next meeting FRIDAY 6AM-NOON CDT 

Issues for e/merge, other activities for June/July

charlie> Alpha version of peeragogy handbook in the next up for peer review by
charlie> peers/public ??

Definitely good to bring in people -- the "alpha" so far has been a bit limp in my opinion.  It might be hard for people to just randomly join a project like this partway through.  BUT I think we can bring in some "alpha testers" if we help structure their activity a little (e.g. the e/merge workshop, the Open Knowledge Festival workshop).

joe> [...] it's been on my mind that WE should really review the sections that we plan to focus on in our e/merge workshop, to make sure they don't have any embarrassing gaps or other annoying aspects.  Then the e/merge folks will give a second sort of review.

(Also a good way for us to start thinking and writing about the "peeragogy case study".  We can probably include that write-up in our e/merge paper.)

So, minimally, we should check these pages/sections, since we will assign them as readings for our workshop:

joe> We might also want to start working on a short literature review on Ubuntu so that we've at least got a few ideas about how to bring that dimension in.

Here's a short "definition":

"An action is right just insofar as it produces harmony and reduces discord;
an act is wrong to the extent that it fails to develop community." --
https://ujdigispace.uj.ac.za/bitstream/handle/10210/2416/Metz%20Toward%20African%20Moral%20Theory.pdf?sequence=1
(p. 334 as numbered in the original)

but we will likely want more than just one definition.

joe> And, in general, we might want to start writing a sort of loose "orchestration" for the workshop.

We can maybe draw some inspiration from that page I pointed out by Jay Cross:
http://www.jaycross.com/wp/2012/06/learn-informal-learning-informally/

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Eventually comparison shop... and get a full range of options from Carlos.
Printups ready by Friday.

e/merge 2012 Author Guidelines 
General Formatting Information
Please use Arial 12-point font for the Title, which should be in bold "title" (upper and lower) case.  Use Arial 10-point font for the remainder of your article.

First level headings should be in bold upper case, and second level headings in bold upper and lower case.

No footnotes please - instead use endnotes. 

Photographs, maps, diagrams and other audio-visual aids are encouraged. Please include these in the text where and as they should appear. Please provide images in gif or jpeg formats.

Please also see the e/merge 2012 Paper Template.

Abstracts

Please provide an abstract of approximately 100 words. The abstract should be included with the rest of your article in the submission file, but it should also be copied into the appropriate text box during the on-line submission process. 

Biography

Please supply a short (100 word) biography for each author. This should include the name, rank, institution, institutional address, and email address. Do not place the biography in your submission file but copy it into the appropriate text box during the on-line submission process. 



"Paragogy Book" Roadmap
(moved to top on 21 Apr. 2012)

Possible layout
Page A                             Page B
Title                                  Full page
Text 100-150 words       Picture (get something PD, as UP people to contribute?)
Repeat that 70-100 times, bind it up, sell it.

Edward Tufte: http://www.edwardtufte.com/tufte/books_vdqi

http://www.edwardtufte.com/tufte/books_pp Essay from 5th book re-printed as his own.

18 April 2012

I'm imagining what it might be like to start a paragogical charter schoolor even a model for learning like the International Baccalaureate. It would have been pretty different from my high school, though my home state did have a nice feature whereby students with a "B" average or better could take courses for free at local colleges and universities, up to full time. So for my junior and senior years of high school I got to take pretty much whatever I wanted to take, because I wasn't in a degree program. In a way this sort of spoiled me for disciplined work -- but that didn't matter because by the time I was ready to "go away to college", I mostly wanted to study mathematics courses anyway, so I got something resembling discipline for free.

