In the last post, I wrote about a keynote presentation by Philip Yenawine, the co-founder of Visual Thinking Strategies. A second remarkable keynote address came during a half-day symposium, Peer to Peer: Engaging Students in Learning and Assessment, sponsored by colleagues in the Center for Teaching and Learning at the Johns Hopkins School of Public Health (JHSPH).
Howard Rheingold delivered his presentation From Pedagogy to Peeragogy: Social Media as Scaffold for Co-learning remotely as seems appropriate for the person Wikipedia describes as “… a critic, writer, and teacher; his specialties are on the cultural, social and political implications of modern communication media such as the Internet, mobile telephony and virtual communities (a term he is credited with inventing).”
Rheingold is a visiting lecturer at Stanford University in the Department of Communication where he teaches two courses, Virtual Communities, and Social Media Literacies. He is also a lecturer at the University of California, Berkeley in the School of Information where he teaches Virtual Communities and Social Media. He is the author of numerous books including Smart Mobs: The Next Social Revolution, [2002, Perseus Books], and Net Smart: How to Thrive Online [2012, The MIT Press]. He has given a TED Talk titled The New Power of Collaboration.
On the bleeding edge in terms of technology and thinking about the power of the human mind, Rheingold has long been an advocate and advancer of the collaborative nature of networked communities and communication. Rheingold spoke to the audience at JHSPH on the evolution of learning from lecture-based to learning-centered, self-directed, social, peer-to-peer, inquiry-based, cooperative, and networked models.
He started in the mid-2000s with the Social Media Classroom, a wiki-based site that acted as a place for communication and served as an asynchronous element to a face-to-face class he was teaching. In the process students, working in teams, became co-teachers. He promoted the use of blogs, and mind maps that provided students with a non-linear way of looking at materials and making connections between things. In an effort to reach out to different learning styles, Rheingold presented the course syllabus as a concept map, a Prezi, and on the wiki.
Since then we have seen a proliferation of peer-to-peer learning platforms such as YouTube and Khan Academy, as well as self-directed, peer-supported courses such as ds[digital storytelling]106. Since January 2011 ds106 has been taught at University of Mary Washington (UMW) and other institutions as a course for credit but also has at the same time been open (non-credit) to participants from the web (learn more about ds106).
Howard Rheingold’s Rheingold U. is a natural extension of this phenomenon. “Rheingold U. is a totally online learning community, offering courses that usually run for five weeks, with five live sessions and ongoing asynchronous discussions through forums, blogs, wikis, mindmaps, and social bookmarks. In my thirty years of experience online and my eight years teaching students face to face and online at University of California, Berkeley and Stanford University, I’ve learned that magic can happen when a skilled facilitator works collaboratively with a group of motivated students. Live sessions include streaming audio and video from me and from students, shared text chat and whiteboard, and my ability to push slides and lead tours of websites.”
Rheingold asked, “What do self-learners need to know in order to effectively teach and learn from each other?” This question led him to the development of the concept of peeragogy (a collection of techniques for collaborative learning and collaborative work) and The Peeragogy Handbook: a peer-to-peer learning guide in the form of a wiki-based “textbook” created cooperatively. Of this Rheingold says, “I was invited to lecture at UC Berkeley in January, 2012, and to involve their faculty and their graduate students in some kind of seminar, so I told the story of how I’ve used social media in teaching and learning – and invited them to help me create a handbook for self-learners.”
Rheingold inspires us to rethink traditional teaching models, reminding us that not only do we learn best by doing, but also that teaching someone what we have learned reinforces our own knowledge.
Macie Hall, Senior Instructional Designer
Center for Educational Resources
Johns Hopkins University
Image Source: Screen shot from http://rheingold.com/
Several weeks ago our colleagues in the Center for Teaching and Learning at the Johns Hopkins School of Public Health presented the very informative half-day symposium Peer to Peer: Engaging Students in Learning and Assessment. Speakers presented on their real-life experiences implementing peer learning strategies in the classroom. There were hands-on activities demonstrating the efficacy of peer-to-peer learning. Two presentations focused on peer assessment highlighting the data on how peer assessment measures up to instructor assessment and giving examples of use of peer assessment. If you missed it, the presentations were recorded and are now available.