, J. Philipp. (2009). Commons-Based Peei Pioduction and education. Fiee Cultuie Reseaich Woikshop Haivaid Univeisity, 23 Octobei 2009. Observations from the Peeragogy proje We used a stiat- egy of open eniolment new people weie welcome to join the pioject at any time. We also encouiaged people to eithei stay in- volved oi leave seveial times ovei the past yeai, we iequiied people to explicitly ieaim inteiest in oidei to stay iegisteied in the foium and mailing list. Tis choice cut down on dead weight. Neveitheless, the pioject continued to accumulate con- tent, which gave newcomeis the discouiaging feeling that theie was a lot to catch up on. Weve aimed to sum up the high points in the handbook' Solidifying your work plan and learning strategy to- gether with concrete measures for success can move the project forward significantly. Working in teams and shar- ing information with others will help you to develop your project. Aivity Concietise youi ideas by, foi example, wiiting an essay, making visual sketches, oi cieating a shoit video to communicate the unique plans foi oiganisation and evaluation that youi gioup will use. Ten, edit the pages of the Peeiagogy Handbook boldly by this time you should have identied at least one section that needs to be impioved. Make the neces- saiy ievisions. 21 Technology Take time to mentoi otheis oi be mentoied by someone, meeting up in peison oi online. Paii up with someone else and shaie knowledge togethei about one oi moie tools. You can discuss some of the diculties that youve encounteied, oi teach a beginnei some tiicks. Suggeed resources Te Peeiagogy Handbook, paits V (CoFciii11ioN Nu CoWovxiNc), Vl (AssissiN1), and pait Vll (P11ivNs, Usi csis, Nu Exviis). Recommended reading Aigyiis, Chiis. Teaching smait people how to leain. Haivaid Business Review 9.3 (1991), and, Geisick, Connie J.G. Time and tiansition in woik teams To- waid a new model of gioup development. Academy of Man- agement Jouinal 31.1 (1988) 9-41. Observations from the Peeragogy proje Peihaps one of the most impoitant ioles in the Peeiagogy pioject was the iole of the Wiappei, who piepaied and ciiculated weekly summaiies of foium activity. Tis helped people stay infoimed about what was happening in the pioject even if they didnt have time to iead the foiums. Weve also found that small gioups of people who aiiange theii own meetings aie ofen the most pioductive. 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! Aivity ldentify the main obstacles you encounteied. What aie some goals you weie not able to accomplish yet` Did 21 CHAPTER 27. PEERAGOGY IN ACTION you foiesee these challenges at the outset` How did this pioject iesemble oi diei fiom otheis youve woiked on` How would you do things dieiently in futuie piojects` What would you like to tackle next` Writing Communicate youi ieection case. Piepaie a shoit wiiuen (oi video, oi photo, ) essay, dealing with youi expeii- ences in this couise. Shaie the iesults by posting it wheie otheis in the bioadei Peeiagogy pioject can nd it. Extra credit Contiibute back to one of the othei oiganisa- tions oi piojects that helped you on this peeiagogical jouiney. Tink about what you have to oei. ls it a bug x, a constiuctive ciitique, pictuies, tianslation help, PR, wiki-gnoming oi making a cake` Make it something special, and people will iemembei you and thank you foi it. Suggeed resources Te Peeiagogy Handbook, paits Vlll (TicuNoiociis, Sivvicis, Nu Pi1iovs) and lX (Ri souvcis). Recommended reading Stallman, Richaid. Wuv soi1vvi suouiu ni ivii (1992). Observations from the Peeragogy proje When we weie deciding how to license oui woik, vaiious Cieative Commons licences weie pioposed (CC Zeio, CC By-SA and CC By-SA- NC). Afei a biief discussion, no one was in favoui of iestiicting downstieam useis, so we decided to use CC0. ln connection with this discussion, we agieed that we would woik on ways to explicitly build ieusability into the handbook content. Micro-Case Study: The Peeragogy Project, Year 1 Since its conception in eaily 2012, the Peeiagogy Pioject has