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X:  I am trying to get back in [insert name of peer learning project here]. Finding that the courses are less well organised on the web site now 
Y:  Hm, I haven't done a whole lot there lately. 
X:  By this, it isnt so clear when courses start. etc They used to be done to a set pattern 
Y:  I think many of them do not "start" or "end" Which I personally think is likely to be a bad idea But also, confusing, when some DO have start and end dates but these aren't clear I can see why you're finding it tedious! I think (maybe this is per usual), the only thing to do is to ask a well-framed question in the mailing list! 
X:  You are prob right.  But I find the mailing list a bit daunting It feels to me like quitea close knit group and I am not part of it 

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Dealing with success is seemingly easy. You got what you wanted, why aren't you happy? Ironically, dealing with success can be as difficult as the work getting to that success. Its easy to rest on your laurels, content with yourself and the accolades you may be receiving from others for your accomplishments. Maybe even you take some time off to congratulate yourself and enjoy.  But, you know inside that its not over. Reaching a higher peak only lets you see farther, not that the travel is over. You need to "wake up" and realize there is still far more to learn! Wake up and approach your next journey laden with the same hunger that got you to where you are.  I am still figuring this part out myself, but I think "wake up" is definitely the best term. I think it involves the fact that I need to wake up and realize despite my success there is more to do and its still as boring as it was before I was successful. Maybe its even harder now that I know the goal isn't as sexy as I thought it was before?

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Consider learning how to play ice hockey. At the beginning its pretty linear, you learn how to skate and handle the puck with your stick. After that? Maybe then you focus all your energy on getting a fantastic shot you could place anywhere you want in the net. Fairly linear, right? But then, it turns out you are too slow to ever get an opportunity to shoot, so you have to go back and learn the finer points about exactly where to put pressure on your blade as you skate for maximum efficiency and speed. Then you get a new coach who gets mad at you for only playing on the offensive end of the ice and not trying in the defensive zone, so you have to learn the proper way to backcheck and cover your opponent the entire length of the ice. At the end of it all, you may be a complete forward able to score and defend, but you didn't get there in a straight line and the learning was distributed over time.

"This is a very complicated case, Maude. You know, a lotta ins, lotta outs, lotta what-have-you's. And, uh, lotta strands to keep in my head, man. Lotta strands in old Duder's head. Luckily I'm adhering to a pretty strict, uh, drug regimen to keep my mind limber."

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This principle is fairly self-explanatory. Whatever learning you are undertaking, if you do it with peers you will get critiques, and if you learn alone you will not. Continuing on with my study group example, if I had been studying alone and then read my notes that said the pleasure region of the brain's scientific nomenclature is "the fun zone", I may have just trusted that and moved on. Even if my notes were incorrect, without a peer to provide feedback its likely I would have accepted that as the correct nomenclature. Studying with peers I might have told one of them that area of the brain is the fun zone, and then they could've corrected my mistake.

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If you put a blade to my throat, I'd say now "They learn by doing. First there's the 'baptism by fire' where awareness of how far away they are from their goal comes, if they have the social tools to survive that, then they have to endure the monotony of repeating the process over and over until the goal is realized. Even a shared journey of 10,000 miles begins with single steps." Going back to the study group from the first principal, we learned by doing: we had the study group to do well on the test. We survived the 'baptism' with distractions being: not showing up at the library at all, spending the time gossiping about college hook-ups, drinking, studying for another class, etc. We managed to keep our attention on the task at hand: appropriately prepping for tomorrow's test. We endured the monotony of studying for multiple hours, and then the goal was realized.

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This month o' paragogy is akin to a vision quest. Considering I  “failed” yesterday by writing less than 750 words and today after  working from 06:15 – 21:30 plus dinner with colleagues I have again  missed the mark I don't know if that means my vision quest is over or  not or whatever, but in any event I plan on continuing and am now  writing this around 23:54 on November 4th as my paragogical entry. 
What I am trying to say is that I have wanted to do a vision  quest type experience for lots of my life and always imagined it as  something epic like going off into the forest naked, alone and  surviving. Instead its sitting in front of the computer at my parent's  house typing about education. Dreams and reality, eh? 
But, this is probably better. The vision quest would be sweet for  myself, but this is an investment in humanity. I mean we're trying to  uncover the basic mechanics of the most traditional form of learning we  have done: paragogy, or from our peers. 


