From a8024972f1aa0d701a05084de5db55364d896028 Mon Sep 17 00:00:00 2001 From: Joe Corneli Date: Mon, 18 Apr 2016 15:26:48 +0100 Subject: [PATCH] changes from @daytripper and @kareneinst incorporated with other small changes --- en/action.tex | 176 +++++++++++++++++------------------ en/assessment.tex | 11 +-- en/cofac.tex | 26 +++--- en/collab-ex.tex | 94 +++++++++---------- en/connectivism.tex | 37 ++++---- en/convening.tex | 24 ++--- en/coworking-story.tex | 6 +- en/coworking.tex | 7 +- en/forums.tex | 34 +++---- en/introduction.tex | 11 +-- en/k12.tex | 12 +-- en/organizing.tex | 24 ++--- en/participation.tex | 8 +- en/pattern-language-tikz.tex | 71 +++++++------- en/patterns.tex | 95 +++++++++++++------ en/peeragogy-shell.tex | 15 +-- en/researching.tex | 23 +++-- en/sole.tex | 85 ++++++++--------- en/sphinx.tex | 97 ++++++++++--------- en/structure.tex | 8 +- en/student_syllabus.tex | 6 +- en/summaries.tex | 16 ++-- en/swats.tex | 12 +-- en/technologies.tex | 60 ++++++------ en/wiki.tex | 162 ++++++++++++++++---------------- en/workscape.tex | 36 +++---- en/wrapper.tex | 129 +++++++++++++------------ 27 files changed, 657 insertions(+), 628 deletions(-) diff --git a/en/action.tex b/en/action.tex index 93b11b5..0e1fa00 100644 --- a/en/action.tex +++ b/en/action.tex @@ -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 @@ -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 @@ -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 @@ -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 @@ -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. diff --git a/en/assessment.tex b/en/assessment.tex index 6c4d381..e589c28 100644 --- a/en/assessment.tex +++ b/en/assessment.tex @@ -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 @@ -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 @@ -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?} @@ -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 diff --git a/en/cofac.tex b/en/cofac.tex index af84496..1b204e0 100644 --- a/en/cofac.tex +++ b/en/cofac.tex @@ -1,13 +1,11 @@ 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} @@ -15,12 +13,12 @@ \subsection{Co-facilitating in peer-to-peer 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, @@ -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}.} diff --git a/en/collab-ex.tex b/en/collab-ex.tex index 8348a8e..6217038 100644 --- a/en/collab-ex.tex +++ b/en/collab-ex.tex @@ -31,21 +31,21 @@ \subsection{Overview and contrast to participants' definition of what they want to find out and how. Any participants wondering how to define a meaningful and useful line of inquiry are encouraged to review the scenario for the CE, any associated -materials, posts from other participants, and think about what they +materials, posts from other participants, and to think about what they would like to learn more about or dig deeper into. Everyone is left, in the end, to judge for themselves whether what interests them is -meaningful and useful. During the live sessions, participants can expect -to do a lot of listening, starting off in the first session with -autobiographical stories that make it easier to trust and take risks -with whoever has joined that CE, and a lot of writing to gather their -thoughts, sometimes privately, sometimes shared. There is no assumption -that participants will pursue the case beyond the limited duration of -the CE. This said, the tools and processes that the CE employs for -purposes of inquiry, dialogue, reflection, and collaboration are -designed to be readily learned by participants, and to translate well -into other settings -- for instance, where they can be used to support -the inquiries of others. In short, online CEs are moderate-sized open -online collaborative learning. It remains to be seen whether the CE +meaningful and useful. {[}PARAGRAPH{]} During the live sessions, +participants can expect to do a lot of listening, starting off in the +first session with autobiographical stories that make it easier to trust +and take risks with whoever has joined that CE, and a lot of writing to +gather their thoughts, sometimes privately, sometimes shared. There is +no assumption that participants will pursue the case beyond the limited +duration of the CE. This said, the tools and processes that the CE +employs for purposes of inquiry, dialogue, reflection, and collaboration +are designed to be readily learned by participants, and to translate +well into other settings -- for instance, where they can be used to +support the inquiries of others. In short, online CEs are moderate-sized +open online collaborative learning. It remains to be seen whether the CE ``movement'' will attract enough participants to scale up to multiple learning communities around any given scenario, each hosted by a different person and running independently. A MOOC (massive open online @@ -101,14 +101,14 @@ \subsubsection{Connectivist MOOCs: Learning and collaboration, limitations}\label{connectivist-moocs-learning-and-collaboration-possibilities-and-limitations} The core faculty member of a graduate program at a public urban -university wants help as they decide how to contribute to efforts at the -university program to promote open digital education. It is clear that -the emphasis will not be on xMOOCs, i.e., those designed for +university wants help as they decide how to contribute to efforts made +at the university program to promote open digital education. It is clear +that the emphasis will not be on xMOOCs, i.e., those designed for transmission of established knowledge, but on cMOOCs. In other words, the plan is to emphasize connectivist learning and community development emerges around, but may extend well beyond, the materials provided by -the MOOC hosts (Morrison 2013; Taylor 2013). What is not yet clear about -is just how learning works in cMOOCs. What are the possibilities and +the MOOC hosts (Morrison 2013; Taylor 2013). What is not yet clear is +just how learning works in cMOOCs. What are the possibilities and limitations of this educational strategy? How do they bear on themes like creativity, community, collaboration, and openness? The program is especially interested in anticipating any undesirable @@ -143,13 +143,13 @@ \subsection{The structure}\label{the-structure} \textbf{Session 1}: \emph{Participants getting to know each other}. After freewriting to clarify thoughts and hopes, followed by a quick check-in, participants take 5 minutes each to tell the story of how they -came to be a person who would be interested to participate in a +came to be a person who would be interested in participating in a Collaborative Exploration on the scenario. Other participants note connections with the speaker and possible ways to extend their interests, sharing these using an online form. \emph{Between-session work}: Spend at least 90 minutes on inquiries -related to the case, posting about this to google+ community for the CE, +related to the case, posting about this to Google+ community for the CE, and reviewing the posts of others. \textbf{Session 2}: \emph{Clarify thinking and inquiries}. Freewriting @@ -158,7 +158,7 @@ \subsection{The structure}\label{the-structure} thinking about their inquiries into the case. Session finishes with gathering and sharing thoughts using an online form. -\emph{Between-session work}: Spend at least 90 minutes (a) on inquiries +\emph{Between-session work}: Spend at least 90 minutes on (a) inquiries related to the case and (b) preparing a work-in-progress presentation. \textbf{Session 3}: \emph{Work-in-progress presentations}. 5 minutes for @@ -182,8 +182,8 @@ \subsection{The structure}\label{the-structure} \subsection{How to make sense of what happens in CEs}\label{how-to-make-sense-of-what-happens-in-ces} -engagement with oneself as an avid learner and inquirer in CEs is made -possible by the combination of: +(Re)engagement with oneself as an avid learner and inquirer in CEs is +made possible by the combination of: \begin{itemize} \itemsep1pt\parskip0pt\parsep0pt @@ -192,7 +192,7 @@ \subsection{How to make sense of what happens in collaboration; \item Connections made among the diverse participants who bring to bear - diverse interests, skills, knowledge, experience, and aspirations; and + diverse interests, skills, knowledge, experience, and aspirations; \item Contributions from the participants to the topics laid out in scenarios. @@ -220,7 +220,7 @@ \section*{Part II (Teryl).}\label{part-ii-teryl.} education less than a month later. It is a tribute to them that I would then take four consecutive CEs without stopping. They can best share how to run a CE, but as a ``student,'' it is how to creatively take a CE -that inspires what I'd like to share. +that I'd like to share. \paragraph{June 2013 CE: Scaffolding Creative Learning}\label{june-2013-ce-scaffolding-creative-learning} @@ -261,13 +261,14 @@ \section*{Part II (Teryl).}\label{part-ii-teryl.} Creativity CE,'' I used a simple test. If creative success (unknowingly given by my CE community) was a product both ``novel AND useful,'' any post without a comment was a failure (``not useful'') to my readers. Any -post that a reader commented was similar to something else already done -was ``useful,'' but not novel. Failure had me posting again. Did I -mention what nice people these were when they didn't know what I was -doing? It would have been easy for them to ignore my continued posting, -yet the community of a CE cannot be praised enough. They were supportive -of me and finding academic colleagues who have a sense of humor is -mercifully not novel, but extremely useful in this experience. +post that a reader commented on that was similar to something else +already done was ``useful,'' but not novel. Failure had me posting +again. Did I mention what nice people these were when they didn't know +what I was doing? It would have been easy for them to ignore my +continued posting, yet the community of a CE cannot be praised enough. +They were supportive of me and finding academic colleagues who have a +sense of humor is mercifully not novel, but extremely useful in this +experience. \paragraph{October 2013 CE: Stories to Scaffold Creative Learning}\label{october-2013-ce-stories-to-scaffold-creative-learning} @@ -282,18 +283,17 @@ \section*{Part II (Teryl).}\label{part-ii-teryl.} participants' preferences. It was interesting which stories worked best---fiction worked more with humor, real experience worked if I shared about someone other than myself and other kinds worked with -visuals.Collaborative Explorations provide a safe space for the joint -learning and teaching to occur. The diversity blends well into a -community that is curious, courageous and creative. Although I have my -M.A.~as the first completely online CCT student, I found almost a -face-to-face learning ``feel'' in their deeply connected CE community as -well. It does require time, openness and commitment to each other during -the intense focus together on a topic. Yet seeing where the -participant-directed `design as you go' curriculum ends up is worth -investing in and sharing with others. After all, there are many other -ways still out there to try out CEs. - -\paragraph{Postscript}\label{collab-ex-postscript} +visuals. Collaborative Explorations provide a safe space for joint +learning and teaching to occur. The resulting diversity blends well into +a community that is curious, courageous and creative. Although I have an +M.A.~as the first completely online CCT student, the deeply connected CE +community had face-to-face learning ``feel.'' It does require time, +openness, and commitment during times of collective intense focus on a +topic. Yet, seeing where the participant-directed `design as you go' +curriculum ends up is worth investing in and sharing with others. After +all, there are many other ways still out there to try out CEs. + +\paragraph{Postscript}\label{postscript} I also ran a CE~for the Susquehanna Conference of the UMC for 10 days, working with a group of~professionals exploring a call into ordained @@ -302,19 +302,19 @@ \section*{Part II (Teryl).}\label{part-ii-teryl.} inclusion to increase~the comfort level and participation of the group members. -\subsection{Resources}\label{collab-ex-resources} +\subsection{Resources}\label{resources} Further examples of CE scenarios can be viewed at \url{http://cct.wikispaces.com/CEt}. -Recommended readings below convey some of the sources for the CE +\noindent Recommended readings below convey some of the sources for the CE processes.