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OER14: Workshop proposal and Followup paper
Facilitators: Charles Jeffrey Danoff and Joe Corneli
Abstract for twitter (140 chars max): Peeragogy Handbook editors will help participants collaboratively accelerate their OER work by leveraging peer learning.
Metadata/Keywords (up to ten, separated by commas):Peeragogy, peer learning, Open Educational Resources, emergent design, collaborative learning, accelerator
Rationale: Editors of the Peeragogy Handbook will lead this workshop, giving participants an opportunity to uncover what they want to learn or achieve within the world of OER. We aim to help participants improve the efficiency of their learning processes by leveraging the work of peers. We bring years of experience with projects like the Peeragogy handbook, PlanetMath, Collaborative Lesson Planning, and The Uncertainty Principle and other case studies of "peeragogy in action". We will briefly present a range of examples, but the focus of the workshop will be on garnering insights of participants, to help specify the problems they are working on in their individual OER projects -- both thematic problems like "generating revenue" and "student participation", as well as more context-specific issues.
Content: We will share a set of five principles for effective peer learning that have been explored in practice (see references), as well as a catalog of patterns for peer learning, which serves as a robust method for doing "emergent design". Participants will use these design techniques to build a real, functioning, accelerator programme that will operate in a distributed fashion during the next year. Participants will be able to repeat this activity with their own local communities. We want to be open about the risks involved in building a spontaneous and emergent process - we have had good results in the past, but there are always obstacles, and part of the purpose of this exercise is to understand the current set of obstacles that participants face in their own work.
Delivery methods: The workshop will give participants the opportunity to reflect clearly on their own educational projects and provide them with an opportunity to figure out how different projects can come together in a way that improves everybody's work.
Outline (90 minute time slot):
- 05 Minutes - for technical setup and quick introductions
- 10 Minutes - Overview of Peeragogy
- 05 Minutes - Attendees complete questionnaire on an Etherpad, providing background their own project and goals
- 20 Minutes - Organize attendees into groups of 3 or more, each discussing their project goals with one another and looking for more information on what could achieved in a collaboration
- 20 Minutes - Change groups again, repeat the process of looking for connections (first 5 minutes of this section will discuss successes and failures of the previous section)
- 20 Minutes - Individuals "report back" what they discovered in their small groups and if they have new ideas for collaboration. (What could they bring to a Peer Learning Accelerator? What would they want to get?)
- 10 Minutes - Wind down, determine specific action steps for individual groups to move forward on and how to re-incorporate their findings back into the accelerator (e.g. a Peeragogy Google+ working group, or a co-created Collaborative Exploration to deepen the themes that have been raised in the workshop)
References
- Corneli and Danoff, Paragogy: Synergizing individual and institutional learning (Published on Wikiversity 22 January 2011)
- Corneli and Danoff, Paragogy, in CEUR Workshop Proceedings (ISSN 1613-0073), July 2011 Vol-739
- Corneli and Mikroyannidis, Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE), Digital Education Review, Volume 20.
- Corneli, Paragogical Praxis, Published in E-Learning and Digital Media (ISSN 2042-7530), Volume 9, Number 3, 2012
- Rheingold et al., The Peeragogy Handbook, available through http://peeragogy.org and Lulu.com
- Corneli, Danoff, Terzi, Pierce, Graves, Barondeau, Roadmaps in Peer Learning, MeTis, III, 2013
- Corneli, Danoff, Keune, Lyons, Peeragogy in Action, in The Open Book, The Finnish Institute, London, 2013, ISBN: 978-0-9570776-3-8
Information about the journal: http://www.philosophy-of-education.org/journal.asp
- We could write about the question "How to do research in the philosophy of education?".
- Another question: How can people in diverse projects come together in some way that we get benefits?
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Context:
- Peeragogy project and related case studies (e.g. PlanetMath, IPNE). The general problem is Seeing how peers learn from each other and how they can learn best
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What prompted the innovation:
- We needed to find ways for peers learning independently to leverage their own efforts and support others by scaffolding off fellow peer learning projects.
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What were your guiding principles:
- We initially were guided by paragogy principles that had been elaborated in earlier studies, but expanded this using an emergent design process.
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Underlying assumptions:
- We assumed that we each of us could accomplish our individual goals by working on the Peeragogy Handbook together. (And, on rebuilding PlanetMath, in the PlanetMath case.)
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Who participates
- We are members of the editorial board for the Peeragogy Handbook. There have been over 30 participants in the process, but many have "come and gone."
Key Term: informal learning
The student is not a product, you don't have the same strict rolesunlike teacher in front of the room, student @ deskvs university & banking theory of learning let's not reproduce the university model within peeragogy because that would be a step backwardsmove to "agora" http://en.wikipedia.org/wiki/Agora
Key Term: OER Note that not everyone who "does" OER knows what the term meansWe have to constantly ask: What is already there and what are people using?
What we do is a bit different Fun, motivated to make money, talk about resourcesFTG idea about hooking together different people with different skills and interestsif you try to hook Murray together with KWARC and KWARC doesn't show up, you get a short circuit
Toward the Peeragogy Accelerator... What do we want?Interview everyone? Ray and I convened meeting to ,,, 4/5 years ago sat down in Boston and listed projects/philosophical ideas ... layers of consciousness/layers of socierty ,,, ended up being a sketch, nothing as significant as a plan ... got a roadmap and some of it happened, like planetmathRebuilding PlanetMath did happenthink about time and goals and responsibilities ... and what can we do?maybe mutual aid club? ... murray knows javascript, i know php can we build something that satisfies our interests?don't make time we're going to be in troubleit's also co-ordination ... ends need to meet .... however many people, need to make sure things stay coordinated
Understanding Baudrillard's critique
Reconsidering "lifelong learning".
First quote:
the factory no longer exists because labour is everywhere; the prison no longer exists because arrests and confinements pervade social space-time; the asylum no longer exists because psychological control and therapy have been generalised and become banal; the school no longer exists because every strand of social progress is shot through with discipline and pedagogical training; capital no longer exists (nor does its Marxist critique) because the law of value has collapsed into self-managed survival in all its forms.
Thought experiment: What if education was conducted entirely on StackExchange?
Second quote:
The irruption of the binary question/answer schema is of incalculable importance. Dislocating all discourse in a now bygone golden age, this schema short-circuits every dialectic of the signifier and the signified, a representative and a represented. There are no longer any objects whose signifieds are their functions, with opinion that 'representative' representatives would vote for, and the real interrogation to which the answer responds (and there are especially no longer any questions to which there are no answers). This entire process is dislocated: the contradictory processes of the true and the false, the real and the imaginary are abolished in this hyperreal logic of the montage.
The way in which even "open" education becomes subject to the workings of "the code".
Third quote:
The question as such does not determine its response in the form in which it was posed, it is the meaning given to it by the person to whom it was posed and also the idea the interrogated subject forms of the most appropriate tactic to adopt in order to respond according to the idea he forms of the interrogation's expectations.
GATHER REQUIREMENTS FOR SYSTEMS FROM PEOPLEIn theory, people on PlanetMath help each other, in practice it is somewhat lackingWhen we say "theory" we mean paragogy -- so how can we debug?
Do we need more computational support
If people aren't pulling their weight? Applied "business" problem solving that has to happen on the fly. With all these different people involved, be clear what does each one need from the other and on what kind of time scale are they able to deliver?
An important requirement: Keep track of different interests of people someplace in the system
Possible implementation: install a social network system and see how useful that might beInstead of having people list favorite ice cream flavor and relational status on homepage, have people list their interests and skills and projects they're working on in their profile. interesting model ... would like it be right one, not sure?
Joe/Ray have real working model w/4 week cycle
The 4 week meeting cycle and org mode are potentially useful peeragogical tools. This way we should cycle through various aspects in a month so things hopefully don't get left dangling for too long. Emacs Org Mode is helping implementdegree of regularity, what to expect each week, but also flexible (meetings like this one) good example of peeragogy in action even if it's just the two of usbuild extra things into something that's already happening anywaythat was idea with peeragogy anyway ... how can we get more out of what we're already doing? what we do has to be ... matching personal motivations/goals/needs? Have fun? Make money? Need...? (need to learn this skill, need this experience, networking need?
