104 Matching Annotations
  1. Oct 2021
    1. It occurred to me that you couldadd a learning dimension to the site that sets upthe history of math as a series of problems, proofsand theorems that, although already solved, could bere-cast as if not yet solved, and framed as currentchallenges which visitors could take on (clearly withlinks to the actual solutions, and deconstruction ofhow they were arrived at, when the visitor decides tothrow in the towel).

      An art Basho can also try this out! In the means of art history reinmagining!

    2. allow contributions that come inafter the deadline – in general, be flexible.

      Is this truly ideal? Is it desirable? For giving excuses for members and softening the deadline?

    3. ave influence but not absolute authority

      As co-facilitators of a Basho, members should always remember this principle.

    4. natural learning

      An ideal way. But should be considered whether there is completely 'natural' or 'neutral' way of learning.

    5. A workscape designer’s goal is to create a learn-ing environment that increases the organization’s longevity andhealth and the individual’s happiness and well-being

      This is what Basho workscape is supposed to be.

    6. one way to measure the effectiveness of co-facilitation is to look for a change in the peer group.

      A radical change should always be noticed, and be known as a measurement for co-faciliatation. But it is also worth considering that are all changes the results of co-facilitation? Otherwise, how much difference 'compose of' a change?

  2. Sep 2021

      I want to explain it

    2. adaptive learning

      Adaptive learning allows the course material to be customized to the learner, which creates a unique experience not available in traditional classes. Technology-based adaptive learning systems or e-learning systems can provide students with immediate assistance, resources specific to their learning needs, and relevant feedback that students may need.

    3. Contribute back to one of the other organi-sations or projects that helped you on this peeragogical journey.Think about what you have to offer. Is it a bug fix, a constructivecritique, pictures, translation help, PR, wiki-gnoming or makingacake? Makeitsomethingspecial,andpeoplewillrememberyouand thank you for it

      "Digital gift economy"

    4. writtenormultimediaessa

      Again, visual elements (video / sound / digital image / drawing / collage / annotation / presentation...) may prove useful and more inclusive when encountering language barriers, different learning styles, and diverse audiences

    5. How would youdo things differently in future projects? What would you like totackle next?

      Would we avoid known obstacles, or move towards them?

    6. Identify the main obstacles you encountered. Whatare some goals you were not able to accomplish yet

      Could obstacles be flipped into motivations for new group learning projects?

    7. itical assessment ofprogressanddirectionsforfuturework.

      Critical reflection important in order to learn from the experience

    8. Perhaps one of themost important roles in the Peeragogy project was the role of the‘Wrapper’, who prepared and circulated weekly summaries of fo-rum activity

      Could we incorporate this role into our group - someone who could summarise group activity and share to blog/Miro, or perhaps each of us could summarise our own work on a regular basis and share it with other members?

    9. Technology – Take time to mentor others or be mentored bysomeone, meeting up in person or online. Pair up with someoneelse and share knowledge together about one or more tools. Youcan discuss some of the difficulties that you’ve encountered, orteach a beginner some tricks

      Would be good to identify group strengths / weaknesses in regard to tech

    10. akingvisualsketches, or creating a short video

      Could be a way around language barriers by using visual communication methods

    11. Observations from the Peeragogy project – We used a strat-egy of “open enrollment.” New people were welcome to join theproject at any time. We also encouraged people to either stay in-volved or withdraw; several times over the first year, we requiredparticipants to explicitly reaffirm interest in order to stay regis-tered in the forum and mailing list.

      This seems like a sensible way of managing group numbers - welcome newcomers, encourage participation, and make it easy for people to "drop out" where necessary

    12. Connectwithpeopleinotherlocaleswhosharesimilarinterests or know the tools.

      Connecting with people outside the core project group sounds like good practice - widening the social network and bringing in useful collaborators / knowledge

    13. omfort-able enough that play is possible, but so challenging as to avoidboredom, eliciting player growth.

