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

P2P Self-Organizing Learning Environments.

This section invites an exploration of support for self-organized learning in global and local networks. Emergent structures can create startling ripple effects.

Organizing a Learning Context

Peer learning is sometimes organized in “courses” and sometimes in “spaces.” We present the results of an informal poll that reveals some of the positive and some of the negative features of our own early choices in this project.

Adding Structure with Activities.

The first rule of thumb for peer learning is: announce activities only when you plan to take part as a fully engaged participant. Then ask a series of questions: what is the goal, what makes it challenging, what worked in other situations, what recipe is appropriate, what is different about learning about this topic?

Student Authored Syllabus.

This chapter describes various methods for co-creating a curriculum. If you’re tasked with teaching an existing curriculum, you may want to start with a smaller co-created activity; but watch out, you may find that co-creation is habit forming.1

Case Study: Collaborative Explorations.

This chapter describes collaborative peer learning among adult students in the Master’s program in Critical and Creative Thinking at University of Massachusetts in Boston. The idea in the collaborative explorations is to encourage individuals pursuing their own interests related to a predetermined topic, while supporting learning of everyone in the group through sharing and reflection. These interactions of supportive mutual inquiry evolve the content and structure within a short time frame and with open-ended results.

Cooperation

Sometimes omitting the figurehead empowers a group. Co-facilitation tends to work in groups of people who gather to share common problems and experiences. The chapter suggests several ways to co-facilitate discussions, wiki workflows, and live online sessions. Conducting an “after action review” can help expose blind spots.

The Workscape.

In a corporate workscape, people are free-range learners: protect the learning environment, provide nutrients for growth, and let nature take its course. A workscape features profiles, an activity stream, wikis, virtual meetings, blogs, bookmarks, mobile access and a social network.

Participation.

Participation grows from having a community of people who learn together, using a curriculum as a starting point to organize and trigger engagement. Keep in mind that participation may follow the 90/9/1 principle (lurkers/editors/authors) and that people may transition through these roles over time.

Designs For Co-Working.

Designing a co-working platform to include significant peer learning aspects often requires a new approach. This chapter describes the initial steps of converting an existing online encyclopedia project into a peer learning platform.

Assessment

“Usefulness” is an appropriate metric for assessment in peeragogy, where we’re concerned with devising our own problems rather than than the problems that have been handed down by society. We use the idea of return on investment (the value of changes in behavior divided by the cost of inducing the change) to assess the Peeragogy project itself, as one example.

Researching peeragogy.

Text: Copyright (C) 2012-2020 Creative Commons Zero 1.0 Universal Public Domain Dedication.
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Layout: Stephan Kreutzer
Publication Date: 08-30-2021

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