collected ovei 300 comments in oui discussion foium, and ovei 200 pages of expositoiy text in the handbook. lt has given con- tiibutois a new way of thinking about things togethei. How- evei, the pioject has not had the levels of engagement that should be possible, given the technology available and the global inteiest in impioving education. We hope that the handbook 21 and this accompanying syllabus will piovide a seed foi a new phase of leaining, with many new contiibutois and new ideas diawn fiom ieal-life applications. cuv1iv 28 STYLE GUlDE Format your HTML nicely We need to be able to piocess the content fiom this Woid- piess site and tuin it into vaiious foimats like LaTeX and EPUB. Oui automated tools woik much beuei if pages aie foimaued with simple and unifoim HTML maikup. Some key points Maik up youi links use Tui Piivcocv HNunoox in- stead of u11v//viivcocv.ovc. lts best if the link text is somewhat desciiptive. Use a numbeied list to foimat youi iefeiences (see CoN viNiNc Gvouv foi one example of an aiticle that gets this iight') Woidpiess does not automatically add paiagiaph tags to youi paiagiaphs.lf you want youi text to appeai justi- ed and if you want the paiagiaphs to tiansfei to down- stieam foimats, switch to HTML editing mode and wiap individual paiagiaphs with <p style="text-align: justify;">...</p> Use Heading 2 and Heading 3 tags to maik up sections, not bold text. lf you use bold oi italics in youi paiagiaphs, you should check that the maikup is aually corre. lt should exactly suiiound the woids that youie maiking up <em>like this</em> and it should not include extia spaces aiound maiked up woids <em> NOT like this </em>. Keep it short Te easiest sections to iead aie those that aie shoitei and in- clude some kind of visual (video oi image) and have some pei- 219 220 CHAPTER 28. STYLE GUIDE sonal connection (i.e. they tell a stoiy). Foi anything longei, bieak it up into sub-pages, add visuals, make suie each sub-page is accessible to someone (who is it`). Tink cleaily of this ieadei, talk to them. Use of bullet points Maybe this is just a pet peeve, but l nd text veiy haid to iead when theie aie moie than a few bullet points included. Foi me, it woiks beuei when the bullet points aie ieplaced with numbeied lists (which should still be used spaiingly). lt also seems that when many disjointed bullet points appeai, some- times the authoi is ieally just indexing the main points that aie piesented beuei in someone elses naiiative. Teiefoi, considei ieplacing an entiie bulleted list with a iefeience to someone elses book/webpage/chaptei. ln todays hypeilinked woild, its easy enough foi the ieadei to go elsewheie to get good content (and indeed, we should make it easy foi them to nd the best tieatments aiound'). ln paiticulai, it is not entiiely pleasant to read a taxonomy. Maybe that soit of thing can be moved into an appendix if we need to have it. Including activities ln todays live meeting, we agieed that activities would not magically solve all possible usability/ieadability pioblems, but they aie good to have anyway. And, accoiding to oui page lay- out, each chaptei should have at least one activity (linked to fiom the sidebai). So, when ieading the book, please make note of any activity that can be included. (Also make note of piob- lems that wont be solved by adding activities') Simple, not conversational ln oui eoits to escape fiom academia-speak and simplify the text in the handbook, its impoitant to make suie we aie not heading towaids the othei extieme being too conveisational. When weie having a conveisation with someone, we tend to 221 peppei oui ideas with tiansitional oi pivotal phiases (ln any event, With that said, As l mentioned elsewheie, etc.) that help to keep the talk owing. We also go o on biief tangents befoie making oui way back to the main topic, and sometimes expiess ouiselves in iun-on sentences. While this is peifectly natuial in speech, it can be confusing and complex when being iead (in oui handbook oi elsewheie). Lets stay conscious of oui audience and tiy to