The Peeragogy Handbook, Version 3, Corneli Joseph, Danoff Charles Jeffrey, Ricaurte Paola, Pierce Charlotte [ebook reader 8 inch TXT] 📗

I was invited to lecture at UC Berkeley in January, 2012, and to involve their faculty and their graduate students in some kind of seminar, so I told the story of how I’ve used social media in teaching and learning - and invited them to help me create a handbook for self-learners.

I called it the Peeragogy Handbook. I met twice on the Berkeley campus in the weeks following the lecture with about a dozen Berkeley faculty and graduate students. We also had a laptop open with Elluminate, an online platform that enabled video chatting and text chat, enabling people around the world who were interested in the subject, who I recruited through Twitter and email, to also participate in this conversation. All of the faculty and grad students at Berkeley dropped out of the project, but we ended up with about two dozen people, most of them educators, several of them students, in Canada, Belgium, Brazil, Germany, Italy, Mexico, the UK, USA, and Venezuela who ended up collaborating on a voluntary effort to create this Peeragogy Handbook, at peeragogy.org. We all shared an interest in the question: “If you give more and more of your power as a teacher to the students, can’t you just eliminate the teacher all together, or can’t people take turns being the facilitator of the class?”

Between the time nine years ago, when I started out using social media in teaching and learning, clearly there’s been an explosion of people learning things together online via Wikipedia and YouTube, MOOCs and Quora, Twitter and Facebook, Google Docs and video chat, and I don’t really know what’s going to happen with the institutions, but I do know that this wild learning is happening and that some people are becoming more expert at it.

I started trying to learn programming this summer, and I think that learning programming and doing programming must be very, very different now from before the Web, because now, if you know the right question to ask, and you put it into a search query, there’s someone out there on StackOverflow who is already discussing it. More and more people are getting savvy to the fact that you don’t have to go to a university to have access to all of the materials, plus media that the universities haven’t even had until recently. What’s missing for learners outside formal institutions who know how to use social media is useful lore about how people learn together without a teacher. Nobody should ever overlook the fact that there are great teachers. Teachers should be trained, rewarded, and sought out. But it’s time to expand the focus on learners, particularly on self-learners whose hunger for learning hasn’t been schooled out of them.

I think that we’re beginning to see the next step, which is to develop the methods – we certainly have the technologies, accessible at the cost of broadband access – for self-learners to teach and learn from each other more effectively. Self-learners know how to go to YouTube, they know how to use search, mobilize personal learning networks. How does a group of self-learners organize co-learning?

In the Peeragogy project, we started with a wiki and then we decided that we needed to have a mechanism for people who were self-electing to write articles on the wiki to say, OK, this is ready for editing, and then for an editor to come in and say, this is ready for Wordpress, and then for someone to say, this has been moved to WordPress. We used a forum to hash out these issues and met often via Elluminate, which enabled us to all use audio and video, to share screens, to text-chat, and to simultaneously draw on a whiteboard. We tried Piratepad for a while. Eventually we settled on WordPress as our publication platform and moved our most of our discussions to Google+. It was a messy process, learning to work together while deciding what, exactly it was we were doing and how we were going to go about it. In the end we ended up evolving methods and settled on tools that worked pretty well. We tackled key questions and provided resources for dealing with them: How you want to govern your learning community? What kinds of technologies do you want to use, and why, and how to use them? How are learners going to convene, what kind of resources are available, and are those resources free or what are their advantages and disadvantages. We were betting that if we could organize good responses to all these questions, a resource would prove to be useful: Here’s a resource on how to organize a syllabus or a learning space, and here are a lot of suggestions for good learning activities, and here’s why I should use a wiki rather than a forum. We planned the Handbook to be an open and growable resource – if you want to add to it, join us! The purpose of all this work is to provide a means of lubricating the process of creating online courses and/or learning spaces.

Please use this handbook to enhance your own peer learning and please join our effort to expand and enhance its value. The people who came together to create the first edition – few of us knew any of the others, and often people from three continents would participate in our synchronous meetings – found that creating the Handbook was a training course and experiment in peeragogy. If you want to practice peeragogy, here’s a vehicle. Not only can you use it, you can expand it, spread it around. Translators have already created versions of the first edition of the handbook in Spanish, and Italian, and work is in progress to bring these up to date with the second edition. We’ve recently added a Portuguese translation team: more translators are welcome.

