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176 changes: 87 additions & 89 deletions en/action.tex
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Expand Up @@ -71,42 +71,42 @@ \section*{Stage 1. Set the initial challenge and build a framework for
learning' as pedagogic discourse for research education}. Studies in
Higher Education, 30(5):501--516.

\emph{Further Questions}: \textbf{What subject or skill does YOUR group
want to learn?} OR \textbf{What product or service does YOUR group want
\emph{Further Questions}: {What subject or skill does YOUR group
want to learn?} OR {What product or service does YOUR group want
to produce?}

\begin{itemize}
\itemsep1pt\parskip0pt\parsep0pt
\item
identify members \& subgroups
\item
survey members: interests, motivations, skills, experience, time
\item
other
\end{itemize}

\textbf{What learning theory and practice does the group need to know to
put together a successful peer-learning program?} OR \textbf{What
specific theory and research does the group need to meet production or
service goals?}

\begin{itemize}
\itemsep1pt\parskip0pt\parsep0pt
\item
who has gone before?
(\href{http://peeragogy.github.io/practice.html}{\textbf{Reduce,
Reuse, Recycle}})
\item
similar groups \& organizations
\item
best \& worst practices
\item
other similar products, for production
\item
proven success strategies
\item
other
\end{itemize}
%% \begin{itemize}
%% \itemsep1pt\parskip0pt\parsep0pt
%% \item
%% identify members \& subgroups
%% \item
%% survey members: interests, motivations, skills, experience, time
%% \item
%% other
%% \end{itemize}

%% \textbf{What learning theory and practice does the group need to know to
%% put together a successful peer-learning program?} OR \textbf{What
%% specific theory and research does the group need to meet production or
%% service goals?}

%% \begin{itemize}
%% \itemsep1pt\parskip0pt\parsep0pt
%% \item
%% who has gone before?
%% (\href{http://peeragogy.github.io/practice.html}{\textbf{Reduce,
%% Reuse, Recycle}})
%% \item
%% similar groups \& organizations
%% \item
%% best \& worst practices
%% \item
%% other similar products, for production
%% \item
%% proven success strategies
%% \item
%% other
%% \end{itemize}

\section*{Stage 2. Bring in other people to support your shared goals,
and make the work more fun too. (1-2
Expand Down Expand Up @@ -145,36 +145,31 @@ \section*{Stage 2. Bring in other people to support your shared goals,
Peer Production and education. Free Culture Research Workshop Harvard
University, 23 October 2009.

\emph{Further Questions}: \textbf{Identify and select the best learning
resources about your topic} OR \textbf{Identify and select the best
production resources for that product or service}

\begin{itemize}
\itemsep1pt\parskip0pt\parsep0pt
\item
published resources
\item
live resources (people)
\item
other
\end{itemize}

\textbf{What is the appropriate technology and communications tools and
platforms your group needs to accomplish their learning goal?} OR
\textbf{How will these participants identify and select the appropriate
technology and communications tools and platforms to accomplish their
production goal or service mission?}

\begin{itemize}
\itemsep1pt\parskip0pt\parsep0pt
\item
internal platforms \& tools including meeting spaces, connecting
diverse platforms
\item
external (public-facing) platforms \& tools
\item
other
\end{itemize}
\emph{Further Questions}: {What are the best learning
resources about your topic?} OR {What are the best
production resources for the product or service you hope to build?}
%% \begin{itemize}
%% \itemsep1pt\parskip0pt\parsep0pt
%% \item
%% published resources
%% \item
%% live resources (people)
%% \item
%% other
%% \end{itemize}
{What tools and platforms does your group need to accomplish their learning goal?} OR
{How will you identify and select the appropriate tools and platforms?}

%% \begin{itemize}
%% \itemsep1pt\parskip0pt\parsep0pt
%% \item
%% internal platforms \& tools including meeting spaces, connecting
%% diverse platforms
%% \item
%% external (public-facing) platforms \& tools
%% \item
%% other
%% \end{itemize}

\section*{Stage 3. Solidifying your work plan and learning strategy
together with concrete measures for `success' to move the project
Expand Down Expand Up @@ -213,25 +208,25 @@ \section*{Stage 3. Solidifying your work plan and learning strategy
``Time and transition in work teams: Toward a new model of group
development.'' Academy of Management Journal 31.1 (1988): 9-41.

\emph{Further Questions}: \textbf{What are your benchmarks for success
in your learning enterprise?} OR \textbf{What are your benchmarks for
success in your production enterprise or service organization?}

\begin{itemize}
\itemsep1pt\parskip0pt\parsep0pt
\item
survey members
\item
pilot testing
\item
formal assessment
\item
consensus
\item
other
\item
what's next?
\end{itemize}
\emph{Further Questions}: What are your benchmarks for success
in your learning enterprise? OR What are your benchmarks for
success in your production enterprise or service organization?

%% \begin{itemize}
%% \itemsep1pt\parskip0pt\parsep0pt
%% \item
%% survey members
%% \item
%% pilot testing
%% \item
%% formal assessment
%% \item
%% consensus
%% \item
%% other
%% \item
%% what's next?
%% \end{itemize}

\section*{Stage 4. Wrap up the project with a critical assessment of
progress and directions for future work. Share any changes to this
Expand Down Expand Up @@ -317,8 +312,8 @@ \subsection{{\small {Micro-}Case Study: The Peeragogy Project, Year
through edits and discussion.~ The next step for us is putting this work
into action in the \emph{Peeragogy Accelerator}.