meet that peifect balance of simple, yet piofessional in oui wiiting. Additional style bonus points Avoid double spaces afei paiagiaphs, this is a lefovei fiom the age of typewiiteis and can cieate iiveis of white space. Capitalize ist woid of bulleted list, especially if items in- clude a veib foim (this list and the one above aie exam- ples'). Capitalize ist woid of headings and subheadings, lowei case all otheis. cuv1iv 29 MEET THE AUTHORS Bryan Alexander USA, VT (Author) l ieseaich the ways new technologies change edu- cation, teaching, leaining, and scholaiship. lm passionate about stoiytelling, gaming, pedagogy, and undeistanding the futuie. My family homesteads on top of a liule mountain, iaising food. BvvN oN Tvi11iv BvvNs vivsoNi vinsi1i Paul Allison USA, NY (Au- thor) Cuiiently, l teach English at the BvoNx Acuiv SiNiov Hicu. Anothei community that lm a pait of is the Niv Yovx Ci1v Wvi1iNc PvoJic1. lm the NYC Technology Liaison foi the N1ioNi Wvi1iNc PvoJic1. l help to manage You1u Voicis and l co-pioduce Ticu ivs TicuiNc Ticuivs. Pui oN Goocii Puis vivsoNi vin si1i 223 224 CHAPTER 29. MEET THE AUTHORS Mara F. Arenas Repblica Ar- gentina (Author, Editor) lnde- pendent consultant ieseaichei on TlCS applied to Leaining, Digital Communication, lnstitutional, Coi- poiate. On line facilitatoi tutoiship. Piofessoi on Semiotics, Social Com- munication, Netwoiking. Mv oN Goocii Mvs vivsoNi vinsi1i Rgis Barondeau Canada (Au- thor) l build biidges between ie- seaich, piaxeology and technol- ogy and l become cieative by nding a likeness between things which weie not thought alike be- foie (Bionowski, 198). lm in- teiested in complexity, cultuie, so- cial media especially wikis, educa- tion, open goveinment and moie. Reach Rcis oN Tvi11iv Ricis vivsoNi vinsi1i Doug Breitbart USA, NJ (Au- thor, Meeting Support) l a cata- lyst and piovocateui who has woin the hats of auoiney, consultant, fa- cilitatoi, coach, entiepieneui, fa- thei, husband, student, teachei. Douc oN LiNxiulN Doucs viv soNi vinsi1i 22 Suz Burroughs - USA, CA (Au- thor, Designer) l enable the con- nections between the teachei and leainei in all of us by designing iobust, measuiable leaining envi- ionments wheie people shaie theii knowledge and expeiience with each othei. Leaining Designei, De- sign Tinking facilitatoi, Visiting Piofessoi of lnnovation. Suz viv soNi vinsi1i Joe Corneli U.K. (Author, Ed- itor) Joe Coineli does ieseaich on the anthiopology of modein math- ematics. He is a membei of the boaid of diiectois of the US-based nonpiot, PlanetMath.oig, and a ie- seaich student at the Knowledge Media lnstitute of Te Open Univei- sity, UK. Reach Joi oN luiN1i.c Jois vivsoNi vinsi1i Jay Cross USA, CA (Author) Jay is the Johnny Appleseed of infoimal leaining. Te lN1iv Ni1 Tii AiiiNci, which he chaiis, helps coipoiations and gov- einments use netwoiks to accelei- ate peifoimance. Jv nv iii Jvs vivsoNi vinsi1i 22 CHAPTER 29. MEET THE AUTHORS Charles Jerey Dano USA, IL (Author) Chailes is the Ownei of Mi. Danons Teaching Labo- iatoiy, an Educational Publishing and Seivices im he established in 2009. He staited co-publishing ie- seaich on Paiagogy, Peeiagogys inspiiation, in late 2010. Cuviis oN luiN1i.c Cuviis vivsoNi vinsi1i James Folkestad - USA, CO (Au- thor, Editor, Designer, Devel- oper) My appioach to education has shifed fioman emphasis on my teaching, to a moie cential focus on student leaining, and nally to an activity-systems appioach as l have come to iealize that the two (teachei and leainei) aie insepaiable paits of the leaining ecosystem. Reach Jis oN Goocii Jis viv soNi vinsi1i Gigi Johnson, EdD USA, CA (Author, Developer) l mix foimal leaining piogiams with piogiams to help leaineis begin to woik, live, and cieate eveiywheie. My own ad- ventuies include wiiting, singing, video, teaching, and paienting 3 teens. Gici oN Tvi11iv Gicis vivsoNi vci 22 Anna Keune Ger- many/Finland (Co-author, Designer) l design technology foi leaining and l like it. lm aliated with the Media Lab Helsinki, Aalto Univeisity School of Aits, Design and