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  2. Meta-learning as a font of knowledge. 
Here we are concerned both with efforts to “learn how to learn”, and  efforts to learn how to support others in their learning efforts[31].  Further, while it is a good idea for any organization to learn its business well[32], learning about learning is especially vital for those in the learning business. In peer learning, that is all of us. 

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  3. Peers provide feedback that wouldn’t be there otherwise. 
Learners must not simply seek confirmation of what they already know,  they must confront and make sense of difference as part of the learning  experience. Clearly, differences pose challenges but these are worth  grappling with. Firstly, for psychological reasons: in many domains  feedback is only available from peers (but of course peer learning can  be relevant in domains like rock climbing and computer programming,  where automatic feedback does exist). Secondly, there are philosophical  or political reasons to affirm difference. In a space like P2PU, which  aims to provide “learning for everyone, by everyone, about almost  anything”, we can hardly avoid developing an “understanding of social  relations without domination in which persons live together in relations  of mediation among strangers”[33] . 

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  4. Learning is distributed and nonlinear. 
Learning does not go in a straight line[34].  In particular, involvement in co-creating the learning context becomes  an important “strand” in the paragogical understanding of peer learning. 


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  5. Realize the dream if you can, then wake up! 
Without clear goals, there will be be nothing to realize. Without  critical thinking about goals (leading us to change them), learning is a  mostly passive game. Paragogy calls for a strategy of “deliberate  practice”[35]. 


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11 April 2012

Paragogy when 1 of 2 peers doesn't show up? (in general, n of m -- engagement still an issue at places like P2PU)
-> Connected with Howard's energy center. The energy center needs to do some work anyway.

http://paragogy.tumblr.com looks good
http://paragogy.tumblr.com/book-pages 

Confirm meeting for tomorrow

4 April

Talked a little about http://piratenpad.de/p/peeragogy-genesis (needs an edit)
   inconsistent style, what to do?

7 March 2012

 #license:CC0 (to Content by Joe & Charlie)

Peeragogy & paragogy : ?

12:15 GMT 14 Mar 2012
To-do:
1) Print out paragogy.net book and start hacking.
2) Eloquent CC0 post on peeragogy. I think I've got that covered...?
3) We could also try to recruit David & Roland & Julian & Howard ? or others to work on paragogy.net, since we can offer (a) actually building something (b) some possibility of future income (etc.) - we could use this as an opportunity to learn how to set up our business, basically?
* become a "super hero" team of peer learners!
4) Read at least some of "Smart Mobs"


JAN 31 2012

24 Jan 2012 Meeting
Directions with book?
develop peer work ethic / knowledge 

Action Steps:

See [[paragogy-outline]] for some ideas about rewriting the paper.

March 18 2011

Links to existing documents:

We Plan to submit to these:
SUBMITTED CONFERENCES:
We don't plan to submit to these, but still interesting

Old stuff

Here is a link to the original version of the paper: 
http://metameso.org/~joe/docs/paragogy-final.pdf


Fostering learning communities among teachers and students: potentials and issues
http://books.google.co.uk/books?id=9uX7FUSCpakC&pg=PA34&lpg=PA34&dq=Toward+research-based+innovation+bereiter&source=bl&ots=QkJOHpK-OH&sig=KGp4k0uAgpAgZuUxeGKLaqxlBE8&hl=en&ei=GtP8TLG4FoOqhAfM6cTaCg&sa=X&oi=book_result&ct=result&resnum=5&ved=0CD8Q6AEwBA#v=onepage&q&f=false

Looking briefly at the comments, it seems like we were quite close,
but apparently we didn't capture just the right appeal for this crowd.
 The usual thing to do now is take the most useful comments, revise
the paper, and resubmit to a venue where the paper is a better fit.
In this we have the upper hand -- we have what we still feel to be a
nicely written paper, some useful feedback, and no specific time
pressure.