~ Ideas about possible extensions of CEs can be viewed in the full prospectus at \url{http://cct.wikispaces.com/CEp}. -\subsection{References}\label{collab-ex-references} +\subsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} diff --git a/en/connectivism.tex b/en/connectivism.tex index 8801712..29a0c58 100644 --- a/en/connectivism.tex +++ b/en/connectivism.tex @@ -116,7 +116,7 @@ \subsection{Anatomy of a cMOOC}\label{anatomy-of-a-cmooc} externally; one could also use a wiki), but participants are free to pick and choose what they work on. Normally there is a topic, activities, reading resources and often a guest speaker for each week. -One should even reflect upon the question whether a start- and end date +One should even reflect upon the question whether a start and end date are actually needed. It is crucial~to explain the particular philosophy of this kind of MOOC, and this right from the outset, because chances are learners will come with expectations informed by their more @@ -179,8 +179,8 @@ \subsection{Anatomy of a cMOOC}\label{anatomy-of-a-cmooc} which is a personal web environment that combines resource aggregation, a personal dataspace, and personal publishing (Downes developed it and would like to build a hosted version - eventually financed via -Kickstarter). The gRSShopper can be found on a~registration page, which -is useful primarily for sending the newsletter. It allows you to +Kickstarter). The gRSShopper can be found on the~registration page, +which is useful primarily for sending the newsletter. It allows you to organize your online content any way you want, to import content - your own or others' - from remote sites, to remix and repurpose it, and to distribute it as RSS, web pages, JSON data, or RSS feeds. @@ -252,17 +252,17 @@ \subsubsection{Newsletter or Feeds}\label{newsletter-or-feeds} Feeds are very important (see earlier remarks about the Daily newsletter). You can use Twitter or a Facebook page, Downes uses email, -also creates an RSS version through gRSShopper and sends it through +he also creates an RSS version through gRSShopper and sends it through Ifttt.com back to Facebook and Twitter. For the rest of us there is Wordpress, which you can use to \href{http://www.wpbeginner.com/wp-tutorials/create-a-free-email-newsletter-service-using-wordpress/\%20}{create -an email news letter}.~ Downs also suggests this handy guide on +an email news letter}.~ Downs also suggests a handy guide on \href{http://www.smashingmagazine.com/2010/01/19/design-and-build-an-email-newsletter-without-losing-your-mind/}{how to design and build an email newsletter without loosing your mind}! Consider using a content management system and databases to put out -specialized pages and the newsletter in an elegant way, but it requires -a learning curve. Otherwise, use blogs / wikis. +specialized pages and the newsletter in an elegant way, but this +requires a steep learning curve. Otherwise, use blogs / wikis. \subsubsection{the Use of Comments}\label{the-use-of-comments} @@ -270,29 +270,26 @@ \subsubsection{the Use of Comments}\label{the-use-of-comments} and to launch discussion threads. By doing so they practice a fundamental social media skill - developing networks by commenting on various places and engaging in conversations. It is important to have -activities and get people to be involved rather than sit back. For an -in-depth presentation, have a look +activities and get people involved rather than to just sit back and +watch. For an in-depth presentation, have a look at~\href{http://www.downes.ca/presentation/290}{Facilitating a Massive Open Online Course}~by Stephen Downes, in which he focuses on research and survey issues, preparing events, and other essentials. -\subsection{Resources}\label{connectivism-resources} +\subsection{Resources}\label{resources} \begin{itemize} \itemsep1pt\parskip0pt\parsep0pt \item - Change MOOC: \href{http://change.mooc.ca/how.htm}{How this Course - Works} + Change MOOC: ``How this Course Works'' (\url{http://change.mooc.ca/how.htm}) \item - \href{http://www.youtube.com/watch?v=eW3gMGqcZQc}{What is a MOOC} - (video) + \href{http://www.youtube.com/watch?v=eW3gMGqcZQc}{``What is a MOOC''} (video) \item - \href{http://www.youtube.com/watch?v=r8avYQ5ZqM0}{Success in a MOOC} - (video) + \href{http://www.youtube.com/watch?v=r8avYQ5ZqM0}{``Success in a MOOC''} (video) \item - \href{http://www.youtube.com/watch?v=bWKdhzSAAG0}{Knowledge in a MOOC} - (video) + \href{http://www.youtube.com/watch?v=bWKdhzSAAG0}{``Knowledge in a MOOC''} (video) \item - \href{http://www.youtube.com/watch?v=mqnyhLfNH3I}{Introduction and - invitation} (video) + \href{http://www.youtube.com/watch?v=mqnyhLfNH3I}{``Change MOOC 11: An introduction and an invitation''} (video) \end{itemize} + +\noindent (We've collected these videos -- all originally uploaded by David Cormier -- in the YouTube playlist accessible here: \url{http://is.gd/peeragogy_mooc_playlist}.) diff --git a/en/convening.tex b/en/convening.tex index 5ee7dc4..0193127 100644 --- a/en/convening.tex +++ b/en/convening.tex @@ -1,15 +1,15 @@ \begin{quote} -So you've decided you want to try peer learning? Maybe you've already -found a few people who will support you in this effort. Congratulations! -It's time now to focus your thinking. How will you convene others to -form a suitable group? How will you design a learner experience which -will make your project thrive? In this chapter, we suggest a variety of -questions that will help you to make your project more concrete for -potential new members. There are no good or bad answers - it depends on -the nature of your project and the context. Trying to answer the -questions is not something you do just once. At various stages of the -project, even after it's over, some or all of those questions will -aquire new meanings - and probably new answers. +So you've decided to try peer learning? Maybe you've already found a few +people who will support you in this effort. Congratulations! It's time +now to focus your thinking. How will you convene others to form a +suitable group? How will you design a learner experience which will make +your project thrive? In this chapter, we suggest a variety of questions +that will help you to make your project more concrete for potential new +members. There are no good or bad answers - it depends on the nature of +your project and the context. Trying to answer the questions is not +something you do just once. At various stages of the project, even after +it's over, some or all of those questions will aquire new meanings - and +probably new answers. \end{quote} \begin{quote} @@ -216,7 +216,7 @@ \subsection{Cycles of group strategies can be used to make this conflict productive, rather than merely destructive (see Ozturk and Simsek {{[}3{]}}). -\subsection{References}\label{convening-references} +\subsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} diff --git a/en/coworking-story.tex b/en/coworking-story.tex index 7c91ed5..2321fd5 100644 --- a/en/coworking-story.tex +++ b/en/coworking-story.tex @@ -3,8 +3,8 @@ availability of long term construction loans. Julian, eager to make use of his new-found peeragogical insights suggests an approach where individuals research specific factors and the team work together to draw -out themes and strategic options. As a start he proposes that each board -member researches an area of specific knowledge or interest. +out themes and strategic options. In the beginning, he proposes that +each board member researches an area of specific knowledge or interest. Jim, the Chairman, identifies questions he wants to ask the Chairs of other Housing Associations. Pamela (a lawyer) agrees to do an analysis @@ -26,3 +26,5 @@ the association, with associated financial modelling provided by Malcolm. Individual board members explore the options asynchronously before convening for an all-day meeting to confirm the strategy. + + diff --git a/en/coworking.tex b/en/coworking.tex index 5860e96..b404436 100644 --- a/en/coworking.tex +++ b/en/coworking.tex @@ -4,7 +4,7 @@ definitions. ~This article will look at examples drawn from Linux, Wikipedia, and my own work on PlanetMath, with a few surprises along the way, leading us to new ways of thinking about how to do co-design when -build systems for peer learning and peer production. +building systems for peer learning and peer production. \end{quote} \subsection{Co-working as the flip side of @@ -118,8 +118,7 @@ \subsection{Co-working: what is an institution is a bit like a language.~ This will help us a lot in the next section. -Designing a platform for peer learning** ----------------------------------------- +\subsection{Designing a platform for peer learning} \begin{quote} \href{planetmath.org}{PlanetMath} \emph{is a virtual community which @@ -206,7 +205,7 @@ \subsection{The discussion continues: Reliving the history of throw in the towel). \end{quote} -\subsection{References}\label{coworking-references} +\subsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} diff --git a/en/forums.tex b/en/forums.tex index 036e74a..4154a97 100644 --- a/en/forums.tex +++ b/en/forums.tex @@ -29,18 +29,18 @@ \subsubsection{What is a forum and why should a group use That means that people can read and write their parts of the discussion on their own schedule, that everyone in a group can communicate with everyone else, and that graphics, sounds, and videos can accompany text. -The best forums index discussion threads by topic, title, tag, -date,and/or author and also keep track of which threads and entries -(also known as posts) each logged-in participant has already read, -making it possible to click on a ``show me all the new posts and -threads'' link each time a participant logs in. This particular form of -conversational medium meets the need for organizing conversations after -they reach a certain level of complexity. For example, if twenty people -want to discuss five subjects over ten days, and each person makes one -comment on each subject every day, that makes for one thousand messages -in each participant's mailbox. On email lists, when the conversation -drifts from the original topic, the subject line usually does not -change, so it makes it difficult to find particular discussions later. +The best forums index discussion threads by topic, title, tag, date, +and/or author and also keep track of which threads and entries (also +known as posts) each logged-in participant has already read, making it +possible to click on a ``show me all the new posts and threads'' link +each time a participant logs in. This particular form of conversational +medium meets the need for organizing conversations after they reach a +certain level of complexity. For example, if twenty people want to +discuss five subjects over ten days, and each person makes one comment +on each subject every day, that makes for one thousand messages in each +participant's mailbox. On email lists, when the conversation drifts from +the original topic, the subject line usually does not change, so it +makes it difficult to find particular discussions later. Forums make possible a new kind of group discussion that unfolds over days, weeks, and months, in a variety of media. While blogs are @@ -53,7 +53,7 @@ \subsubsection{What is a forum and why should a group use This short piece on \href{http://www.lehigh.edu/~indiscus/doc_guidelines.html}{guidelines -for discussion board writing}is useful, as is this short piece on +for discussion board writing} is useful, as is this short piece on \href{http://academiccommons.org/commons/essay/shaping-culture-conversation}{shaping a culture of conversation}. Lively forums with substantial conversation can glue together the disparate parts of a peeragogy group -- the @@ -71,10 +71,10 @@ \subsubsection{How to start fruitful forum tends to foster the sense of community needed for valuable conversations. \href{http://www.rheingold.com/texts/artonlinehost.html}{This short -piece on how to host good conversations online}offers general advice. In -addition to introductions, it is often helpful to start a topic thread -about which new topic threads to create -- when everybody has the power -to start a new thread and not everybody knows how forums work, a +piece on how to host good conversations online} offers general advice. +In addition to introductions, it is often helpful to start a topic +thread about which new topic threads to create -- when everybody has the +power to start a new thread and not everybody knows how forums work, a confusing duplication of conversations can result, so it can be most useful to make the selection of new topic threads a group exercise. A topic thread to ask questions about how to use the forum can prevent a diff --git a/en/introduction.tex b/en/introduction.tex index 63a33e5..ecb1f3f 100644 --- a/en/introduction.tex +++ b/en/introduction.tex @@ -34,8 +34,8 @@ called \emph{Peeragogy in Action}. We maintain a regular schedule of weekly meetings that you're welcome to join. The \emph{Handbook} includes a short syllabus, which also called ``Peeragogy in Action'', -and you can work through this your own group as you read through the -book. +and you can work through this with your own group as you read through +the book. You're warmly invited to combine your local projects with the global effort, and get involved in making the next edition of the @@ -49,8 +49,7 @@ places where you can jump in and get involved. This list gives a sense of the challenges that we face putting peeragogy into action. -\section*{Scrapbook: some outstanding Peeragogical -Problems}\label{scrapbook-some-outstanding-peeragogical-problems} +\section*{Scrapbook of Peeragogical Problems}\label{scrapbook-some-outstanding-peeragogical-problems} \subsection{Maintaining a list of useful resources}\label{maintaining-a-list-of-useful-resources} @@ -80,7 +79,7 @@ \subsection{Developing a really accessible DIY through issues. We're partway there, but to improve things, we really need a better set of activities. -The next time Paola or someone else uses the handbook or handbook to run +The next time Paola or someone else uses the handbook or workbook to run a workshop, she can say, ``turn to this page, let's answer this question, you have 10 minutes.'' There are lots of places where the writing in the handbook could be made more interactive. One technique @@ -135,7 +134,7 @@ \subsection{Next steps? What's the future of the \href{./distributed_roadmap.html}{7} contains a further list of practical next steps for the project. -\subsection{References}\label{introduction-references} +\subsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} diff --git a/en/k12.tex b/en/k12.tex index b2779f2..2aeb32f 100644 --- a/en/k12.tex +++ b/en/k12.tex @@ -142,14 +142,14 @@ \subsubsection{Stage 5: Extending the digital PLN and connecting face-to-face with other peeragogues can strengthen bonds to learning networks and help to promote their sustainability. -\subsection{Postscript}\label{k12-postscript} +\subsection{Postscript}\label{postscript} Sylvia Tolisano, Rodd Lucier and Zoe Branigan-Pipen co-created an \href{http://farm9.staticflickr.com/8160/7161689001_9b6725a4ca_h.jpg}{infographic} -that which explores the experiences individuals may encounter in the -journey to become connected learners through another related sequence of -steps: \emph{Lurker}, \emph{Novice}, \emph{Insider}, \emph{Colleague}, -\emph{Collaborator}, \emph{Friend}, and \emph{Confidant}.~ Googlize it, +which explores the experiences individuals may encounter in the journey +to become connected learners through another related sequence of steps: +\emph{Lurker}, \emph{Novice}, \emph{Insider}, \emph{Colleague}, +\emph{Collaborator}, \emph{Friend}, and \emph{Confidant}. Googlize it, and have a look at our \href{http://peeragogy.org/recommended-reading/}{Recommended Readings} -for some additional resources. +in Chapter 31 for additional resources. diff --git a/en/organizing.tex b/en/organizing.tex index bd80401..10ebc4a 100644 --- a/en/organizing.tex +++ b/en/organizing.tex @@ -35,7 +35,7 @@ \end{itemize} \end{itemize} -A given learning environment with have both time-like and space-like +A given learning environment will have both time-like and space-like features as well as both designed-for and un-planned features. A given learning platform will encourage certain types of engagement and impose certain constraints. The question for both ``teachers'' and ``system @@ -44,7 +44,7 @@ The answer will depend on the learning task and available resources. -For example, nearly everyone agrees that the best way to learn a foreign +For example, many people believe that the best way to learn a foreign language is through immersion. But not everyone who wants to learn, say, French, can afford to drop everything to go live in a French-speaking country. Thus, the space-like full immersion ``treatment'' is frequently @@ -111,12 +111,12 @@ \subsection{Case Study 1: ``Paragogy'' and the After Action and went through steps 1-4 for each principle to look at how well it was implemented at P2PU. This process helped generate new policies that -could be pursued further at P2PU or similar institutions. By -presenteding our paper at the \href{http://okfn.org/okcon/}{Open -Knowledge Conference (OKCon)}, we were able to meet~P2PU's executive -director, Philipp Schmidt, as well as other highly-involved P2PU -participants; our feedback may ultimately have contributed to shaping -the development trajectory for P2PU. +could be pursued further at P2PU or similar institutions. By presenting +our paper at the \href{http://okfn.org/okcon/}{Open Knowledge Conference +(OKCon)}, we were able to meet~P2PU's executive director, Philipp +Schmidt, as well as other highly-involved P2PU participants; our +feedback may ultimately have contributed to shaping the development +trajectory for P2PU. In addition, we developed a strong prototype for constructive engagement with peer learning that we and others could deploy again. In other @@ -130,8 +130,8 @@ \subsection{Case Study 2: Peeragogy, Year One.}\label{case-study-2-peeragogy-year-one.} We surveyed members of the Peeragogy community with questions similar to -those used by Boud and Lee {{[}1{]}} and then identify strengths and -shortcomings as we did with the AAR above. +those used by Boud and Lee {{[}1{]}} and then identified strengths and +shortcomings, as we did with the AAR above. \subsection{Questions}\label{questions} @@ -210,7 +210,7 @@ \subsubsection{\textbf{Reflections on participants' presented with a framework or scaffold to use for participation or content development. {{[}\ldots{}{]}} (But perhaps it is just that I'm used to the old way of doing things).'' Yet, the same person wrote: - ``I am interested in {{[}the{]}} applicability {{[}of pæragogy{]}} to + ``I am interested in {{[}the{]}} applicability {{[}of peeragogy{]}} to new models for entrepreneurship enabling less structured aggregation of participants in new undertakings, freed of the requirement or need for an entrepreneurial visionary/source/point person/proprietor.'' @@ -272,7 +272,7 @@ \subsection{Discussion}\label{discussion} everyone who leaves. \end{itemize} -\subsection{References}\label{organizing-references} +\subsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} diff --git a/en/participation.tex b/en/participation.tex index 481eb09..dbe0d0b 100644 --- a/en/participation.tex +++ b/en/participation.tex @@ -86,10 +86,10 @@ \subsection{Guidelines for ``\href{http://peeragogy.org/practice/antipatterns/misunderstanding-power/}{Misunderstanding Power}'' for some further reflections on these matters. -How are we doing? If we take our Google+ Community have contributed to -the handbook as the basic population, then as of January 2014, over 4\% -have contributed -- pretty good.~ However, we have yet to reach a -contribution profile like 70/20/10. It's important to remember that -- +How are we doing? If we consider our basic population to be those in our +Google+ community, then as of January 2014, around 4\% had contributed to +the handbook -- pretty good.~ However, we have yet to reach a +contribution profile anything like 70/20/10. It's important to remember that -- especially in a volunteer organization -- no one can ``make''' other people participate, and that all the lists of things to do are for nought if no one steps in to do the work.~ For this reason, if anything diff --git a/en/pattern-language-tikz.tex b/en/pattern-language-tikz.tex index bd8e04c..e05a3ec 100644 --- a/en/pattern-language-tikz.tex +++ b/en/pattern-language-tikz.tex @@ -1,4 +1,5 @@ \begin{tikzpicture}[dot/.style={circle,inner sep=1pt,fill,name=#1},nodes = {align=center}] +\node (headline) at (5,10.75) {\large \emph{Connections between the patterns of peeragogy}}; %\draw[step=1cm,gray,very thin] (0,0) grid (10,10); \node (assess) at (5, 10) {{\Large {\sc Assess}}}; \node (organize) at (5, -2.75) {{\Large {\sc Organize}}}; @@ -15,39 +16,39 @@ \node[below = 1.7cm of wrapper] (scrapbook) {\hyperref[sec:Scrapbook]{\emph{Scrapbook}}\\(p.~\pageref{sec:Scrapbook})}; \node[above = 1cm of aspecificproject] (peeragogyproject) {\hyperref[sec:Peeragogy]{\emph{Peeragogy}}\\(p.~\pageref{sec:Peeragogy})}; %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% -\draw[-{Latex[width=2mm]},draw=gray] (peeragogyproject) -- (aspecificproject); -% \draw[-{Latex[width=2mm]},draw=gray] (aspecificproject) -- (par); -\draw[-{Latex[width=2mm]},draw=gray] (aspecificproject) -- (roadmap); -\draw[-{Latex[width=2mm]},draw=gray] (aspecificproject.235) to[out=235,in=40] (scrapbook); -\draw[-{Latex[width=2mm]},draw=gray] (aspecificproject) -- (carryingcapacity); -\draw[-{Latex[width=2mm]},draw=gray] (carryingcapacity.337) -- (newcomer); -\draw[-{Latex[width=2mm]},draw=gray] (carryingcapacity.330) -- (roadmap); -\draw[-{Latex[width=2mm]},draw=gray] (carryingcapacity.5) to[out=5,in=200] (peeragogyproject); -\draw[-{Latex[width=2mm]},draw=gray] ([xshift=1mm]carryingcapacity.south) -- (scrapbook.140); -% \draw[-{Latex[width=2mm]},draw=gray] ([xshift=2mm]creatingaguide.160) to[out=-215,in=-67] (carryingcapacity); -\draw[-{Latex[width=2mm]},draw=gray] (heartbeat) -- (aspecificproject.185); -\draw[-{Latex[width=2mm]},draw=gray] (heartbeat) -- (carryingcapacity); -\draw[-{Latex[width=2mm]},draw=gray] (heartbeat) -- (scrapbook.155); -\draw[-{Latex[width=2mm]},draw=gray] (heartbeat) -- (reduce.215); -\draw[-{Latex[width=2mm]},draw=gray] (newcomer) -- ([xshift=4mm]reduce.south); -\draw[-{Latex[width=2mm]},draw=gray] (newcomer) -- (aspecificproject); -% \draw[-{Latex[width=2mm]},draw=gray] (newcomer) -- (creatingaguide.north); -\draw[-{Latex[width=2mm]},draw=gray] (newcomer) -- (roadmap); -% \draw[-{Latex[width=2mm]},draw=gray] (par) -- (scrapbook); -\draw[-{Latex[width=2mm]},draw=gray] (roadmap) -- (peeragogyproject.215); -\draw[-{Latex[width=2mm]},draw=gray] (roadmap) -- (newcomer); -\draw[-{Latex[width=2mm]},draw=gray] (roadmap) -- (wrapper); -\draw[-{Latex[width=2mm]},draw=gray] (roadmap) -- (heartbeat); -\draw[-{Latex[width=2mm]},draw=gray] (roadmap) -- (aspecificproject); -% \draw[-{Latex[width=2mm]},draw=gray] (scrapbook) -- (par); -\draw[-{Latex[width=2mm]},draw=gray] (scrapbook) -- (wrapper); -\draw[-{Latex[width=2mm]},draw=gray] (scrapbook.110) to[out=120,in=250] (reduce.245); -\draw[-{Latex[width=2mm]},draw=gray] (scrapbook.70) to[out=45,in=305] (roadmap.325); -% \draw[-{Latex[width=2mm]},draw=gray] ([xshift=2mm,yshift=-.4mm]reduce.south) -- (creatingaguide); -\draw[-{Latex[width=2mm]},draw=gray] ([xshift=4mm]reduce.200) -- (carryingcapacity); -\draw[-{Latex[width=2mm]},draw=gray] (reduce) -- (roadmap); -\draw[-{Latex[width=2mm]},draw=gray] (wrapper.175) -- (heartbeat); -\draw[-{Latex[width=2mm]},draw=gray] ([xshift=-.5mm]wrapper.360) -- (newcomer); -\draw[-{Latex[width=2mm]},draw=gray] (wrapper) -- ([xshift=2.3mm]carryingcapacity.south); -\draw[-{Latex[width=2mm]},draw=gray] (wrapper) -- (roadmap); +\draw[-{Latex[width=2mm]},draw=black] (peeragogyproject) -- (aspecificproject); +% \draw[-{Latex[width=2mm]},draw=black] (aspecificproject) -- (par); +\draw[-{Latex[width=2mm]},draw=black] (aspecificproject) -- (roadmap); +\draw[-{Latex[width=2mm]},draw=black] (aspecificproject.235) to[out=235,in=40] (scrapbook); +\draw[-{Latex[width=2mm]},draw=black] (aspecificproject) -- (carryingcapacity); +\draw[-{Latex[width=2mm]},draw=black] (carryingcapacity.337) -- (newcomer); +\draw[-{Latex[width=2mm]},draw=black] (carryingcapacity.330) -- (roadmap); +\draw[-{Latex[width=2mm]},draw=black] (carryingcapacity.5) to[out=5,in=200] (peeragogyproject); +\draw[-{Latex[width=2mm]},draw=black] ([xshift=1mm]carryingcapacity.south) -- (scrapbook.140); +% \draw[-{Latex[width=2mm]},draw=black] ([xshift=2mm]creatingaguide.160) to[out=-215,in=-67] (carryingcapacity); +\draw[-{Latex[width=2mm]},draw=black] (heartbeat) -- (aspecificproject.185); +\draw[-{Latex[width=2mm]},draw=black] (heartbeat) -- (carryingcapacity); +\draw[-{Latex[width=2mm]},draw=black] (heartbeat) -- (scrapbook.155); +\draw[-{Latex[width=2mm]},draw=black] (heartbeat) -- (reduce.215); +\draw[-{Latex[width=2mm]},draw=black] (newcomer) -- ([xshift=4mm]reduce.south); +\draw[-{Latex[width=2mm]},draw=black] (newcomer) -- (aspecificproject); +% \draw[-{Latex[width=2mm]},draw=black] (newcomer) -- (creatingaguide.north); +\draw[-{Latex[width=2mm]},draw=black] (newcomer) -- (roadmap); +% \draw[-{Latex[width=2mm]},draw=black] (par) -- (scrapbook); +\draw[-{Latex[width=2mm]},draw=black] (roadmap) -- (peeragogyproject.215); +\draw[-{Latex[width=2mm]},draw=black] (roadmap) -- (newcomer); +\draw[-{Latex[width=2mm]},draw=black] (roadmap) -- (wrapper); +\draw[-{Latex[width=2mm]},draw=black] (roadmap) -- (heartbeat); +\draw[-{Latex[width=2mm]},draw=black] (roadmap) -- (aspecificproject); +% \draw[-{Latex[width=2mm]},draw=black] (scrapbook) -- (par); +\draw[-{Latex[width=2mm]},draw=black] (scrapbook) -- (wrapper); +\draw[-{Latex[width=2mm]},draw=black] (scrapbook.110) to[out=120,in=250] (reduce.245); +\draw[-{Latex[width=2mm]},draw=black] (scrapbook.70) to[out=45,in=305] (roadmap.325); +% \draw[-{Latex[width=2mm]},draw=black] ([xshift=2mm,yshift=-.4mm]reduce.south) -- (creatingaguide); +\draw[-{Latex[width=2mm]},draw=black] ([xshift=4mm]reduce.200) -- (carryingcapacity); +\draw[-{Latex[width=2mm]},draw=black] (reduce) -- (roadmap); +\draw[-{Latex[width=2mm]},draw=black] (wrapper.175) -- (heartbeat); +\draw[-{Latex[width=2mm]},draw=black] ([xshift=-.5mm]wrapper.360) -- (newcomer); +\draw[-{Latex[width=2mm]},draw=black] (wrapper) -- ([xshift=2.3mm]carryingcapacity.south); +\draw[-{Latex[width=2mm]},draw=black] (wrapper) -- (roadmap); \end{tikzpicture} diff --git a/en/patterns.tex b/en/patterns.tex index c739599..948dedc 100644 --- a/en/patterns.tex +++ b/en/patterns.tex @@ -83,7 +83,7 @@ \subsection{What is a pattern?}\label{what-is-a-pattern} \textbf{What's Next}: \emph{Talk about specific next steps. How will the active forces continue to resolve in our project?} -Patterns optionally include the following optional elements: +Patterns include the following optional elements: {{[}\textbf{Examples}: \emph{Present example(s) that have been encountered, if this aids comprehension.}{]}} @@ -103,38 +103,65 @@ \subsection{A peeragogy pattern language}\label{a-peeragogy-pattern-language} By looking at how patterns combine in real and hypothetical use cases, -you can start to identify a \emph{pattern language} that can be used -in your projects. We can get a simplified and somewhat abstracted view -of these connections with the following diagram.~ It's important to -clarify that everyone doesn't do it the same way.~ Here, the -\emph{Roadmap} is given a central position, but some peer learning -projects will forego making a specific, detailed plan; their plan is -just to see what develops. You can see here how peeragogy patterns -often break down further into individual micro-steps: we'll say more -about that shortly. - -\begin{figure}[htbp] -\centering -\includegraphics[width=\textwidth]{../pictures/pattern-language.jpg} -\caption{image} -\end{figure} +you can start to identify a \emph{pattern language} that can be used in +your projects. We can get a simplified view of these connections with +the following diagram.~ It's important to clarify that everyone doesn't +do it the same way.~ Here, the \emph{Roadmap} is given a central +position, but some peer learning projects will forego making a specific, +detailed plan; their plan is just to see what develops. You can see here +how peeragogy patterns often break down further into individual +micro-steps: we'll say more about that shortly. + +\noindent\resizebox{\textwidth}{!}{ +\begin{tikzpicture}[dot/.style={circle,inner sep=1pt,fill,name=#1}] +%\draw[step=1cm,gray,very thin] (0,0) grid (10,10); +\node[rectangle] (roadmap) at (5, 5) {{\Large\sc Roadmap}}; +\node[above = .2cm of roadmap, fill=yellow!20] (assess) {{ {\bf Assess}}}; + \node[above = .2cm of assess, fill=yellow!20] (useormake) {{ {\sc Use or make?}}}; + \node[above = .2cm of useormake, fill=yellow!20] (doyouknow) {{\footnotesize {\sc\emph{Do you know the answer?}}}}; +\node[below = .2cm of roadmap, fill=green!20] (organize) {{ {\bf Organize}}}; + \node[below = .2cm of organize, fill=green!20] (divide) {{\small {\sc Divide}}}; + \node[below = .2cm of divide, fill=green!20] (roles) {{\small {\sc Roles}}}; + \node[below = .2cm of roles, fill=green!20] (newcomer) {{\small {\sc Newcomer}}}; + \node[below left = .3cm of divide, fill=green!20] (wrapper) {{\small {\sc Wrapper}}}; + \node[below right = .3cm of divide, fill=green!20] (mentor) {{\small {\sc Mentor}}}; +\node[right = .2cm of roadmap, fill=blue!20] (convene) {{ {\bf Convene}}}; + \node[above right = .2cm of convene, fill=blue!20] (aspecificproject) {{\small {\sc A specific project}}}; + \node[below right = .2cm of convene, fill=blue!20] (creatingaguide) {{\small {\sc Creating a guide}}}; + \node[below right = .2cm of creatingaguide, fill=blue!20] (findanalogy) {{\footnotesize {\sc\emph{Find an analogy}}}}; + \node[below = .2cm of creatingaguide, fill=blue!20] (askwhy) {{\footnotesize {\sc\emph{Why is it hard?}}}}; +\node[left = .2cm of roadmap, fill=red!20] (cooperate) {{ {\bf Cooperate}}}; + \node[left = .2cm of cooperate, fill=red!20] (heartbeat) {{\small {\sc Heartbeat}}}; + \node[below left = .2cm of heartbeat, fill=red!20] (moderation) {{\small {\sc Moderation}}}; + \node[below left = .2cm of moderation, fill=red!20] (pollingforideas) {{\small {\sc Polling for ideas}}}; + \node[below = .2cm of moderation, fill=red!20] (askforhelp) {{\small {\sc\emph{Ask for help}}}}; + \node[above left = .2cm of heartbeat, fill=red!20] (carryingcapacity) {{\small {\sc Carrying capacity}}}; + \node[above = .2cm of carryingcapacity, fill=red!20] (changefocus) {{\footnotesize {\sc\emph{Change focus}}}}; + \node[above left = .2cm of carryingcapacity, fill=red!20] (changefocus) {{\footnotesize {\sc\emph{Give it a rest}}}}; +\end{tikzpicture}} + +%% \begin{figure}[htbp] +%% \centering +%% \includegraphics[width=\textwidth]{../pictures/pattern-language.jpg} +%% \caption{image} +%% \end{figure} The subsequent main sections of this book -- -\href{http://peeragogy.org/convene/}{\emph{Convene}}, -\href{http://peeragogy.org/organize/}{\emph{Organize}}, -\href{http://peeragogy.org/facilitate/}{\emph{Cooperate}} and -\href{http://peeragogy.org/assessment/}{\emph{Assess}} (for short) -- -represent big clusters of patterns that are likely to come up time and -again in various projects.~ We can think of these as East, South, West, -and North in the diagram above. You are encouraged to invent your own -patterns and to connect them in new ways. Each project has a unique -design, and it's own unique way in which things play out in practice. -What we've put together here is a starter kit. The peeragogy patterns -suggest a social way to do problem solving {[}3{]}. Once you get -used to the pattern concept you can use it to identify new problems no -one has ever thought of before, and that's even more powerful! - -\subsubsection{References}\label{patterns-references} +\href{http://peeragogy.org/convene/}{\emph{Convening a group}}, +\href{http://peeragogy.org/organize/}{\emph{Organizing a learning + context}}, +\href{http://peeragogy.org/facilitate/}{\emph{Cooperatation}} and +\href{http://peeragogy.org/assessment/}{\emph{Assessment}} (or +\emph{Convene}, \emph{Organize}, \emph{Cooperate}, and \emph{Assess}, +for short) -- represent big clusters of patterns that are likely to +come up time and again in various projects. (The diagram above is +a preliminary sketch, including some heuristic ideas from {[}3{]}, +as well as some patterns that we tried out and discarded +by the time we wrote {[}4{]}.) +You are encouraged to invent your own patterns and to connect +them in new ways. + +\subsubsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} @@ -152,4 +179,10 @@ \subsubsection{References}\label{patterns-references} {O}{L}{P}{C})}, Massachusetts Institute of Technology Media Lab whitepaper, \href{http://web.media.mit.edu/~minsky/OLPC-1.html}{Available online.} +\item J. Corneli, C. J. Danoff, C. Pierce, P. Ricuarte, and L. Snow +MacDonald. Patterns of Peeragogy. In: \emph{Pattern Languages of Programs +Conference 2015 (PLoP’15), Pittsburgh, PA, USA, October 24-26}, 2015. +Ed. by F. Correia. 2016. Proceedings version to appear; a slightly +modified version of the paper is included in Chapter \ref{patterns} of the +\emph{Peeragogy Handbook}. \end{enumerate} diff --git a/en/peeragogy-shell.tex b/en/peeragogy-shell.tex index 44c0aa2..e21c149 100644 --- a/en/peeragogy-shell.tex +++ b/en/peeragogy-shell.tex @@ -575,12 +575,13 @@ \part{Introduction} \label{intro-part} %%%%%%%%%%%%%%%%%%%% \input{introduction.tex} \newpage -%\cftaddtitleline{toc}{chapter}{Workbook}{\thepage} -%\addcontentsline{toc}{section}{~\protect\vspace{-1.5cm}} -\addtocontents{toc}{% - \protect\vspace{-.5cm}% -} -\includepdf[addtotoc={1,chapter,0,Workbook,chap:workbook},page={1-},offset=5mm 0mm,pagecommand={\pagestyle{companion}}]{peeragogy-workbook-insert.pdf} + +%% \addtocontents{toc}{% +%% \protect\vspace{-.5cm}% +%% } +%% \includepdf[addtotoc={1,chapter,0,Workbook,chap:workbook},page={1-},offset=5mm 0mm,pagecommand={\pagestyle{companion}}]{peeragogy-workbook-insert.pdf} + +\input{workbook.tex} \chapter[\textbf{Chapter Summaries}]{Chapter Summaries} % @@ -663,7 +664,7 @@ \part{~Convening A Group} \label{convening-part} %%%%%%%%%%%%%%%%%%%% % \input{sole.tex} % -\chapter[\textbf{Case Study: Meeting with the Pro Vice-Chancellor}]{ Case Study: Meeting with the Pro Vice-Chancellor} +\chapter[\textbf{Case Study: Meeting with the PVC}]{ Case Study: Meeting with the Pro Vice-Chancellor} % \input{osl.tex} diff --git a/en/researching.tex b/en/researching.tex index af213d0..f86d3be 100644 --- a/en/researching.tex +++ b/en/researching.tex @@ -5,19 +5,18 @@ some of the difficulties associated with this enterprise. \end{quote} -\paragraph{RESEARCH SKILL DEVELOPMENT -PROGRAM}\label{research-skill-development-program} - -\textbf{THE POINT.} This is an effort at understanding how research +\paragraph{RESEARCH SKILL DEVELOPMENT PROGRAM.}\label{research-skill-development-program} +~\newline +\noindent\emph{\textbf{THE POINT.}} This is an effort at understanding how research skills in the mathematical sciences {[}but it could be any topic{]} can be acquired by students. -\textbf{WHO WE ARE.} We are students at a state-funded liberal arts +\noindent\emph{\textbf{WHO WE ARE.}} We are students at a state-funded liberal arts college based in Sarasota, Florida {[}but it could be anyone{]}. Our school is called New College. The emphasis of the program at New College is self-directed learning. -\textbf{SELF-DIRECTED LEARNING.} Since people have free will and learn +\noindent\emph{\textbf{SELF-DIRECTED LEARNING.}} Since people have free will and learn from experience, self-directed learning could be said to take place wherever people engage in any activity. However, this view is unfounded, and the implication is false. Unstructured learning is more accurately @@ -29,12 +28,12 @@ a system to learn implies that the student's learning is not self-directed. The criterion we are looking for is that the student have an active, ongoing and purposive role in deciding the structure of -his/her/its {[}e.g.~in the case of computer programs{]} learning +his/her/its {[}e.g.~computer programs{]} learning environment. A teacher must be informed by and responsive to the student's feedback, or the learning the student does under that teacher's instruction is not self-directed. -\textbf{INTEGRATION OF RESEARCH AND EDUCATION.} In deciding upon a +\noindent\emph{\textbf{INTEGRATION OF RESEARCH AND EDUCATION.}} In deciding upon a course of study, it behooves the student, as he/she/it examines a potential activity, to consider questions such as these, with the utmost care: @@ -83,7 +82,7 @@ Programs (UROP) which offer financial awards to undergraduate students, which enable them to collaborate with faculty on specialized research projects in their joint field of interest, or to do original work on -their won. These programs make it possible for students to make research +their own. These programs make it possible for students to make research a part of their background. In particular, such programs give students a chance to see what it is like to work on open problems (usually the problems devised by the program administrator or principal investigator; @@ -99,7 +98,7 @@ New College, where the culture already is disposed towards student self-direction, may be unique in its ability to foster an undergraduate scientific curriculum based primarily on research. The questions listed -at the beginning of this section are the questions a research must +at the beginning of this section are the questions a researcher must answer when initiating a research program for undergraduates. (They were lifted from the NSF's summary of how they review REU proposals.) By pointing out here that the same questions are the natural questions for @@ -109,8 +108,8 @@ educator, and a student concurrently, and, to a degree that is possible for very few, harmoniously. -\textbf{RESEARCH AS A WAY OF LIFE (ADDITIONAL REVIEW CRITERIA SPECIFIC -TO REU).} There are other criteria considered by the NSF, for example, +\noindent\emph{\textbf{RESEARCH AS A WAY OF LIFE (ADDITIONAL REVIEW CRITERIA SPECIFIC +TO REU).