Aichitectuie. ANN oN Tvi11iv ANNs vivsoNi vinsi1i Roland Legrand Belgium (Au- thor) lm a nancial jouinalist, heavily involved in expeiimenting with social media and new foims foi iepoiting and community con- veisation. RoiNu oN Tvi11iv RoiNus vivsoNi vinsi1i Amanda Lyons USA, NY De- signerl am a Visual Piactitionei, Oiganization Development Consul- tant & Expeiiential Educatoi. l love helping people communicate via visual tools that geneially in- clude maikeis and papei. l think oui education system could benet fiom using visual communication tools as well as text based meth- ods. Reach ANu oN Tvi11iv ANus vivsoNi vinsi1i 228 CHAPTER 29. MEET THE AUTHORS Christopher Neal USA, WA (Communications and Media) l am diiven by technology and its ability to modify viitual communi- ties and social media, and a passion foi SocialLeain, SocialiA, Situated Cognition, Social Leaining Teoiy, Connectivism, etc. Cuvis1ovuiv oN Goocii Cuvis1ovuivs viv soNi vinsi1i Ted Newcomb USA, AZ (Au- thor, Project Management) Hap- pily ietiied giandpa, cuiating on digital cultuie, sociology of the web, inteiested in collaboiation and co- opeiation in digital netwoiks that iesult in positive change. Tiu oN Anou1.i Tius vivsoNi vin si1i Howard Rheingold USA, CA (Author, Editor) lnspiied by Chailes Dano and Joe Coinelis woik on paiagogy, l instigated the Peeiagogy pioject in oidei to pio- vide a iesouice foi self-oiganizing self-leaineis. Leaining is my pas- sion. Reach Hovvu oN Tvi11iv Hovvus vivsoNi vinsi1i 229 Paola Ricaurte Mexico (Au- thor) My believe education and technology aie essential tools foi social change. My challenges ac- tivist, teachei, mothei, immigiant. My philosophy l am what l am be- cause of who we all aie. Poi oN Tvi11iv Pois vivsoNi vin si1i Fabrizio Terzi Italy (Inven- tor, Designer, Translator) l am involved in social and educational piojects ielated to public access to knowledge and cultuial diveisity. l am an active membei of FSF and the FTG woiking on Fiee Cultuie. Fnvizio oN luiN1ic Fnvizios vivsoNi vinsi1i Geo Walker U.K. (Author) A Fuithei and Highei Education Lectuiei and Tutoi, social netwoikei, e-leaining advocate. Gi oii oN Tvi11iv Gioiis vivsoNi vin si1i Tese mateiials aie made available undei the teims of Cvi1ivi CooNs 0 covvvicu1 viviv instead of a tiaditional copylef license. We the undeisigned agiee to the following, wheiein this woik iefeis to Te Peeiagogy Handbook and all othei content posted on viivcocv.ovc oi the oiiginal collaboiatoiy site, u11v//sociiiuicissvoo.co/uos1/viivcocv. I hereby waive all copyright and related or neighbor- ing rights together with all associated claims and causes of action with respect to this work to the extent possible under the law. Bryan Alexander, Paul Allison, Rgis Barondeau, Doug Bre- itbart, Suz Burroughs, Joseph Corneli, Jay Cross, Charles Jef- frey Dano, Julian Elve, Mara Fernanda, James Folkead, Kathy Gill, Gigi Johnson, Anna Keune, Roland Legrand, Amanda Lyons, Chriopher Tillman Neal, Ted Newcomb, Stephanie Parker, Char- loe Pierce, David Preon, Howard Rheingold, Paola Ricaurte, Ver- ena Roberts, Stephanie Schipper, Fabrizio Terzi, Geo Walker Note that this waivei does not apply to othei woiks by the above authois, including woiks linked to fiom viiv cocv.ovc. lt also does not apply to embedded content diawn fiom othei sites and included foi the ieadeis convenience. Futuie contiibutois Note also that we will iequiie a similai copyiight waivei agieement. Tat said, the waivei also means that you aie fiee to do essentially whatevei you like with the content in youi own woik' Have fun' How we came to this decision Tiee Cieative Commons licensing options weie pioposed by vaiious membeis of the community. Afei a biief discussion, no one was in favoi of iestiicting downstieam useis, so we de- cided to go with CC0. We agieed that we would get enough ciedit by having oui names on viivcocv.ovc. ln connection with this discussion, we agieed that we would woik on ways to explicitly build ieusability into the handbook content.
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