      Challenges can lead to growth, but different individuals accept challenges differently. There are many members in a group. How to control this level?

    14. People may come and go, particpants may propose fun-damentally new approaches, people may evolve from lurkers tomajor content creators or vice-versa.

      Is the "people come and go" or "new approaches" positive or negative for the group? How to reduce the possibility of negativity? Is the movement of people that requires special attention? Or let it develop on its own?


      This seems like a very innovative concept, one that I had never envisaged before. In China it is more often advocated that the classroom is flipped and given back to the students, but in the end it is often not done properly as the students make the class spontaneous and chaotic, and the teacher neglects to manage the class and makes the pace very loose.

    16. the US Army’s tech-nique of After Action Review (AAR).

      Applying the methods of the US military to education is quite new and fresh to me. Although the two serve different purposes, the strong unity of the military is a great inspiration for education.

    17. Real-time meeting media

      like teams?

    18. Each participant takes into account what others have said, buildson previous posts, poses and answers questions of others, sum-marize, distill, and concludes.

      This is a goal that most social media apps are actively pursuing today: to allow more people to voice their opinions and to form "groups" rather than individuals.

    19. Technologies can be outlined according to the need they serve oruse case they fulfill.

      There is no one size fits all when it comes to choosing tools, we are selective and thoughtful, and each tool is not adapted to all work processes.

    20. Go through the thesequestions again when you have a small group, and come up witha list of more people you’d like to invite or consult with as theproject progresses.

      Just making a "wish list" of ideal collaborators / co-facilitators would be an interesting exercise

    21. Activity – Write an invitation to someone who can help asa co-facilitator on your project

      Is this something we could do - once we have figured out our overall goal? Who would be the ideal co-facilitator for our group project? Do the teaching staff fulfil this role already?

    22. Even a teacher ofbasic disciplines such as science, history or mathematics mustremain grounded, as no discipline has remained stable for verylong, and all disciplines require a deeper insight in order to betaught effectively.” It is no longer possible for an educator towork alone to fulfil each of these roles: the solution is to workand learn in collaboration with others. This is where peer-basedsharing and learning online, connected/networked learning, orpeeragogy, can play an important role in helping educators.

      Seems like a very critical tenet of paragogy (peeragogy) learning.

    23. For a suc-cinct theoretical treatment, please refer to our literature review,which we have adapted into a Wikipedia page

      Should check this out...

    24. create afirst post, edit, or video introducing yourself and your project(s)

      Essentially what we have done on the "Valorisation of Art" Miro board, however could go further and add more detail

    25. echnology – Familiarize yourself with the collaboration toolsyouintendtouse(e.g.WordPress,GitandLaTeX,YouTube,GIMP,a public wiki, a private forum, or something else)

      Miro / MS Teams / Wordpress...

    26. Activity – Come up with a plan for your work and an agree-ment, or informal contract, for your group. You can use the sug-gestions in this guide as a starting point, but your first task isto revise the plan to suit your needs. It might be helpful to ask:What are you interested in learning? What is your primary in-tended outcome? What problem do you hope to solve? Howcollaborative does your project need to be? How will the partici-pants’ expertise in the topic vary? What sort of support will youand other participants require? What problems won’t you solve?

      Would be good to run through this on Thursday as a way of refining our group Covenant and digging a little deeper into each other's interests / motivations?

    27. Setting the initial challenge and building a frame-workforaccountabilityamongparticipantsisanimportantstarting point

      Challenge: contribute to the Art and Open Learning Fair

      Framework: our Covenant

    28. Each part relates to one or more sections of ourhandbook, and suggests activities to try while you explore peerlearning.

      Could try testing one or more of these activities on Thursday?

    29. It is clear to us that the techniques of peer production thathave built and continue to improve Wikipedia and GNU/Linuxhave yet to fully demonstrate their power in education

      What is holding people back from adopting these techniques in more formal / conventional education settings?