Peeragogy Meeting Example http://www.youtube.com/watch?v=2ocJBR5nvtM&feature=share
Peeragogy Event Page https://plus.google.com/communities/107386162349686249470/events
Ray, on in-person peeragogy: Since I'm around NYC, there are a lot of tech meet-ups happening. I see a lot of peeragogy happening. All sorts of companies opening up, people want to work there, but they need to learn some skills. One specific example, starting in December to teach each other haskell. I mentioned peeragogy, because if they're doing it, they might want to check out the book -- and they might want to contribute their own experience. These are in-person meetings, with only a website to organize. But what if we combined these formats, and had regular in-person meetings or having 40 people showing up from different locations.
Fabrizio tried this, Dorotea, IPNE breaking out into regional branch meetings, once a year we all meet at a conferencehas anybody written about how to conduct meetings?outreach to people to join an advisory boardtalking about collaborative lesson planning at NYC resistor. Chicago resistor? Make a checklist about how to conduct a peeragogical meeting? invite ppl via e-mail.
have central organizing tools (mumble, skype, google hangouts, etherpad)make it public or private? (meetups in New York are public lectures). Get Ray linked to the G+ meeting for Monday.
Example: What are people actually using? Wikipedia, Facebook, Archive proprietary resources, pirated texts- this shows the vast demand for peer learning
classes where people lecture
http://en.wikipedia.org/wiki/Banking_education". In the book Freire calls traditional pedagogy the "banking model". Because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. However, he argues for pedagogy to treat the learner as a co-creator of knowledge.
"Not building something illegal, how do we share?" Using videos or textbooks or MOOCs? Attending and forming meetups where peeragogy happens spontaneously? Collaborate with other groups like peer to peer university (p2pu.org). We need better computational support (building something very advanced).
motivation interviews (why are we doing what we do? in general way?):
joe's (student) motivaiton: math is hard to learn and I want to make that easier ... behind that is struggle w/system ... doesn't blame system, or teachers not putting in enough effort (after all, they wouldn't think to do otherwise!). A new approach would be diff system that works better ... still motivated when working on planetmath ... other ppl don't necessairly have same goalsinterested in peeragogy as a general way to understand this kind of thing
ray (researcher) getting at advanced content, e.g. learning about the category of types. Advanced content / research content is hard to get at, especially if you're not connected to an organization that has this stuff. Also, how can we present the material in ways that's better than what you get in the library now.Also motivating for building tools. once you get into depth on any topic, it disappears behind a firewall. peeragogy is useful for people already in a field keeping up with new developments (e.g. HoTT seminar)
charlie (teacher) motivation is similar to what got me into Open Education and copyright license stuff 4 years ago, finding out the best materials I can use in my class, things that work better for my students, and things that other people can use in their classes, so I can get feedback on them. it's a different mindset if you're creating open educational content, versus aggregating or remixing / curating. It's a different skillset. I'm trying to move towards that, rather than making my own worksheets, so I can focus my 30 minutes on finding and adapting, rather than making something from scratch. using peeragogy to build community of practice for collaborative lesson planning
charlotte (editor / admin / leader) built to be an independent ... like to do things by myself, but with people publishing efforts are similar can't do it all, don't have resources to hire someonelike to learn how things workhow does a Tumbler lock work? ... even if i can't build it, I'd like to know. need other people to do aspects of technical design (export to ebook format ... like to understand how it's done, it's nice to have joe do it :) )... it's important to do learning in other parts of life, too e.g. highland dancing. enjoy building communities, like to help people on what I'm good at but I also like it when they talk with each other. What's going to be in it for them? how do you talk about getting others involved? what's in it for them? need a big picture visioncan't just say let's start this network to start indpendent publishing without framework ... even if it's not a greedy thing, still need to tell people why's it's worth it for them to invest time and energy
Discussion: What do the results mean? Implications? How do your results link to the work of others in this or related fields? Recommendations for other innovators in other contexts research.
Another hypothesis (actually building a collaboration) building actual collaborations that work, solving real problemand we're fairly good at that, so let's give ourselves some credit. Maybe 10 or 20 people in general, not 200 or 200,000 (it's OK to only have a core group). We have several groups of about 10 or 20, and we can bring them in to a bigger resource like PlanetMath. Haskell reading group starting up in NYC. Maybe we should really think about deploying a PlanetComputing space (we could do this easily) (or just for Haskell?).