\subsection{{\small {Micro-}Case Study: The Peeragogy Project, Year
3}}\label{micro-case-study-the-peeragogy-project-year-3}
\subsection{{\small {Micro-}Case Study: The Peeragogy Project, Years
3+4}}\label{micro-case-study-the-peeragogy-project-year-3}

We published our plans as ``Building the Peeragogy Accelerator'',
presenting it at OER14 and inviting feedback. In the run up to this, we
Expand All @@ -330,8 +325,11 @@ \subsection{{\small {Micro-}Case Study: The Peeragogy Project, Year
\url{http://is.gd/up_peeragogy_accelerator}.} but we decided to focus
on the handbook in the second half of the year. As the project's line-up
shifted, participants reaffirmed the importance of having ``no camp
counsellors.'' In the last quarter of 2014, we created the workbook that
is now presented in Part I, as a quickstart guide to peeragogy. We also
revised the pattern catalog, and used the revised format to create a
counsellors.'' In the last quarter of 2014, we created the first version of the
workbook that is now presented in Part I of this book as a quickstart guide to
peeragogy. We also revised the pattern catalog, and used the revised format to create a
``distributed roadmap'' for the Peeragogy project -- featured in Chapter
7 of the third edition of the handbook.
7 of the third edition of the handbook. In early 2015 we migrated
Handbook production to Github. We presented our patterns at
the 2015 Pattern Languages of Programming conference, and spent some
more time revising and improving the Handbook.
11 changes: 5 additions & 6 deletions en/assessment.tex
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Expand Up @@ -150,7 +150,7 @@ \subsubsection{A methodological interlude: ``Follow the
\subsubsection{Roadmaps in Peer
Learning}\label{roadmaps-in-peer-learning}

We have identified several basic and more elaborated patterns that
We have identified several basic and more elaborate patterns that
describe ``the Peeragogy effect''.~ These have shaped the way we think
about things since.~ We think the central pattern is the Roadmap, which
can apply at the individual level, as a personal learning plan, or at a
Expand Down Expand Up @@ -234,7 +234,7 @@ \subsubsection{Roadmaps in Peer
\end{quote}

They also expressed criticism of the project, implying that they may
feel rather powerless to make the changes that would correct course:
feel rather powerless to make the changes that would correct the course:

\begin{quote}
\textbf{Anonymous Survey Respondent 5}: ``Sometimes I wonder whether the
Expand Down Expand Up @@ -294,9 +294,8 @@ \subsubsection{Summary}\label{summary}
~ \emph{How can we build strong collaboration?}

\begin{quote}
``A team is not a group of people who work together.~ A team is not a
group of people who work together.~ A team is a group of people who
trust each other.''
``A team is not a group of people who work together.~ A team is a group
of people who trust each other.''
\end{quote}

~ \emph{How can we build a more practical focus?}
Expand All @@ -322,7 +321,7 @@ \subsubsection{Summary}\label{summary}
funding can flow based on real need in communities.''
\end{quote}

\subsection{Conclusion}\label{assessment-conclusion}
\subsection{Conclusion}\label{conclusion}

We can estimate individual learning by examining the real problems
solved by the individual.~ It makes sense to assess the way groups solve
Expand Down
26 changes: 12 additions & 14 deletions en/cofac.tex
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@@ -1,26 +1,24 @@
Facilitation is a process of helping groups work cooperatively and
effectively. Facilitation can be particularly helpful for individuals
who, based on a certain level of insecurity or inexperience, tend to
lurk rather than participate.~ At the same time, it in peeragogy, a
facilitator isn't necessarily an ``authority'': rather, facilitation
work is done in service to the group and the group dialogue and
process.~ For example, a facilitator may simply ``hold space'' for the
group, by setting up a meeting or a regular series of discussions.

~
lurk rather than participate. At the same time, in peeragogy, a
facilitator isn't necessarily an ``authority.'' Rather, facilitation
work is done in service to the group and the group dialogue and process.
For example, a facilitator may simply ``hold space'' for the group by
setting up a meeting or a regular series of discussions.

\subsection{Co-facilitating in peer-to-peer
learning}\label{co-facilitating-in-peer-to-peer-learning}

Co-facilitation can be found in collaborations between two or
more~people who need each other to complete a task, for example, learn
about a~given subject, author a technical report, solve a problem, or
conduct~research Dee Fink writes that ``in this process, there has to be
some kind of~change in the learner. No change, no learning'' {{[}1{]}}.
Significant learning~requires that there be some kind of lasting change
that is important in terms of the learner's life; in peeragogy, one way
to measure the~effectiveness of co-facilitation is to look for a change
in the peer~group.
conduct~research. Dee Fink writes that ``in this process, there has to
be some kind of~change in the learner. No change, no learning''
{{[}1{]}}. Significant learning~requires that there be some kind of
lasting change that is important in terms of the learner's life; in
peeragogy, one way to measure the~effectiveness of co-facilitation is to
look for a change in the peer~group.

Co-facilitation~roles can be found in groups/teams like basketball,
health, Alcoholics~Anonymous, spiritual groups, etc. For example,
Expand Down Expand Up @@ -109,7 +107,7 @@ \subsection{Co-facilitating live
you~realize your goals.
\end{quote}

\subsection{References}\label{cofac-references}
\subsection{References}\label{references}

\begin{enumerate}
\def\labelenumi{\arabic{enumi}.}
Expand Down
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