}} There are other criteria considered by the NSF, for example, the qualifications of the person who proposes the research project. This is \emph{prima facie} difficult for undergraduates to fulfil satisfactorily. Further criteria include: diff --git a/en/sole.tex b/en/sole.tex index 3a245a3..c390c69 100644 --- a/en/sole.tex +++ b/en/sole.tex @@ -1,9 +1,8 @@ \begin{quote} -From this conversational piece you can engage in a journey to affect -your learning space through many points of entry interacting with the -physical one. We hope to inspire emerging structure and reciprocal -mentoring to create a ripple effect for those willing to open the door -to a new possible world. +This conversational piece invites you to engage in a journey to create +your own learning space. You'll find many points of entry that allow you +to affectd emerging structure. Reciprocal mentoring can create a ripple +effect for those who follow. \end{quote} \subsection{The Guiding Strategy:}\label{the-guiding-strategy} @@ -26,13 +25,14 @@ \subsection{The Guiding Strategy:}\label{the-guiding-strategy} environment includes diverse learners in diverse ways by empowering all learners as peers. -This provides the authentic learning environment with which to design -a SOLE. SOLEs are everywhere. How have we evolved as a species, if not +This provides the authentic learning environment with which to design a +SOLE. SOLEs are everywhere. How have we evolved as a species, if not through self-organizing? A conversation between strangers is self organizing, each learning about something or each other. The spaces -around people conversing is also an environment, though not explicitly -a learning one. While we are always self-organizing to learn or -accomplish things, one place in +around people conversing is also an environment, though not explicitly a +learning one. + +While we are always self-organizing to learn or accomplish \clearpage \begin{vplace}[0.5] @@ -42,27 +42,14 @@ \subsection{The Guiding Strategy:}\label{the-guiding-strategy} \end{vplace} \clearpage -\noindent which SOLEs may be hard to find is in learning -institutions. In many educational institutions, our learning +\noindent things, one place that SOLEs do not always exist are in +learning institutions. In many educational institutions, our learning environments are predominately organized by the teacher, curriculum, or society. How can we nurture peer to peer learning environments to organize? How does the role of the teacher differ in a SOLE? In what ways can we unite that fundamental, passionate human characteristic of curiosity and self-organizing back into our Learning Environments? - - -%% \begin{figure}[htbp] -%% \centering -%% \includegraphics{../pictures/sole-l.jpg} -%% \caption{image} -%% \end{figure} - -%% \begin{quote} -%% A visualization of the facilitated peer to peer SOLE, full-size at -%% \url{http://goo.gl/7StkJK} -%% \end{quote} - The model that \href{http://sugatam.wikispaces.com/}{Sugata Mitra} {{[}2{]}} is experimenting with gives us some scaffolding to create one ourselves. This is the goal of his @@ -98,19 +85,21 @@ \subsection{Centers within the Center}\label{centers-within-the-center} problem) that ignites a learner's passion? A SOLE is a facilitated learning environment (LE) that can nurture -learner driven activity. For instance, in the Hole in the Wall example, +learner-driven activity. For instance, in the Hole in the Wall example, the design is the context of the wall, the street, the neighborhood --and the facilitation is the touch screen monitor in the wall. They are brilliantly united. In this sense it is an intentional, self-aware -learning environment. It is a strange foreign object that anyone would -have to figure out how it works to take advantage of. But this is not in -the classroom, or in the `school.' It is an informal LE. Just like +learning environment. The Wall's computer is a strange foreign object +that anyone would have to figure out how to take advantage of. But this +is not in the classroom, or in the `school.' It is an informal LE. Just +like \href{http://www.academia.edu/1137269/Game-based_Learning_and_Intrinsic_Motivation}{learning a game} {{[}6{]}}, there is an entire ecology that surrounds you. This is very much a systemic approach. The context is facilitated explicitly (your design of the SOLE), but also implicitly in the \href{http://en.wikipedia.org/wiki/Hidden_curriculum}{hidden curriculum} -{{[}7{]}} that defines your LE. Above is the layout of the +{{[}7{]}} that defines your LE. {[}PARAGRAPH{]} Above is the layout of +the \href{http://www.scribd.com/doc/181089012/Transformed-Learning-Environment-Analysis}{transformed learning environment} {{[}8{]}} I explored to work around the hidden curriculum of the traditional classroom. The LE has a tremendous, if not @@ -224,23 +213,23 @@ \subsection{Centers within the Center}\label{centers-within-the-center} of fire or, even, who killed Charlemagne? The Box Office is an example of an informal SOLE that has emerged recurrently over time. I have noticed that its vitality depends on the characters and the ebb and flow -of learners entering the group or graduating. The physical space is a -small, windowless and often damp room with a couple of couches and a -desk with a computer squeezed in. My very own `Hole in the Wall' -experiment. The bottom of the door can remain closed, while the top is -open, like a stable. Primarily the students are paid to be there, -answering the phone, reserving tickets, greeting patrons and managing -the Box Office and the Front of the House. In the SOLE, this subtle -inversion of the institutional value proposition turns `work study' into -studying work. This is an informal LE nested within the context of the -formal institution and the wider LE: a center within a center. Some -semesters there are business majors working their way up the job ladder: -Usher to Assistant Front of House Manager, to Assistant Box Office -Manager, to Box Office Manager. Sometimes this takes 4 years, sometimes -it happens in a semester or two. It is a recursive SOLE that differs as -the interests and skills of the students who inhabit the space change. -As the current manager puts it, the Box Office is a `constantly evolving -puzzle.' +of learners entering the group or graduating. {[}PARAGRAPH{]} The +physical space is a small, windowless and often damp room with a couple +of couches and a desk with a computer squeezed in. My very own `Hole in +the Wall' experiment. The bottom of the door can remain closed, while +the top is open, like a stable. Primarily the students are paid to be +there, answering the phone, reserving tickets, greeting patrons and +managing the Box Office and the Front of the House. In the SOLE, this +subtle inversion of the institutional value proposition turns `work +study' into studying work. This is an informal LE nested within the +context of the formal institution and the wider LE: a center within a +center. Some semesters there are business majors working their way up +the job ladder: Usher to Assistant Front of House Manager, to Assistant +Box Office Manager, to Box Office Manager. Sometimes this takes 4 years, +sometimes it happens in a semester or two. It is a recursive SOLE that +differs as the interests and skills of the students who inhabit the +space change. As the current manager puts it, the Box Office is a +`constantly evolving puzzle.' This example of a SOLE in an informal LE is similar to the other types of SOLE's that occur within a facilitated LE. The learner's interact as @@ -337,7 +326,7 @@ \subsection{A review}\label{a-review} order'. \end{enumerate} -\subsection{References}\label{sole-references} +\subsection{References}\label{references} \end{quote} \begin{enumerate} diff --git a/en/sphinx.tex b/en/sphinx.tex index 8022505..22b5138 100644 --- a/en/sphinx.tex +++ b/en/sphinx.tex @@ -1,6 +1,8 @@ \begin{quote} -5PH1NX: 5tudent Peer Heuristic for 1Nformation Xchange - we think of it -as a ``curiously trans-media'' use case in peeragogical assessment. +5PH1NX: 5tudent Peer Heuristic for 1Nformation Xchange. + +(We think of it as a ``curiously trans-media'' case study in +peeragogical assessment.) \end{quote} Over the last several decades, technology has driven massive shifts in @@ -15,14 +17,16 @@ technology to facilitate peers learning together and teaching each other. In both traditional and liminal learning communities, one of the major points of contact between education and societal culture is the -purposeful use of assessment. The processes of giving, receiving, and -applying constructive critique makes learners better thinkers, -innovators, motivators, collaborators, coworkers, friends, relatives, -spouses, teammates, and neighbors. Implementing peer-based assessment -can be problematic in schooling institutions where evaluative authority -is traditionally conflated with hierarchical authority, and where -economic and political influences have focused attention on summative, -quantitative, standardized measurement of learning and intelligence.\\[.2cm] +purposeful use of assessment. + +The processes of giving, receiving, and applying constructive critique +makes learners better thinkers, innovators, motivators, collaborators, +coworkers, friends, relatives, spouses, teammates, and +neighbors. Implementing peer-based assessment can be problematic in +schooling institutions where evaluative authority is traditionally +conflated with hierarchical authority, and where economic and +political influences have focused attention on summative, +quantitative, standardized measurement of learning and intelligence. This is the story of how one learning community is adopting Open Source Learning and Peeragogical principles to decentralize and enrich the @@ -53,7 +57,8 @@ \subsection{Enter 5PH1NX}\label{enter-5ph1nx} experiences in this course helped you focus your attention? What do you still need to work on? What elements of the following text (from Haruki Murakami's \emph{1Q84}) draw your attention and help you construct -meaning?\\[.2cm] The driver nodded and took the money. ``Would you like a +meaning?\\[.2cm] +The driver nodded and took the money. ``Would you like a receipt?'' ``No need. And keep the change.'' ``Thanks very much,'' he said. ``Be care\textbf{f}ul, it looks windy out there. Don't sl\textbf{i}p.'' ``I'll be careful,'' Aomame said. ``A\textbf{n}d @@ -176,6 +181,8 @@ \subsection{This is The Law}\label{this-is-the-law} remembered.'').~\href{http://alarhsenglitcomp.blogspot.com/2012/12/feats-of-wisdom-1_15.html}{Capture the event on video \& post it to your blog.}} +\smallskip + Students had been using the Internet without an Acceptable Use Policy all year; such policies are one-to-many artifacts of a central authority and far weaker than community norms. So rather than introduce ``rules'' @@ -259,37 +266,43 @@ \subsection{Project Infinity 2 \& Implications for the traditional teacher will be responsible for no more than 30\% of their grade. The rest will come from a community of peers, experts and members of the public. On Tuesday of Finals Week, 5PH1NX went from five players -to two hundred. Sophomores and freshman have jumped into the fray and -hacked/solved one of the blog clues before seniors did. Members of the -Open Source Learning cohort have also identified opportunities to enrich -and expand 5PH1NX. A series of conversations about in-person retreats -and the alumni community led to students wanting to create a massively -multiple player learning cohort. Imagine 50,000-100,000 learners -collaborating and sharing information on a quest to pass an exam by -solving a puzzle that leads them to a ``Learning Man Festival''? over -Summer break. When 5PH1NX players return from Winter Break in January -they will transform their roles relative to the game and the course. -Several have already shared ``AHA!'' moments in which they discovered -ways to share ideas and encourage collaboration and peer assessment. -They have identified Virtual Teaching Assistant candidates, who will be -coached by alumni, and they have plans to provide peer-based assessment -for their online work. They are also now actively engaged in taking more -control over the collaboration process itself. On the last day of the -semester, a post-finals throwaway day of 30-minute class sessions that -administrators put on the calendar to collect Average Daily Attendance -money, hardly anyone came to campus. But Open Source Learning students -were all there. They have separated the experience of learning from the -temporal, spatial, and cultural constraints of school. They understand -how democracy works: those who participate make the decisions. No one -knows how this ends, but the outcome of Peeragogical assessment is not a -score; it is learners who demonstrate their thinking progress and -mastery through social production and peer-based critique. This -community's approach to learning and assessment has prepared its members -for a complex and uncertain future by moving them from a world of -probability to a world of possibility. As one student put it in a video -entitled ``We Are Superman,'' ``What we are doing now may seem small, -but we are part of something so much bigger than we think. What does -this prove? It proves everything; it proves that it's possible.'' +to two hundred. + + Sophomores and freshman jumped into the +fray and hacked/solved one of the blog clues before seniors did. Members +of the Open Source Learning cohort have also identified opportunities to +enrich and expand 5PH1NX. A series of conversations about in-person +retreats and the alumni community led to students wanting to create a +massively multiple player learning cohort. + +Imagine 50,000-100,000 learners collaborating and sharing information on a quest +to pass an exam by solving a puzzle that leads them to a ``Learning Man +Festival''? over Summer break. When 5PH1NX players return from Winter +Break in January they will transform their roles relative to the game +and the course. Several have already shared ``AHA!'' moments in which +they discovered ways to share ideas and encourage collaboration and peer +assessment. They have identified Virtual Teaching Assistant candidates, +who will be coached by alumni, and they have plans to provide peer-based +assessment for their online work. They are also now actively engaged in +taking more control over the collaboration process itself. + + +On the last day of the semester, a post-finals throwaway +day of 30-minute class sessions that administrators put on the calendar +to collect Average Daily Attendance money, hardly anyone came to campus. +But Open Source Learning students were all there. They had separated the +experience of learning from the temporal, spatial, and cultural +constraints of school. They understand how democracy works: those who +participate make the decisions. No one knows how this ends, but the +outcome of Peeragogical assessment is not a score; it is learners who +demonstrate their thinking progress and mastery through social +production and peer-based critique. This community's approach to +learning and assessment has prepared its members for a complex and +uncertain future by moving them from a world of probability to a world +of possibility. As one student put it in a video entitled ``We Are +Superman,'' ``What we are doing now may seem small, but we are part of +something so much bigger than we think. What does this prove? It proves +everything; it proves that it's possible.'' \subsection{Background}\label{background} diff --git a/en/structure.tex b/en/structure.tex index 291a80d..0fc5704 100644 --- a/en/structure.tex +++ b/en/structure.tex @@ -84,9 +84,9 @@ \subsection{Planning Peer Learning answer as well as their own. Furthermore, different participants will be doing different things, and -these will ``hard'' for different reasons. Part of \emph{your} job is to -try to make sure all of the relevant roles are covered by someone and to -try to make sure that they're getting enough support. +these will be ``hard'' for different reasons. Part of \emph{your} job is +to try to make sure that not only are all of the relevant roles covered, +but that the participants involved are getting enough support. \subsection{One scenario: building activities for the Peeragogy Handbook}\label{one-scenario-building-activities-for-the-peeragogy-handbook} @@ -133,7 +133,7 @@ \subsection{One scenario: building activities for the Peeragogy another handbook page!} \end{enumerate} -\subsection{References}\label{structure-references} +\subsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} diff --git a/en/student_syllabus.tex b/en/student_syllabus.tex index 3f277b8..1b821f9 100644 --- a/en/student_syllabus.tex +++ b/en/student_syllabus.tex @@ -60,12 +60,12 @@ \subsubsection{Weekly topics structure}\label{weekly-topics-structure} \subsubsection{Milestone based structure}\label{milestone-based-structure} -In this structure, each co-learner host their topics in parallel with +In this structure, each co-learner hosts their topics in parallel with similar activities and milestones that the whole group moves through together. Milestones can be set for a certain date, or the group can \emph{unlock} their next milestone whenever all participants have completed the previous milestone. This second milestone timeline can be -great for informal groups where participation levels may vary from week +great for informal groups in which participation levels vary from week to week due to external factors, and the sense of responsibility and game-like levels can be motivating for many co-learners. @@ -330,7 +330,7 @@ \subsection{Risks}\label{risks} best to start out with a clear purpose. \end{quote} -\subsubsection{Conclusion}\label{student-syllabus-conclusion} +\subsubsection{Conclusion}\label{conclusion} Make mistakes. Correct course. Invite new perspectives. Create a structure that everyone can work with. Change it when it breaks. Most of diff --git a/en/summaries.tex b/en/summaries.tex index 072b691..a6fe944 100644 --- a/en/summaries.tex +++ b/en/summaries.tex @@ -61,9 +61,9 @@ \subsubsection{Convening a Group}\label{convening-a-group} \paragraph{\emph{P2P Self-Organizing Learning Environments.}}\label{p2p-self-organizing-learning-environments.} -This section engages invites an exploration of support for -self-organized learning in global and local networks. Emergent -structures can create startling ripple effects. +This section invites an exploration of support for self-organized +learning in global and local networks. Emergent structures can create +startling ripple effects. \subsubsection{Organizing a Learning Context}\label{organizing-a-learning-context} @@ -137,8 +137,8 @@ \subsubsection{Cooperation}\label{cooperation} \subsubsection{Assessment}\label{assessment} ``Usefulness'' is an appropriate metric for assessment in peeragogy, -where we're concerned with devising our own problems rathan than the -problems that have been handed down by society. We use the idea of +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. @@ -165,14 +165,14 @@ \subsubsection{Technologies, Services, and Forums are web-based communication media that enable groups of people to conduct organized multimedia discussions about multiple topics over a period of time, asynchronously. A rubric for evaluating forum posts -highlights the value of drawing connections. The chapter includes tips +highlights the value of drawing connections. This chapter includes tips on selecting forum software. \paragraph{\emph{Wiki.}}\label{wiki.} A wiki is a website whose users can add, modify, or delete its content via a web browser. Pages have a feature called ``history'' which allows -users to see previous versions and roll back to them. The chapter +users to see previous versions and roll back to them. This chapter includes tips on how to use a wiki and select a wiki engine, with particular attention to peer learning opportunities. @@ -191,7 +191,7 @@ \subsubsection{Technologies, Services, and experiences: individuals and groups create blogs or wikis and comment on each other's work, often with other tools helping find information. -\subsubsection{Resources}\label{peeragogy-resources} +\subsubsection{Resources}\label{resources} Here we present a sample syllabus for bringing peer learning to life, recommended reading and tips on writing for The Handbook, as well as our diff --git a/en/swats.tex b/en/swats.tex index 8e7697d..30f2fd5 100644 --- a/en/swats.tex +++ b/en/swats.tex @@ -14,8 +14,8 @@ \subsection{Part 1: Introduction}\label{part-1-introduction} norm to find convergent technology in the classroom. We challenged students to develop a three-level game with a score or -marker using Scratch, a program developed by the MIT. This program -allows you to develop computer programs using modules or blocks of +marker using Scratch, a program developed by MIT. This program allows +you to develop computer programs using modules or blocks of instructions. The educational value of this tool lies not in its ease of use but in its nature as an authentic learning environment and ideal context for developing intellectual skills. @@ -108,7 +108,7 @@ \subsection{Part 2. Representation as a At the beginning of each course students are required to develop projects involving the use of technology. Students who show a greater competence in the use of technical tools are invited to join as SWAT. -Once SWATs are identified, they are asked regarding the possibility of +Once SWATs are identified, they are asked about the possibility of supporting teachers and their peers in the use of specific computer tools. It is impressive to see teachers becoming co-learners who take advantage of this privileged status of their students to master tools @@ -135,7 +135,7 @@ \subsection{Part 2. Representation as a same time, can the idea be applied across the curriculum, and across other competencies, to involve more students in the peer-teaching role? -\subsection{References}\label{swats-references} +\subsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} @@ -143,7 +143,7 @@ \subsection{References}\label{swats-references} Howard Rheingold (2012), ``Mind Amplifier: Can Our Digital Tools Make Us Smarter?'' \item - Instute of the Future (2005), + Institute of the Future (2005), ``\href{http://www.rheingold.com/cooperation/Technology_of_cooperation.pdf}{Technology - of cooperation}'' + of cooperation}.'' \end{enumerate} diff --git a/en/technologies.tex b/en/technologies.tex index bf77379..7e3907b 100644 --- a/en/technologies.tex +++ b/en/technologies.tex @@ -149,18 +149,17 @@ \subsubsection{Technologies and open, abundant, and diverse, groups embrace these same challenges when choosing between online resources for co-learning. -\subsubsection{Useful Uses and fancy Features of Technological +\subsubsection{Useful Uses and Fancy Features of Technological Tools}\label{useful-uses-and-fancy-features-of-technological-tools} -From here, we will help you think about what might be possible, linking -to features and solution ideas. - -We start with ways to ask the key questions: What do you want to do and -why? We will start with features organized around several different -axes: +From here, we will help you think about what might be possible, +linking to features and solution ideas. We start with ways to ask the +key questions: What do you want to do and why? We will start with +features organized around several different axes: \begin{enumerate} \def\labelenumi{\arabic{enumi}.} +\itemsep1pt\parskip0pt\parsep0pt \item Time/Place \item @@ -168,9 +167,9 @@ \subsubsection{Useful Uses and fancy Features of Technological \item Skill Building/Bloom's Taxonomy \item - Use Cases, and + Use Cases \item - Learning Functions. + Learning Functions \end{enumerate} Each will link to pages that will prompt you with features, @@ -184,30 +183,24 @@ \subsubsection{Time/Place}\label{timeplace} {{[}8{]}} created a CSCW Matrix, bringing together time and place functions and needs. Some tools are synchronous, such as Google+ Hangouts, Blackboard Collaborate, and Adobe Connect, while others let us -work asynchronously, such as wikis and forums.~ Google Docs can work be -used both ways.~ We seem to be considering here mostly tools good for +work asynchronously, such as wikis and forums. Google Docs can work be +used both ways. We seem to be considering here mostly tools good for group work, but not for solo, while many others are much easier solo or in smaller groups. -Some tools are synchronous, such as Google+ Hangouts, Blackboard -Collaborate, and Adobe Connect, while others let us work asynchronously, -such as wikis, forums, and Google Docs. We seem to be considering here -mostly tools good for group work, but not for solo, while many others -are much easier solo or in smaller groups. - \subsubsection{Stages of Activities and Tasks}\label{stages-of-activities-and-tasks} -Ben Shneiderman {{[}5{]}} has simplified the abundant models in this -area (e.g., Couger and Cave) with a clear model of 4 general activities -and 8 tasks in creation for individuals, which we can lean on as another -framework for co-creation in co-learning. +Ben Shneiderman {{[}5{]}} has simplified the proliferation of models in +this area (e.g., Couger and Cave) with a clear model of four general +activities and eight tasks for individuals, which we can lean on as +another framework for co-creation in co-learning. Tools and functions won't be clear cut between areas. For example, some tools are more focused on being generative, or for creating content. Wikis, Etherpad, Google docs, and others usually have a commenting/talk page element, yet generating content is the primary goal and -discursive/consultative functions are in service of that. Some tools are +discursive/consultative functions are in service to that. Some tools are discursive, or focused on working together for the creative element of ``relating'' above -- Blackboard Collaborate, the social media class room forums, etc. @@ -245,10 +238,11 @@ \subsubsection{Skill Building (Cognitive, a la Bloom's Taxonomy, see \subsubsection{Use Cases (I want to\ldots{}.)}\label{use-cases-i-want-to.} -Technologies can be outlined according to the need they serve or use -case they fulfill. Examples: If we need to `curate', Pearl Trees is an -option. To `publish' or `create', we can look to a wiki or wordpress. -Other choices might be great in order to `collaborate', etc. +Technologies can be outlined according to the need they serve, or the +use case they fulfill. Examples: If we need to `curate', a platform like +Pearl Trees is an option. To `publish' or `create', we can look to a +wiki or WordPress. Other choices might be great in order to +`collaborate', etc. One challenge is that tools are not that simple. As we look more closely at the technologies today, we need to reach more broadly to add multiple @@ -275,9 +269,9 @@ \subsubsection{Use Cases (I want These plans get more complex, as you are making a group of decisions about tool functionality in order to choose what combination works for -use cases. It may be most useful to use a concept map (a tech tool) to -think about the needs and combinations that you would bring together to -achieve each Use Case or Learning Module. +the use cases. It may be most useful to use a concept map (a tech tool) +to think about the needs and combinations that you would bring together +to achieve each Use Case or Learning Module. \subsubsection{Technology Features/Functions}\label{technology-featuresfunctions} @@ -304,12 +298,12 @@ \subsection{Appendix: Features and shared taxonomy for us to discuss and think about co-learning technology features and functions. We have connected various technology features with an expanded version of Ben Shneiderman's creativity support tools -framework for the linked resource guide.~ For convenience and to help +framework for the linked resource guide. For convenience and to help keep it up to date, we're publishing this resource -\href{http://goo.gl/H02fMA}{on Google Docs}.~~ We present an overview -below. +\href{http://goo.gl/H02fMA}{on Google Docs}. We present an overview in +the following chapters. -\subsubsection{References}\label{technologies-references} +\subsubsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} diff --git a/en/wiki.tex b/en/wiki.tex index 1d2da12..2a8c4e2 100644 --- a/en/wiki.tex +++ b/en/wiki.tex @@ -19,38 +19,38 @@ \subsection{What is a wiki?}\label{what-is-a-wiki} modify, or delete its content via a web browser using a simplified markup language or a rich-text editor'' {{[}2{]}}. -You can watch this CommonCraft video -\href{http://www.youtube.com/watch?v=-dnL00TdmLY}{wiki in plain -english}~to better understand what a wiki is. +You can watch the CommonCraft video +\href{http://www.youtube.com/watch?v=-dnL00TdmLY}{``Wikis in Plain +English''} on YouTube to better understand what a wiki is. \subsection{What differentiates the wiki from other co-editing tools?}\label{what-differentiates-the-wiki-from-other-co-editing-tools} The previous definitions show that a wiki is a ``website,'' in other -words it is composed of pages that are connected together by -hyperlinks.In additiont every authorized person (not all wikis are -totally open like Wikipedia) can edit the pages from a web browser, -reducing time and space constrains. In case one saves a mistake or for -any other reason would like to go back to a previous version, a feature -called ``history'' allows users to see previous versions and to roll -back any of them. This version history allows also to compare versions -avoiding the cluttered of the ``commentaries rainbow'' we are used too -in popular Word processors. For example if you work on a wiki page, and -come back later on, you will be able to catch up by comparing your last -version with the lastest version of someone else. +words it is composed of pages that are connected together by hyperlinks. +In addition, every authorized person (not all wikis are totally open +like Wikipedia) can edit the pages from a web browser, reducing time and +space constraints. In case one saves a mistake, or for any other reason, +would like to go back to a previous version, a feature called +``history'' allows users to see previous versions and to roll back to +any of them. This version history allows a comparison of versions that +avoids the clutter of the ``commentaries rainbow'' that we are used to +in popular word processors. For example, if you work on a wiki page and +come back later, you will be able to catch up by comparing your latest +version with the lastest version generated by someone else. -Tools like~\href{https://docs.google.com/}{Google -Docs}~or~\href{http://en.wikipedia.org/wiki/Etherpad}{Etherpad}~are -design to enable co-editing on a single document. This can be seen as a -``wiki way'' of working on a document as it is web based and includes +Tools like \href{https://docs.google.com/}{Google Docs} or +\href{http://en.wikipedia.org/wiki/Etherpad}{Etherpad}~are design to +enable co-editing on a single document. This can be seen as a ``wiki +way'' of working on a document as it is web based and includes versioning. But it is not a wiki because a single document is not a website. Those tools offer realtime collaboration which wikis do not and -are so far easier to use for beginners as they work -in~\href{http://en.wikipedia.org/wiki/WYSIWYG}{WYSIWYG}~mode, which many -wikis do not support. ~However, the advanced -features~\href{http://en.wikipedia.org/wiki/Wiki_syntax}{wiki markup -language}~make it a more powerful tool.~In summary, tools like Googles -Docs or Etherpad are a great way to quickly collaborate (synchronously, +are far easier for beginners to use as they work in +\href{http://en.wikipedia.org/wiki/WYSIWYG}{WYSIWYG} mode, which many +wikis do not support. However, the advanced features of the +\href{http://en.wikipedia.org/wiki/Wiki_syntax}{wiki markup language} +make it a more powerful tool. In summary, tools like Googles Docs or +Etherpad are a great way to quickly collaborate (synchronously, asynchronously, or a mixture of both) on a single document for free, with a low barrier to entry and no technical support. (Note that Etherpad does have a ``wiki-links'' plugin that can allow it to be used @@ -63,17 +63,18 @@ \subsection{What differentiates the wiki from other co-editing wiki reduces the coordination complication as e-mails exchanges are no more needed to coordinate a project. On the other hand it can help us deal with complexity ({{[}3{]}}, {{[}4{]}}) especially if you put basic -simple rules in place~like the -Wikipedia's~\href{http://en.wikipedia.org/wiki/NPOV}{neutral point of -view}~to allow every participant to share her or his ideas. +simple rules in place like the Wikipedia's +\href{http://en.wikipedia.org/wiki/NPOV}{neutral point of view} to allow +every participant to share her or his ideas. Going back to the continuum we talked about before, some tools like -Moodle, SharePoint, WordPress, Drupal or others have build in wiki +Moodle, SharePoint, WordPress, Drupal and others have built-in wiki features. Those features can be good but will typically not be as good for wiki-building purposes as a well-developed special-purpose wiki -engine. In other words, those tools main focus is not the wiki, which is -only a secondary feature. When you choose a real wiki engine -like~\href{http://www.mediawiki.org/}{Mediawiki},~\href{http://www.tiki.org/}{Tiki},~\href{http://foswiki.org/}{Foswiki}, +engine. In other words, the main focus of those tools is not the wiki, +which is only a secondary feature. When you choose a real wiki engine +like \href{http://www.mediawiki.org/}{Mediawiki}, +\href{http://www.tiki.org/}{Tiki}, \href{http://foswiki.org/}{Foswiki}, etc., the wiki will be your platform, not a feature of it. For example if you start a wiki activity in a Moodle course, this wiki will be only visible to a specific group of students and searchable only to those @@ -92,10 +93,10 @@ \subsection{Why use a wiki?}\label{why-use-a-wiki} \begin{itemize} \itemsep1pt\parskip0pt\parsep0pt \item - To reduce coordination complication by having a central and always up - to date place to store your content. You will reduce e-mail usage - drasticly, and have access to your content from everywhere using any - operating system. + To reduce cumbersome coordination issues by having a central and + continually updated place to store your content. You will reduce + e-mail usage drastically, and have access to your content from + anywhere, using any operating system. \item To keep track of the evolution of your project and be able to view or roll back any previous version of a wiki page using the history @@ -111,23 +112,21 @@ \subsection{Why use a wiki?}\label{why-use-a-wiki} express his or her opinion. Wikis also integrate a forum or comment feature that will help you solve editing conflicts. \item - To deal with work in progress. A wiki is a great tool to capture an on - going work. + To deal with work in progress. A wiki is a great tool to capture an + ongoing work. \item - To support transparency by letting~every members of the community see - what others are doing. + To support transparency by letting every member of the community see + what all the others are doing. \item - To support a network structure as a wiki is by essence an horizontal - tool. + To support a network structure; as a wiki is in essence a horizontal + tool. Using a hyperlinks you can\ldots{} \end{itemize} -Using a hyperlinks you can\ldots{} - \begin{quote} -\textbf{Gérard Ayache}:~ ``\ldots{}jump by a single click from a network -node to the other, from a computer to an other, from one information to -the other, from one univers to the other, from one brain to the -other.''~ (Translated from {{[}5{]}}.) +\textbf{Gérard Ayache}: ``\ldots{} jump by a single click from one +network node to another, from one computer to another, from one bit of +information to the other, from one universe to another, from one brain +to another.''~ (Translated from {{[}5{]}}.) \end{quote} \subsection{How to choose a wiki @@ -137,36 +136,35 @@ \subsection{How to choose a wiki The first main distinction is between open source ones that are free to download and commercial ones you will have to pay for. You will find -powerful engines on both sides open source and commercial. Sometimes the -open source ones look less polished at first sight but are backed by a -strong community and offer a lot of customization possibilities. The -commercial are sold like a package, they are nicely presented but often -they offer less customization on the user side and additional feature or -custom made tools will cost you an extra fee. +powerful engines on both sides, both open-source and commercial. +Sometimes, the open-source ones look less polished at first sight, but +are backed by a strong community and offer a range of customization +possibilities. The commercial wiki engines are sold as a package, nicely +presented but often offering less customization on the user side. +Additional features or custom-made tools will cost you extra. The second distinction that we can make is between wiki farms and -self-hosted wikis. -The~\href{http://en.wikipedia.org/wiki/Wiki_hosting_service}{wiki -farm}~is a hosting service you can find for both open source or -commercial wikis. The goal of those farms is to simplify the hosting of -individual wikis. If you don't want to choose a wiki farm hosting, you -will have to host the wiki on your own server. This will give you more -latitude and data privacy but will require more technical skills and -cost you maintenance fees. +self-hosted wikis. The +\href{http://en.wikipedia.org/wiki/Wiki_hosting_service}{wiki farm} is a +hosting service you can find for both open-source or commercial wikis. +The goal of those farms is to simplify the hosting of individual wikis. +If you don't want to choose wiki farm hosting, you will have to host the +wiki on your own server. This will give you more latitude and data +privacy but will require more technical skills and maintenance fees. -The~\href{http://www.wikimatrix.org/}{Wikimatrix}~web site will help you +The~\href{http://www.wikimatrix.org/}{Wikimatrix} web site will help you choose the best wiki for your needs. It allows you to compare the -features of more than a hundred wiki -engines.~\href{http://c2.com/cgi/wiki?TopTenWikiEngines}{Here}~is the -top ten list of the best wiki engines by Ward Cunningham. +features of more than a hundred wiki engines. Ward Cunningham's list of +the top 10 best wiki engines can be found on our +\href{http://c2.com/cgi/wiki?TopTenWikiEngines}{Peeragogy.org} site. \subsection{How can a wiki be useful in a peeragogy project?}\label{how-can-a-wiki-be-useful-in-a-peeragogy-project} -A wiki is a good tool collaborative projects and a specially suited for -work in progress as you can easily track changes using the history, -compare those version and if necessary roll back a previous versions. In -other words, nothing gets lost. +A wiki is a good tool for collaborative projects and especially suited +for work in progress, as you can easily track changes using the history, +compare those versions and, if necessary, roll back to previous +versions. In other words, nothing gets lost. Here are some ideas about how to use a wiki in a peeragogy project : @@ -182,24 +180,24 @@ \subsection{How can a wiki be useful in a peeragogy like~\href{http://www.wikipedia.org/}{Wikipedia}. Using hyperlinking, you will operationalize the theory of~\href{http://en.wikipedia.org/wiki/Connectivism}{connectivism}~by - connecting nodes together.~As a learning platform wikis are powerful + connecting nodes together. As a learning platform, wikis are powerful because you can easily see what others are doing, share with them, get - inspired, merge ideas or link to ideas. In other words, it creates - emulation between learners.