Florian Rabe already teaches Python. Joe join as satellite member? Peeragogy learning case study?How would new website fit into scheme of things and who would be using it? There's demand for programmers, and lots of people are creating solutions that use peer learning techniques
This relates to the work in progress with Helene Finidori. There should be some sort of central repository of OERs that is like the "clearinghouse" - http://sched.co/10NI4tO / https://www.youtube.com/watch?v=PfCfmx28rtA
Everything feeds into that and goes out to individual schools, which could put branding on resosorry going in and out on Skype! 1 second! MOOCs are being criticized for ignoring known educational research findings over the last 50 years, and online research over last 20 years- could have a repository of published research findings on best practice pedagogical techniques, not just the subject content such as planetmath- free text books and free lectures may not be enough if it just reproduces older practices of books and lectures that are not engaging different users
If you have really free content, it will be usable any timeIf you have illegal material, it will get eventually get shut down If we're making something that works for us, we're somehow obliged to share it with other people
Accumulating resources versus distributing people and gaining abilities (Marxist theoretical take, and I don't agree)maybe instead of building a giant repository.... what else can we do?We could instead make the various repositories that are there interoparable and easy to find.This should combine the convenience of a central repository with the diversity of multiple repositories.As a first approximation, we could start with a webring. That makes it easy to locate all the sites, but not much more. To go further, could agree to common semantic tags, markup and data formats. Then it would be possible to better classify and locate material across sites and otherwise combine them. There should be various tools available to facilitate deploying these standards and automating the process. We could build a culture that's into sharing and likes collaborating.
This cries out for infographic, for example, maybe one like this: http://peeragogy.org/wp-content/uploads/2012/12/learn.png
Somewhere along the lines our notes about "mean value" systems (if that was the subject) got lost. The notion was about relating to the average (like with Wikipedia's NPOV policy) rather than relating to the individual. That was useful stuff and I hope we can get some version of it back! Here's something related that I wrote, nb. still very vague!
The Zipf distribution looms over large-scale interactions as if it were a force of nature - if there's any spectre haunting capitalism, it's the spectre of language. How can people live and work together, constructing shared symbol systems? Are symbol systems necessarily hierarchical? What are the aspects of language growth and system development that are relevant to users of a given system (Mandelbrot has things to say about the distributions).
Lingo and even people who do it, don't always know the term
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http://commonsabundance.net/docs/heuristics-for-discussing-the-commons/
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http://www.livingneighborhoods.org/library/noo-b1-109-118.pdf
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https://plus.google.com/108598104736826154120/posts/3CxrWcnfYsv
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https://plus.google.com/108598104736826154120/posts/VVMQaBtNcHC
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We're interested in understanding systems: how they work, how they break, how they could work better.
People using the system can solve things.The teacher story: this is the kind of direction that PlanetMath is moving in. Instead of just writing encyclopedia articles, we're building systems for remixing the content that exists. Technology on the one hand, and content on the other: math.stackexchange.com and MathOverflow are very popular. People are definitely using it. How can we leverage it, or how to relate to it? (Use it?) (improve and add?)Charlie: I'm going to start going to the English Stackexchange, and find the useful stuff).question and answer forms: This is what we're addicted to in our culture. Socratic method connections? Things disappearing behind the firewall.You become a functional part of a system. In some ways building anything relevant about peeragogy.
- interested in systems, how they work, how they break, how they can work better
- useful to other peolpe and useful to ourselves
Situationist International Manifesto, May 17 1960 French version: http://www.technoromanticism.com/theory/tr/manifest_situ.htmlEnglish version: http://www.notbored.org/si-manifesto.html
«Naturally this would tend to collective production which would bewithout doubt anonymous (at least to the extent where the works are nolonger stocked as commodities, this culture will not be dominated bythe need to leave traces.)»
This is different from the claim made by Joss Winn in Neary, Mike and Winn, Joss (2012) 'Open education: Common(s), commonismand the new common wealth'. Ephemera, Vol. 12, No. 4.
Winnalso talks about "hacking" in another more recent paper, http://eprints.lincoln.ac.uk/12514/1/494-1881-1-PB.pdf - it would be interesting to read that (I haven't) and think about our own potential role as edu-hackers.