The Peeragogy Handbook

The Peeragogy Handbook The Peeragogy Handbook 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, Stephanie Schipper, Peter Taylor, Fabrizio Terzi, and Geoff Walker Founded by Howard Rheingold Copyright © 2012-2016 by the Authors has been transferred to the Public Domain. The Peeragogy Handbook, 3rd Edition ISBN: 978-0-9960975-1-2 Sources available at http://git.io/Handbook. Companion website at http://peeragogy.org. Jointly published by PubDomEd and Pierce Press. CONTENTS Foreword i Preface to the Third Edition v I Introduction 1 1 Welcome! 3 2 Chapter Summaries 21 II Motivation 27 3 Why we’re doing this 29 4 Case Study: 5PH1NX 35 III Peeragogy in Practice 49 5 Thinking about patterns 51 6 Patterns of Peeragogy 55 6.1 Peeragogy 64 6.2 Roadmap 67 6.3 Reduce, reuse, recycle 71 6.4 Carrying Capacity 74 6.5 A specific project 78 6.6 Wrapper 81 6.7 Heartbeat 84 6.8 Newcomer 87 6.9 Scrapbook 90 7 Emergent Roadmap 95 8 Case Study: SWATs 97 IV Convening A Group 101 9 So you’ve decided to try peer learning… 103 10 Play and learning 109 11 K-12 Peeragogy 113 12 P2P SOLE 117 13 Case Study: Meeting with the PVC 129 V Organizing a Learning Context 133 14 Organizing Co-Learning 135 15 Adding structure 143 16 The student authored syllabus 147 17 Case Study: Collaborative Explorations 157 VI Cooperation 167 18 Co-facilitation 169 19 The Workscape 173 20 Participation 177 21 Designs for co-working 181 22 A co-working story 187 VII Assessment 189 23 Peeragogical Assessment 191 24 Researching Peeragogy 201 VIII Technologies, Services, and Platforms 207 25 Peeragogy Technology 209 26 Forums 217 27 Wiki 221 28 Real-time Meetings 229 29 How to Organize a MOOC 235 IX Resources 243 30 How to put Peeragogy into Action 245 31 Recommended Reading 253 32 License/Waiver 263 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 Berke- ley 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 chat- ting and text chat, enabling people around the world who were in- terested 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, Mex- ico, 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 ex- plosion 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 hap- pen 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 i F you know the right question to ask, and you put it into a search query, there’s someone out there on StackOverflow who is al- ready 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, acces- sible 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 re- F sources 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 con- tinents 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 vehi- cle. Not only can you use it, you can expand it, spread it around. Translators created versions of the first edition of the handbook in Spanish, and Italian. Updated translations 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 THIRD EDITION 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 Inter- net, both in his work with government institutions and his many online volunteer activities.

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