~For additional ressources about wiki in - education follow this - Diigo~\href{http://www.diigo.com/user/regisb/wiki\%20education}{link}. + inspired, merge ideas or link to ideas. In other words, it fosters + emulation between learners. For additional resources about wikis in + education, look on + \href{http://www.diigo.com/user/regisb/wiki\%20education}{Diigo}. \item \textbf{Manage your peeragogy project}. A wiki is an excellent tool for project collaboration. Above all, the wiki can be a central place for peer learners to write or link to content. Even if you use several technologies to run your project as we did to write this handbook, at - the end of the day, all the content can be centralized on a wiki using - direct writing on wiki pages or hyperlinks. This way members~can - access the content from anywhere and from any device connected to the - internet using any platform or application and they will always see - the most recent version while being able to browse through the - versions history to understand what has changed since their last - visit. + the end of the day all the content can be centralized on a wiki using + direct writing on wiki pages or embedding hyperlinks. This way, + members can access the content from anywhere and from any device + connected to the internet, using any platform or application. They + will always see the most recent version while being able to browse + through the version history to understand what has changed since their + last visit. \item \textbf{Publish your project}. As a wiki is a website you can easily use it to show your work to the world. Regarding web design, don't @@ -249,7 +247,7 @@ \subsection{What are the best practices when using a \textbf{Fun}~-- make it fun for people to contribute \end{itemize} -\subsection{References}\label{wiki-references} +\subsection{References}\label{references} \begin{enumerate} \def\labelenumi{\arabic{enumi}.} diff --git a/en/workscape.tex b/en/workscape.tex index e026656..e6b39c0 100644 --- a/en/workscape.tex +++ b/en/workscape.tex @@ -6,30 +6,30 @@ \subsection{The Workscape, a platform for learning}\label{the-workscape-a-platform-for-learning} Formal learning takes place in classrooms; informal learning happens in -\emph{workscapes.} A workscape is a learning ecology. As the environment -of learning, a workscape includes the workplace. In fact, a workscape -has no boundaries. No two workscapes are alike. Your workscape may -include being coached on giving effective presentations, calling the +\emph{workscapes.} A workscape is a learning ecosystem. As the +environment of learning, a workscape includes the workplace. In fact, a +workscape has no boundaries. No two workscapes are alike. Your workscape +may include being coached on giving effective presentations, calling the help desk for an explanation, and researching an industry on the Net. My workscape could include participating in a community of field technicians, looking things up on a search engine, and living in France for three months. Developing a platform to support informal learning is analogous to landscaping a garden. A major component of informal learning is natural learning, the notion of treating people as organisms -in nature. The people are free-range learners. Our role is to protect -their environment, provide nutrients for growth, and let nature take its +in nature. People are free-range learners. Our role is to protect their +environment, provide nutrients for growth, and let nature take its course. A landscape designer's goal is to conceptualize a harmonious, unified, pleasing garden that makes the most of the site at hand. A workscape designer's goal is to create a learning environment that increases the organization's longevity and health and the individual's happiness and well-being. Gardeners don't control plants; managers don't control people. Gardeners and managers have influence but not absolute -authority. They can't makea plant fit into the landscape or a person fit -into a team. In an ideal Workscape, workers can easily find the people -and information they need, learning is fluid and new ideas flow freely, -corporate citizens live and work by the organization's values, people -know the best way to get things done, workers spend more time creating -value than handling exceptions, and everyone finds their work +authority. They can't make a plant fit into the landscape or a person +fit into a team. In an ideal Workscape, workers can easily find the +people and information they need, learning is fluid and new ideas flow +freely, corporate citizens live and work by the organization's values, +people know the best way to get things done, workers spend more time +creating value than handling exceptions, and everyone finds their work challenging and fulfilling. \subsection{The technical infrastructure of the @@ -91,8 +91,8 @@ \subsection{The technical infrastructure of the Some of those consumer applications are simple to replicate in-house. Others are not. You can't afford to replicate Facebook or Google behind your firewall. That said, there are lots of applications you can -implement at reasonable cost. Be skeptical if your collaborative -infrastructure that doesn't include these minimal functions: +implement at a reasonable cost. Be skeptical if your collaborative +infrastructure doesn't include these minimal functions: \textbf{Profiles} - for locating and contacting people with the right skills and background. Profile should contain photo, position, location, @@ -126,14 +126,14 @@ \subsection{The technical infrastructure of the \textbf{Mobile access} - Half of America's workforce sometimes works away from the office. Smart phones are surpassing PCs for connecting to -networks for access and participation. Phones post most Tweets than -computers. Google designs its apps for mobile before porting them to -PCs. +networks for access and participation. Phones post more Tweets than +computers. Google designs its apps for mobile devices before porting +them to PCs. \textbf{Social network} - for online conversation, connecting with people, and all of the above functions. -\subsection{Conclusion}\label{workscape-conclusion} +\subsection{Conclusion}\label{conclusion} Learning used to focus on what was in an individual's head. The individual took the test, got the degree, or earned the certificate. The diff --git a/en/wrapper.tex b/en/wrapper.tex index 30dd94e..d0252fa 100644 --- a/en/wrapper.tex +++ b/en/wrapper.tex @@ -1,60 +1,69 @@ -\paragraph{The Definition:} The wrapper role can be taken on by a project -participant who summarizes everything going on in the project, making -the project comprehensible to participants who haven't been following -all of the details. - -\paragraph{The Problem:} Joining the project that is already going can feel -like trying to get aboard a rapidly moving vehicle. If you've joined and -then taken time off, you may feel like things have moved on so far that -it's impossible to catch up. In a very active project, it can be -effectively impossible to stay up to date with all of the details. - -\paragraph{The Solution:} Charlie -Danoff \href{http://socialmediaclassroom.com/host/peeragogy/wiki/rolesdivision-labor}{suggested} -that someone take on the ``wrapper role'' -- do a weekly pre/post wrap, -so that new (and existing) users would know the status the project is at -any given point in time. The -project's \href{http://socialmediaclassroom.com/host/peeragogy/}{landing -page} also serves as another sort of ``wrapper'', telling people what -they can expect to find. - -\paragraph{Objectives:} In fulfilling the wrapper role, we must check the -public summaries of the project from time to time to make sure that they -accurately represent the facts on the ground. - -\paragraph{Examples:} In the first year of the Peeragogy project, the -``Weekly Roundup'' by Christopher Tillman Neal served to engage and -re-engage members. Peeragogues began to eager watched for the weekly -reports to see if our teams or our names had been mentioned. When there -was a holiday or break, Chris would announce the hiatus, to keep the -flow going. In the second year of the project, we didn't routinely -publish summaries of progress, and instead, we've assumed that -interested parties will stay tuned on Google+. Nevertheless, we maintain -internal and external summaries, ranging from agendas to press releases -to quick-start guides. Regular meetings provide an alternative way to -stay up to date: see -the \href{http://peeragogy.org/patterns/heartbeat/}{Heartbeat} pattern. - -\paragraph{Challenges:} According to the theory proposed by Yochai Benkler, -for free/open ``commons-based'' projects to work, it is vital to have -both (1) the ability to contribute small pieces; (2) something that -stitches those pieces together {[}1{]}. The wrapper performs this -integrative function, which is often much more challenging than the job -of breaking things down into pieces or just doing one of the small -pieces. - -\paragraph{What's Next:} -We need better practices for wrapping things up at -various levels. One of the latest ideas is to develop a simple visual -``dashboard'' for the project. - -\paragraph{Reference:} - -\begin{enumerate} -\itemsep1pt\parskip0pt\parsep0pt -\item - Benkler, Y. - (2002). \href{http://www.yale.edu/yalelj/112/BenklerWEB.pdf}{Coase's - Penguin, or Linux and the Nature of the Firm}, Yale Law Journal 112, - pp. 369-446. -\end{enumerate} +\section{Wrapper}\label{wrapper} + +\subsubsection{Context}\label{context} + +An active project with more than a few participants, and possibly with +{\textbf{Newcomers}} arriving frequently. + +\subsubsection{Problem}\label{problem} + +In a very active project, it can be effectively impossible to stay up to +date with all of the details. Not everyone will be able to attend every +meeting (see +{\textbf{\href{http://peeragogy.org/patterns/heartbeat/}{Heartbeat}}}) +or read every email, and project participants can easily get lost and +drift away. The experience can be even worse for {\textbf{Newcomers}}: +joining a project already going can feel like trying to get aboard a +rapidly moving vehicle. If you've taken time off, you may feel like +things have moved on so far that they cannot catch up. + +\subsubsection{Solution}\label{solution} + +A project contributor can summarize what has happened recently in the +project, making progress comprehensible to participants who have not +been following all of the details.\footnote{In the Peeragogy project, + this idea was initially suggested by Charlie Danoff, adapting an idea + from his Indiana University class on EFL teaching led by Faridah + Pawan. The idea was that someone take on the ``wrapper role'' -- do a + weekly pre/post wrap, so that new (and existing) users could get a + feel for the status of the project at any given point in time.} If +they are kept up to date, a project's +\href{http://socialmediaclassroom.com/host/peeragogy/}{landing page} and +{\textbf{Roadmap}} also serve as a sort of ``wrapper'', telling people +what resources they can expect to find in the project and how they can +participate. + +\subsubsection{Rationale}\label{rationale} + +The wrapper must check the public summaries of the project from time to +time to make sure that they accurately represent the facts on the +ground.\footnote{In the first year of the Peeragogy project, the + ``Weekly Roundup'' by Christopher Tillman Neal served to engage and + re-engage members. Peeragogues began to eagerly watched for the weekly + reports to see if our teams or our names had been mentioned. When + there was a holiday or break, Chris would announce the hiatus, to keep + the flow going. In the second year of the project, we did not + routinely publish summaries of progress, and instead, we assumed that + interested parties will stay tuned on Google+. More recently, Charlie + has begun publishing irregular wrap-up + \href{http://peeragogy.org/peeragogy-wrapper-post-9-feb-5-apr-2015/}{blog + posts} and e-mails again, which helps keep people who don't read + Google+ up to date.} + +\subsubsection{Resolution}\label{resolution} + +According to the theory proposed by Yochai Benkler, for free/open +``commons-based'' projects to work, it is vital to have both (1) the +ability to contribute small pieces; (2) something that stitches those +pieces together @coases-penguin. The wrapper helps perform this +integrative stitching function, which is often much more challenging +than the job of breaking things down into pieces or just doing one of +the small pieces. + +\subsubsection{What's Next}\label{whats-next} + +We need better practices for automating the wrapping-up process. One of +the latest ideas is to develop a simple visual ``dashboard'' for the +project that would be a web page people could access and immediately get +an idea of what work is ongoing in the project with links for going more +in depth and/or contributing.