What made this work? Polycentric leadership is one key. Many different members of the project stepped up at different times and in different ways and did truly vital things for the project. Currently, over 30 contributors have signed the CC Zero waiver and have material in the handbook; over 600 joined our Peeragogy in Action community on G+; and over 1000 tweets mention peeragogy.org. People clearly like the concept of peeragogy – and a healthy number also like participating in the process.

We know that this isn’t the last word. We hope it’s a start. We invite new generations of editors, educators, learners, media-makers, web-makers, and translators to build on our foundation.

Howard Rheingold
Marin County
January, 2014

This 3rd Edition of the Peeragogy Handbook is dedicated to one of our most convivial -- indeed, lovable -- volunteers. George Brett was a quiet and learned man with a sense of fun. His mail art name was geORge and for a while he was known by many online for the selfies he took with his yellow rubber duckie. Far from being a full-time funster, George has been involved in expanding the educational uses of the Internet since before it was the Internet, both in his work with government institutions and his many online volunteer activities. He gifted the Peeragogy project not only with his knowledge and labor, but with his warmth and fun. We miss him.

The Second Edition of the Handbook came out two years ago. We've kept at it since then. This time around, we're kicking things off with a short workbook that contains a concise guide to the who, what, when, where, how and why of peeragogy. We've thoroughly revised the pattern catalog at the heart of the book, added more case studies, and made numerous small improvements to the text (and the typesetting!) throughout.

We live where no one knows the answer and the struggle is to figure out the question. [1]

Welcome to the Peeragogy Handbook! We want to kick things off with a candid confession: we’re not going to pretend that this book is perfect. In fact, it’s not an ordinary book at all. The adventure starts when you get out your pen or pencil, or mouse and keyboard, and begin marking it up. It gets kicked into high gear when you join Peeragogy in Action. You’ll find a lot of friendly support as you write, draw, or dance your own peeragogical adventure. But first, what is peeragogy?

Peeragogy is a flexible framework of techniques for peer learning and peer knowledge production. Whereas pedagogy deals with the transmission of knowledge from teachers to students, peeragogy is what people use to produce and apply knowledge together. The strength of peeragogy is its flexibility and scalability. The learning mind-set and strategies that we are uncovering in the Peeragogy project can be applied in classrooms, hackerspaces, organizations, wikis, and interconnected collaborations across an entire society.

The Peeragogy Handbook is a compendium of know how for any group of people who want to co-learn any subject together, when none of them is an expert in the particular subject matter – learning together without one traditional teacher, especially using the tools and knowledge available online. What we say in the Handbook draws extensively on our experiences working together on the Handbook – and our experiences in other collaborative projects that drew us here in the first place. The best way to learn about peeragogy is to do peeragogy, not just read about it. Towards that end, coauthors and fans of the Handbook have an active Google+ community, conveniently called Peeragogy in Action. We maintain a regular schedule of weekly meetings that you’re welcome to join. The Handbook includes a short syllabus, which also called “Peeragogy in Action”, and you can work through this with your own group as you read through the book.

You’re warmly invited to combine your local projects with the global effort, and get involved in making the next edition of the Handbook. That doesn’t necessarily require you to do extensive writing or editing. We’re always interested in new use cases, tricky problems, and interesting questions. In fact, our view is that any question is a good question.

Here are some of the ways in which the current edition of the Handbook is not perfect. You’re welcome to add to the list! These are places where you can jump in and get involved. This list gives a sense of the challenges that we face putting peeragogy into action.

Scrapbook of Peeragogical Problems

Maintaining a list of useful resources

We include references and recommended reading in the Handbook, and there are a lot more links that have been shared in the Peeragogy in Action community. It’s a ongoing task to catalog and improve these resources – including books, videos, images, projects, technology, etc. In short, let’s “Reduce, Reuse, Recycle”! As a good start, Charlotte Pierce has been maintaining a spreadsheet under the heading “survey” in our Google Drive.

Developing a really accessible DIY tool-kit

A short “workbook” containing interviews and some activities follows this introduction, but it could be much more interactive. Amanda Lyons and Paola Ricaurte made several new exercises and drawings that we could include. A more developed workbook could be split off from the handbook into a separate publication. It would be great to have something simple for onramping. For example, the workbook could be accompanied by video tutorials for new contributors.

Paola Ricaurte points out that a really useful book will be easy to sell. For teachers interested in peeragogy, this needs to be something that can be use in workshops or on their own, to write