The Peeragogy Handbook

EDITORS JOSEPH CORNELI, CHARLES JEFFREY DANOFF, PAOLA RICAURTE, CHARLOTTE PIERCE, AND LISA SNOW MACDONALD THE PEERAGOGY HANDBOOK PIERCE PRESS & PUB DOM ED Copyright © 2012-2020 by the authors has been transferred to the Public Domain. Editorial Board Joseph Corneli, Charles Jeffrey Danoff, Paola Ricaurte, Charlotte Pierce, and Lisa Snow MacDonald Contributors Bryan Alexander, Paul Allison, Elisa Armendáriz, Régis Barondeau, George Brett, Doug Breitbart, Suz Burroughs, Teryl Cartwright, Jay Cross, Karen Beukema Einstein, Julian Elve, María Fernanda Arenas, James Folkestad, Kathy Gill, John Glass, John Graves, Jan Herder, Matthew Herschler, Gigi Johnson, Anna Keune, Kyle Larson, Roland Legrand, Amanda Lyons, Dorotea Mar, Christopher Tillman Neal, Ted Newcomb, Stephanie Parker, Miguel Ángel Pérez Álvarez, David Preston, Laura Ritchie, Verena Roberts, Stephanie Schipper, Peter Taylor, Fabrizio Terzi, and Geoff Walker Founded by Howard Rheingold Jointly published by PieRce PRess and PubDomEd. Layout: tufte-latex.googlecode.com (Apache License, Version 2.0) First printing, March 2020 Contents Foreword 11 Preface to the Fourth Edition 15 Welcome! 17 Chapter Summaries 29 Why we’re doing this 33 Case Study: 5PH1NX 37 Thinking about patterns 47 Patterns of Peeragogy 51 Emergent Roadmap 87 Case Study: SWATs 89 So you’ve decided to try peer learning… 93 4 Play and learning 97 K-12 Peeragogy 101 P2P SOLE 105 Case Study: Meeting with the PVC 113 Organizing Co-Learning 117 Adding structure 123 The student authored syllabus 127 Case Study: Collaborative Explorations 135 Co-facilitation 143 The Workscape 147 Participation 151 Designs for co-working 153 A co-working story 157 Peeragogical Assessment 159 Researching Peeragogy 165 5 Peeragogy Technology 169 Forums 175 Wiki 179 Real-time Meetings 185 How to Organize a MOOC 189 How to put Peeragogy into Action 195 Recommended Reading 215 License/Waiver 223 List of Figures 1 image 23 2 image 24 3 image 28 4 A prototypical university. Caption reads: “Wisconsin State University, Madi- son, Wis. 1879”. Inset captions describe the pictured buildings: “Ladies Hall, South Dormitory, University Hall, Assembly Halls & Library, North Dor- mitory, Science Hall, President’s Residence, University Farm, and Wash- burn Observatory.” Public domain. 51 5 Connections between the patterns of peeragogy. An arrow points from pattern A to pattern B if the text of the description of pattern A references pattern B. Labels at the borders of the figure correspond to the main sections of the Peeragogy Handbook. 55 6 image 106 List of Tables 1 Pattern template. 54 2 An overview of the problems and solutions in our pattern language. 56 Foreword 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 tohave 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 12 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 knowhow 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 usto all use audio and video, to share screens, to text-chat, and to simultane- ously draw on a whiteboard. We tried Piratepad for a while. Eventually we settled on WordPress as our publication platform and moved ourmost 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 cameto- gether 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 ex- periment 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 Span- ish, 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 13 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 Preface to the Fourth Edition Add me. Welcome to the Peeragogy Handbook 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.

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