    30. Exercises that can help you cultivate a playful attitude

      Besides those listed below, what others can we think of?

    31. 1. How does a motivated group of self-learners choose a subjector skill to learn?2. How can this group identify and select the best learning re-sources about that topic?3. How will these learners identify and select the appropriatetechnology and communications tools and platforms to ac-complish their learning goal?4. What does the group need to know about learning theory andpractice to put together a successful peer-learning program?

      Good questions, seems like they could apply to many different learning arrangements

    32. The challenge: adult learners seek both comfort and context inour lives [1], [2]. In choosing tool “brands”, we can ignore thefeatures themselves and what we need as parts of the puzzle for

      Could it be concluded that child learners are more able to concentrate on the learning itself?

    33. (Convening a Group is our “forming”, Organiz-ing a Learning Context is our “storming and norming”, Co-working/Facilitation is our “performing”, and Assessment is our“adjourning”)

      Simple breakdown of a structural theory.

    34. We need a 1/2 cup of group writing tools, 2 tsp. ofsocial network elements, a thick slice of social bookmarking, andsome sugar, then put it in the oven for 1 hour for 350 degrees.

      The "cookbook" is no longer a personal guidebook, but also includes a lot of social, technological and teamwork elements.

    35. 6. How: Linearity vs Messiness

      Similar to our 'Basho" covenant.

    36. 5. Why: Tool/platform choice

      What methods of working would work best and why, based on group dynamics?

    37. 3. When: Time management

      How can the time be managed for motivation and success? What activities (existing or new) can generate further interest?

    38. 2. What: Nature of the project• What skills are required? What skills are you trying tobuild?• What kinds of change will participants undergo? Will theybe heading into new ground? Changing their minds aboutsomething? Learning about learning?• Whatsocialobjective,or“product”ifany,istheprojectaim-ing to achieve?• What’sthe‘hook?’Unlessyouareworkingwithanexistinggroup, or re-using an existing modality, consistent partici-pation may not be a given.

      How does the project help dictate who is in the group and the likelihood of success?

    39. 1. Who: Roles and flux• What are some of the roles that people are likely to fall into(e.g. Newcomer, Wrapper, Lurker, Aggregator, etc.)?• Howlikelyisitthatparticipantswillstickwiththeproject?Ifyouexpectmanyparticipantstoleave,howwillthiseffectthe group and the outcome?• Do you envision new people joining the group as time goesby? If so, what features are you designing that will supporttheir integration into an existing flow?• Will the project work if people dip in and out? If so, whatfeatures support that? If not, how will people stay focused?

      Not just who they are, but what roles they may take on, how long will they be there, and will anyone new come in?

    40. Expectations for participants

      6 key questions!

    41. Those taking the initiative should ask themselves the traditionalWho, What, Where, When, Why, and How. (Simon Sinek sug-gests to begin with Why, and we touched on Who, above!). Indoingso,preliminaryassumptionsfordesignandstructurearees-tablished. However, in peer learning it is particularly importantto maintain a healthy degree of openness, so that future groupmembers can also form their answers on those questions.

      Basic, simple building blocks.

    42. How willyou convene others to form a suitable group? How will you de-sign a learner experience which will makeyourproject thrive?

      Key questions to keep in mind. How can there be group learning without a group? But how to find members? Who could they be? How best to convey an effective learning experience?

    43. Digital libraries don’t need to play by all thesame rules, but are still structured

      Although the purpose of a digital library is similar to a traditional one, they are fundamentally different in nature and there are things a digital library can do that a physical one cannot hope to match. Here is an overview of the advantages of choosing a digital library over a collection of physical objects: 1/Sharing knowledge anywhere, anytime, with any number of people 2/Greater ease of storage and preservation 3/New ways to search and study

      What is the structure of a digital library tube, the external structure or the internal structure, I am confused.

    44. Those who did havea “team” or who knew one another from previous experi-ences, felt more peer-like in those relationships.

      The term 'peer learning', remains abstract. The sense in which we use it here suggests a two-way, reciprocal learning activity. Peer learning should be mutually beneficial and involve the sharing of knowledge, ideas and experience between the participants. It can be described as a way of moving beyond independent to interdependent or mutual learning (Boud, 1988).

      Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers. They develop skills in organizing and planning learning activities, working collaboratively with others, giving and receiving feedback and evaluating their own learning. Peer learning is becoming an increasingly important part of many courses, and it is being used in a variety of contexts and disciplines in many countries.


      Co-Learning (p137), it also calls “Collaborative learning” is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, or meanings, or creating a product.

      This approach actively engages learners to process and synthesize information and concepts, rather than using rote memorization of facts and figures. Learners work with each other on projects, where they must collaborate as a group to understand the concepts being presented to them.

      Through defending their positions, reframing ideas, listening to other viewpoints and articulating their points, learners will gain a more complete understanding as a group than they could as individuals.

    46. the updated design, projects are something like para-graphs that combine simple sentences. The language can be ex-tended further, and I hope that will happen in further study

      Would like to consider this further - "objects" as the building blocks (words, sentences) that can be combined to make paragraphs (projects, outcomes). The range of available objects determines the range of available outcomes (the rules, the grammar)

    47. From interviewing users, it became clear tomethatitwouldbehelpfultothinkofeveryobjectasbeingpartofat least one project: everything should have someone looking af-ter it! Importantly, getting back to the very beginning of this ar-ticle, each project can define its own purpose for existing

      Another good way of organising research material? Keeping stuff that is "in-use" close to hand, and clearing the rest out of the way

    48. Instead of explicitly modeling “goals,”I decided that problems and articles could be organized into “col-lections,” thesamewaythatvideosareorganizedintoplaylistsonYouTube, and that the user would get encouraging directed feed-back as they work their way through the problems in a given col-lection.

      Could be a good way of organising research material eg readings, images - into "collections" based around some attribute, keyword, or research interest?

    49. For now, it is enoughto say that an institution is a bit like a language


    50. there is a tremendousdifference between a solo effort and the distributed peer-to-peerinfrastructures like the ones that underly the PirateBay, which,despite raids, fines, jail sentences, nation-wide bans, and serverdowntime, has proved decidedly hard to extinguish. Accordingto a recent press release: “If they cut off one head, two more shalltake its place.”

      The power of collaboration

    51. “Wikipedia, the encyclopedia anyone can edit” (as of 2011) asmany as 80,000 visitors make 5 or more edits per month. This isinteresting to compare with the empirical fact that (as of 2006)“over 50% of all the edits are done by just .7% of the users... 24people...andinfactthemostactive2%,whichis1400people,havedone 73.4% of all the edits.” Similar numbers apply to other peerproduction communities

      Amazing how relatively few people are needed to get the job done

    52. the thing that really matters is the users of the code

      Keep the user in mind / work FOR the user

    53. Maybethey’ll start helping eventually, but you should startoff with the assumption that you’re going to be theone maintaining it and ready to do all the work.

      Lead by example - inspire others to join the work

    54. The first mistake is thinking thatyou can throw things out there and ask people tohelp. That’s not how it works. You make it public,and then you assume that you’ll have to do all thework, and ask people to come up with suggestions ofwhat you should do, not what they should do.

      Ask for input / advice / feedback - not volunteers

    55. all thelists of things to do are for nought if no one steps in to do thework

      While allowing lurkers / inactive users, also allow a degree of initiative from more energetic users? How to prevent the energetic from bulldozing the more reticent members of the group?

    56. ina volunteerorganization– no one can “make”’ other people participat

      Lurking must, then, be tolerated?

    57. ee the anti-pattern “Misunderstanding Power”for some further reflections on these matters

      Must research this

    58. Add a newcomer section on your online platform to helpnew arrivals get started. Seasoned participants are ofteneager to serve as mentors

      This is a good idea - makes the project/platform inclusive and open

    59. Ask participants to be clear about when they will be readyto deliver their contributions

      Flexible deadlines, as long as they are honoured

    60. Organize regular face-to-face or online meetings to talkaboutprogressandwhat’sneededinupcomingdays/weeks

      Keeping whole group engaged and in-the-know

    61. Give roles to participants and define some “energy centers”who will take the lead on specific items in the project

      I definately think this is a good way to harness creative energy, skills and enthusiasm - use it to propel the work forward

    62. Let your work be “open” in the sense described inWikipedia’s Neutral Point of View policy

      Again, wikipedia acts as a reference point / model

    63. Accept that people may only contribute a little: if this con-tribution is good it will add value to the whole.

      Quality over quantity!

    64. Accept that some people want to watch what is going onbefore jumping in. This doesn’t mean you have to keepthem hanging around forever. After a while, you may un-enroll people who don’t add any value to the community.In our Peeragogy project, we’ve asked people to explicitlyre-enroll several times. Most do renew; some leave

      Not everyone will respond to the peer-to-peer model - some may need time to adjust, or may reject it; others may decide it does not work for them. At what point does a member become "dead weight" ?

    65. For teachers reading this, and wondering how to use peer-agogy to improve participation in their classrooms, it’s reallyquite simple: reframe the educational vision using peeragogicaleyes. Recast the classroom as a community of people who learntogether, the teacher as facilitator, and the curriculum as a start-ing point that can be used to organize and trigger community en-gagement. However, just because it’s simple doesn’t mean it’seasy! Whatever your day job may be, consider: how well dothe various groups you participate in work together – even whenthe members ostensibly share a common purpose? Sometimesthings tick along nicely, and, presumably, sometimes it’s excruci-ating. What’s your role in all of this? How do you participate?

      It could be interesting to reframe the "spheres of valorisation" as "communities" in which one plays a more or less active role - and where one may strive toward becoming a kind of "facilitator" (as opposed to lone actor)?

    66. Methods of managing projects, including learningprojects, range from more formal and structured tocasual and unstructured. As a facilitator, you’ll seeyour peeragogy community constantly adjust, as itseeks an equilibrium between order and chaos, ide-ally allowing everyone to be involved at their ownpace without losing focus, and in such a manner thatthe collective can deliver

      Is this equilibrium different for each group / setting / task? Is there an ideal, or does it depend on the circumstances?

    67. Mobile access - Half of America’s workforce sometimesworks away from the office. Smart phones are surpassing PCsfor connecting to networks for access and participation. Phonespost most Tweets than computers. Google designs its apps formobile before porting them to PCs.

      Home life / recreation colonized by work obligations? Depends on (your attitude to) the nature of the work / your engagement?

    68. Bookmarks - to facilitate searching for links to information,discover what sources other people are following, locate experts

      Services like StumbleUpon - an aggregated (?) / peer-generated collection of rated recommendations based on user interests - early example of manipulative algorithm?

    69. Blogs-fornarratingyourwork,maintainingyourdigitalrep-utation, recording accomplishments, documenting expert knowl-edge, showing people what you’re up to so they can help out

      Sharing knowledge through blogging as a generous act (less attention-seeking than other forms of social media?)

    70. Wikis - for writing collaboratively, eliminating multiple ver-sions of documents, keeping information out in the open, elimi-nating unnecessary email, and sharing responsibility for updatesand error correction

      Interested to find out more about the "rhythm" of wikis - if such a thing exists - i.e. how does input and editing between members "flow" or interact; what are the forces at play; what are the stages of completion, engagement, review?

    71. Activity stream - for monitoring the organization pulse inreal time, sharing what you’re doing, being referred to useful in-formation, asking for help, accelerating the flow of news and in-formation, and keeping up with change

      The danger here would be information overload leading to disengagement, overwhelm, apathy...

    72. Profiles - for locating and contacting people with the rightskills and background. Profile should contain photo, position, lo-cation, email address, expertise (tagged so it’s searchable). IBM’sBlue Pages profiles include how to reach you (noting whetheryou’re online now), reporting chain (boss, boss’s boss, etc.), linkto your blog and bookmarks, people in your network, links todocuments you frequently share, members of your network

      Could this be realized in analog form? What were the functioning precursors to digital networks? Could this be as simple as a mutual agreement to share skills and resources?

    73. Some of those consumer applications are simple to replicatein-house. Others are not. You can’t afford to replicate Facebookor Google behind your firewall. That said, there are lots of ap-plications you can implement at reasonable cost. Be skeptical ifyour collaborative infrastructure that doesn’t include these mini-mal functions

      Get to the core of what each application is "for"

    74. Personalize my experience and make recommendations,like Amazon.• Make it easy for me to connect with friends, like Facebook.• Keep me in touch with colleagues and associates in othercompanies, as on LinkedIn.• Persistent reputations, as at eBay, so you can trust whoyou’re collaborating with.• Multiple access options, like a bank that offers access byATM, the Web, phone, or human tellers.• Don’t overload me. Let me learn from YouTube, an FAQ, orlinking to an expert.• Show me what’s hot, like Reddit, Digg, MetaFilter, or Farkdo.• Give me single sign-on, like using my Facebook profile toaccess multiple applications.• Let me choose and subscribe to streams of information I’minterested in, like BoingBoing, LifeHacker or Huffpost.• Provide a single, simple, all-in-one interface, like that pro-vided by Google for search

      It would be interesting to see if these "ideals" could be translated into analogue form - as the working parameters of a peer group of artists, for example

    75. In an ideal Workscape, workers can easily find the people and in-formation they need, learning is fluid and new ideas flow freely,corporatecitizensliveandworkbytheorganization’svalues,peo-ple know the best way to get things done, workers spend moretime creating value than handling exceptions, and everyone findstheir work challenging and fulfilling

      What are the borders of the workscape - and can the ideal workscape exist as a closed system? Does the workscape, by definition, require universal participation in order to succeed?

    76. workscape designer’s goal is to create a learn-ing environment that increases the organization’s longevity andhealth and the individual’s happiness and well-being

      Is the workscape's designer's priority the development of the organization, or the learning/happiness of it's individuals? Could there be a conflict of interests? Thinking more along the lines of large corporations - where typically the needs of the organisation would trump those of the individual

    77. A major component of informal learningis natural learning, the notion of treating people as organisms innature. The people are free-range learners. Our role is to protecttheir environment, provide nutrients for growth, and let naturetake its course.

      The notion of nature/natural could be problematic here - how is the "natural" way of learning (or anything) defined - and what would constitute an "unnatural" way of learning?

    78. Formallearningtakesplaceinclassrooms; informallearninghap-pens in workscapes. A workscape is a learning ecology. As theenvironment of learning, a workscape includes the workplace.In fact, a workscape has no boundaries. No two workscapes arealike. Yourworkscapemayincludebeingcoachedongivingeffec-tive presentations, calling the help desk for an explanation, andresearching an industry on the Net. My workscape could includeparticipating in a community of field technicians, looking thingsup on a search engine, and living in France for three months.

      Does the workscape encompass all forms of - or perhaps fields of - practice?

    79. Formallearningtakesplaceinclassrooms; informallearninghap-pens in workscapes. A workscape is a learning ecology. As theenvironment of learning, a workscape includes the workplace.In fact, a workscape has no boundaries. No two workscapes arealike. Yourworkscapemayincludebeingcoachedongivingeffec-tive presentations, calling the help desk for an explanation, andresearching an industry on the Net. My workscape could includeparticipating in a community of field technicians, looking thingsup on a search engine, and living in France for three months.

      How does the notion of "work" in "workscape" relate to, and/or differ from the notion of "practice" or "praxis" - to art "work", and so on? Worth looking further into this

    80. Formallearningtakesplaceinclassrooms; informallearninghap-pens in workscapes. A workscape is a learning ecology

      A complex interaction of actors - as opposed to "top-down" formal approach?

    81. Howard Rheingold: Remember you came togetherwith your peers to accomplish something, not to dis-cuss an agenda or play with online tools; keep every-thingaseasilyaccessibleaspossibletoensureyoure-alize your goals

      Again, having a strong core intent or goal provides a foundation from which further actions can be built - and also a point of reference when sidetracked / encountering disagreements, etc

    82. A good place to begin for any group of co-facilitators work-ing with a wiki are Wikipedia’s famous “5 Pillars.”• Wikipedia is an encyclopedia.• Wikipedia writes articles from a neutral point-of-view.• Wikipedia is free content that anyone can edit, use, modify,and distribute.• Editors should interact with each other in a respectful andcivil manner.• Wikipedia does not have firm rules

      Could be useful for the Basho group to set out a series of working rules that flow from a starting premise (in this case "Wikipedia is an encyclopedia"). First statement forms the core intent, other statements and actions build upon it.

    83. Beawareofmutualblindspotsinfacilitatingandobservingothers.

      Language barriers, perhaps?

    84. Watch out for different rhythms of intervention

      This too sounds interesting - could this be different voices, experiences, ways of engaging with the group?

    85. “The Community Tool Box”

      Interested to find out more about this

    86. Toomuch autonomy for participants and laissez-faire onyour part, and they may wallow in ignorance, mis-conception, and chaos

      Too much guidance = disengaged

      Too little guidance = disengaged

      Where is the sweet spot?

    87. oo much coop-erative guidance may degenerate into a subtle kindof nurturing oppression, and may deny the groupthe benefits of totally autonomous learning

      Guidance becomes a crutch - reducing the need for critical engagement - and sets the parameters of the field of possible responses / outcomes

    88. elf-direction,which is the core of all learning

      All learning ultimately directed towards autodidactism?

    89. Too much hierarchical control,and participants become passive and dependent orhostile and resistant.

      Too much like secondary school - the learner becomes disengaged

    90. differentiatedperception of the field of experience is facilitated.

      Different viewpoints (between group members)?

    91. threat to the self of thelearner is reduced a minimum

      Feeling comfortable in the space / with the group, minimal financial / resource risk, etc

    92. Forexample, self-help groups are composed of people who gather tosharecommonproblemsandexperiencesassociatedwithapartic-ular problem, condition, illness, or personal circumstance

      This seems to differ from the straight-up "facilitator" - who sounds more like a kind of disinterested (though helpful) intermediary. In the case of co-facilitation, it seems that each facilitator also has a "vested interest" in the outcome - e.g. each member of AA wants their peers to succeed, but also wants themselves to succeed (as opposed to, say, an alcohol counsellor who wants the best for the patient but who does not personally have an alcohol problem).

    93. Significant learning requires that there be somekind of lasting change that is important in terms of the learner’slife; in peeragogy, one way to measure the effectiveness of co-facilitation is to look for a change in the peer group

      How could such a change be measured, tracked, identified? What kind of changes could be brought about?

    94. Co-facilitation can be found in collaborations between two ormore people who need each other to complete a task,

      So each member "facilitates" learning for each other member, "in service to the group"?

    95. done in service to the group and the group dialogue andprocess

      Not unlike a translator / negotiator / counsellor / therapist?

    96. Facilitation can be particularly helpful for individualswho, based on a certain level of insecurity or inexperience, tendto lurk rather than participate

      Giving people a "way in" or "entry point" to the work / navigating the awkwardness of group work

  3. Feb 2021
    1. Charlotte here, Feb. 4, 2021 with Hermano & Charlie

  4. Dec 2020