11 Matching Annotations
  1. Sep 2021
    1. 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.

    2. Exercises that can help you cultivate a playful attitude

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

    3. (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.

    4. 6. How: Linearity vs Messiness

      Similar to our 'Basho" covenant.

    5. 5. Why: Tool/platform choice

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

    6. 3. When: Time management

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

    7. 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?

    8. 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?

    9. Expectations for participants

      6 key questions!

    10. 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.

    11. 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?