But we would have to decide what direction to go with this.  E.g. we
could try to follow in the foot-steps of Carl Bereiter:

Scardamalia, M. and Bereiter, C.: Computer Support for
Knowledge-Building Communities. The Journal of the Learning Sciences,
3(3), 265-283 (1994).

And we could certainly send him a copy any time!
http://www.ikit.org/people/bereiter.html

We could also think about whether another more fieldwork (the courses
we have planned for the next term at P2PU) would help.

Anyway, until the 15th I'm mostly going to be occupied rewriting my
probation report.   One shouldn't be discouraged by this sort of
thing!  These conferences need to reject papers so they can say "we
only accepted 25% of applicants".

Anyway, no rush to decide about a formal next step, but I think it
would be great to use this as an excuse to look around a bit more.
Maybe there are some educators in NYC who'd be interested in the idea
and who could help figure out a good next step?  Let's talk more in 10
days or so...


---------------------------- REVIEW 1 --------------------------
PAPER: 27
TITLE: Paragogy: Synergizing individual and organizational learning


1.  The paper proposed "Paragogy" as a learning pedagogy for peer-producing  and self-directed learning. While individual aspect was  discussed,  organisation aspect is lacking and should be enhanced.

2. The justification  for "Paragogy" does not appear to be strong and the desired  outcome/performance measures did not appear much in the  discussion.

3.  The paper should provide details on how it can be implemented. CSCW   aspect in relation to the implementation is lacking in the paper.

4. How to quantify and measure the learning and teaching of "Paragogy" should also be clarified.

5. What are tools for LA measurement?

6. Since the author has organised course based on "Paragogy",  a  synthesis approach on the course and the principles applied should   provide better understanding and organisation for the paper.



---------------------------- REVIEW 2 --------------------------
PAPER: 27
TITLE: Paragogy: Synergizing individual and organizational learning


The  paper is very descriptive and hard to understand. The authors do not  describe their views clearly. At the end of the paper, they only vaguely  discuss how learnign analytics could be used in paragogy. I  coudl not  understand the ideas presented



---------------------------- REVIEW 3 --------------------------
PAPER: 27
TITLE: Paragogy: Synergizing individual and organizational learning


The paper will distinguishes between individual and collective learning, and derives characteristics of the latter.

I  like the points made that collective learning is different and that we   need to know it's specific characteristics and challenges. There is an   interesting comparison with andragogy. Personally, I feel that  paragogy  and andragogy are not contrasting. Instead, paragogy could be  considered  as an extension of andragogy. The examples used to derive  paragogy  characteristics do not seem to fit in organisational learning  (or they  may do, but the paper should have articulated this better). It  will be  good to continue to monitor/update these principles in  peer-to-peer  courses in organisational settings.

The section related LAK and paragogy will be of specific interest to the conference.

This  paper can stimulate discussions on the pedagogical foundations of   collective learning and knowledge construction; and the role of LAK.



---------------------------- REVIEW 4 --------------------------
PAPER: 27
TITLE: Paragogy: Synergizing individual and organizational learning


I'm not entirely convinced by the need for a new term/theory or of the theory of paragogy itself
which at times sounds like a sales pitch (Realize the dream, then wake up!) than a pedagogic
theory. Also the paper isn't about Learning Analytics directly but rather suggests some ways in
which they might complement paragogy, so we a harsh verdict would be we have an unfounded theory
making some suppositions about how a new field might support it. Having said that however I think
it would make a good discussion topic as long as it is framed in the right context, eg a proposal
for a learning analytical pedagogy. I think this could lead to some good debate around the
relationship between abundant content, networks, data and pedagogy, which is obviously an area the
authors would be well placed to lead on.
Just check some of the sentences also for readability eg

"To think highlight here one possible large-scale application, we can imagine
creating paragogical accreditation standards for learners, along the lines of those
used for businesses by the Better Business Bureau"


Old Actions (completed):

Winter 2011: