Пару лет назад, когда я предложил слово "равногогика" в качестве перевода для "peeragogy" (нового для того времени термина), некоторые коллеги сочли слово неудачным. Вчера я снова вспоминал этот эпизод и обнаружил, что готов предложить краткий и, как мне кажется, убедительный ответ на старые возражения:

"Равно-гогика" (от русс. "равный" и греч. "аго" -- веду) как нельзя лучше передает суть определяемого: учащиеся как равные участники образовательного процесса ведут друг друга, взаимно- и со-учатся (при содействии преподавателя или предметного эксперта -- уже детали конкретного подхода).

В дискуссиях о равногогике часто всплывает старый, но актульный (настолько, чтобы снова вернуться к нему) вопрос: утрачивает ли преподаватель авторитет, раз учащиеся сами ведут друг друга? Ответ: и да, и нет. Во-первых, важно заметить, что равногогика относится, в первую очередь, к обучению взрослых (в сети), которые в большинстве случаев более самостоятельны, чем школьники-подростки. Во-вторых, как мне кажется, интереснее будет спросить:

Каким образом преподаватель преобретает авторитет в новых условиях (в тех же социальных медиа, в качестве эксперта или сетевого куратора)?

Беспроводный/мобильный доступ к сети, как пишет Александр Рид (Reid, 2009), привносит социальные медиа во все педагогические контексты, делая их частью общего глобального контекста. Это неизбежно, происходит независимо от нас и требует пересмотра роли не только преподавателя, но и самих образовательных учреждений (хочу заметить, что говорить об этом начали еще до "бума" МООК). В более широком смысле проблема аторитета или "кто кого учить будет" вытекает из проблемы открытых систем в образовании. Рекомендую недавний пост Скотта Маклеода (Scott McLeod), цитирующего работу Постмана и Вейнгартнера (Postman & Weingartner, 1971).

Признавая значение Интернет, мы обнаруживаем, насколько ограничены возможности наших систем электронного обучения (вузовские LMS/VLE) на фоне разнообразия сервисов и ресурсов самой сети. Наиболее инициативные преподаватели предпочитают сами выходить в глобальное пространство, но в силу очевидных причин не способны обеспечить присутствие сразу во всех сервисах (Reid, 2009). И здесь равногогика играет важную роль, помогая искать и находить это присуствие, хотя и в ином, новом качестве (преподаватель как эксперт-"попутчик" и т. п.).

Проблемы, связанные с обучением в сетевых контекстах, еще долго будут открытыми, что, по сути, нормальная для педагогики ситуация. Я знаю, что некоторые коллеги очень настороженно относятся к понятиям вроде равногогики, и понимаю объективные причины их реакции. Моя собственная позиция заключается в том, чтобы рассматривать равногогику как попытку если не дать ответы, то хотя бы намекнуть новые вопросы.

Ссылки:

Reid, A. (2009) Miscellanea U: Post-Disciplinary Networks in Social Media. URL: http://cnx.org/content/m32422/1.1/

See bottom of post for update details!

UPDATE 1 | 26 Dec 2013

UPDATE 2 | 26 Jan 2014

Joe Corneli and I submitted a workshop proposal to OER14 titled: "Help Design the Peeragogy Accelerator". Check out the abstract below, and let us know if you have any feedback or if you'd like to attend!

Abstract for Twitter (140 chars max)

Peeragogy Handbook editors will help participants collaboratively accelerate their OER work by leveraging peer learning.

Rationale

Editors of the Peeragogy Handbook will lead this workshop, giving participants an opportunity to uncover what they want to learn or achieve within the world of OER.  We aim to help participants improve the efficiency of their learning processes by leveragingthe work of peers. We bring years of experience with projects like the Peeragogy handbook, PlanetMath, Collaborative Lesson Planning, and The Uncertainty Principle and other case studies of "peeragogy in action". We will briefly present a range of examples, but the focus of the workshop will be on garnering insights of participants, to help specify the problems they are working on in their individual OER projects -- both thematic problems like "generating revenue" and "student participation", as well as more context-specific issues.

Content

We will share a set of five principles for effective peer learning that have been explored in practice (see references), as well as a catalog of patterns for peer learning, which serves as a robust method for doing "emergent design".  Participants will use these design techniques to build a real, functioning, accelerator programme that will operate in a distributed  fashion during the next year. Participants will be able to repeat this activity with their own local communities. We want to be open about the risks involved in building a spontaneous and emergent process - we have had good results in the past, but there are always obstacles, and part of the purpose of this exercise is to understand the current set of obstacles that participants face in their own work.

Delivery Methods

The workshop will give participants  the opportunity to reflect clearly on their own educational projects and provide them with an opportunity to figure out how different projects can come together in a way that improves everybody's work. Outline (90 minute time slot):

05 Minutes - for technical setup and quick introductions

10 Minutes - Overview of Peeragogy

05 Minutes - Attendees complete questionnaire on an Etherpad, providing background their own project and goals

20 Minutes - Organize attendees into groups of 3 or more, each discussing their project goals with one another and looking for more information on what could achieved in a collaboration

20 Minutes - Change groups again, repeat the process of looking for connections (first 5 minutes of this section will discuss successes and failures of the previous section)

20 Minutes - Individuals "report back" what they discovered in their small groups and if they have new ideas for collaboration.  (What could they bring to a Peer Learning Accelerator?  What would they want to get?)

10 Minutes - Wind down, determine specific action steps for individual groups to move forward on and how to re-incorporate their findings back into the accelerator (e.g. a Peeragogy Google+ working group, or a co-created Collaborative Exploration to deepen the themes that have been raised in the workshop)

References

Corneli and Danoff, Paragogy: Synergizing individual and institutional learning (Published on Wikiversity 22 January 2011) http://en.wikiversity.org/wiki/File:Paragogy-final.pdf

Corneli and Danoff, Paragogy, in CEUR Workshop Proceedings (ISSN 1613-0073), July 2011 Vol-739 http://ceur-ws.org/Vol-739/

Corneli and Mikroyannidis, Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE), Digital Education Review, Volume 20. http://greav.ub.edu/der/index.php/der/article/view/188/330

Corneli, Paragogical Praxis, Published in E-Learning and Digital Media (ISSN 2042-7530), Volume 9, Number 3, 2012 http://www.wwwords.co.uk/elea/content/pdfs/9/issue9_3.asp

Rheingold et al., The Peeragogy Handbook, available through http://peeragogy.org and Lulu.com

Corneli, Danoff, Terzi, Pierce, Graves, Barondeau, Roadmaps in Peer Learning, MeTis, III, 2013 http://metis.progedit.com/anno-iii-numero-1-062013-formare-tra-scienza-tecnica-tecnologia/99-saggi/490-roadmaps-in-peer-learning.html

Corneli, Danoff, Keune, Lyons, Peeragogy in Action, in The Open Book, The Finnish Institute, London, 2013, ISBN: 978-0-9570776-3-8 http://theopenbook.org.uk/ | https://archive.org/details/TheOpenBook | http://peeragogy.org/peeragogy-in-action/

UPDATE 1 (26 Dec. 2013) OUTCOME

In late December, Joe and I learned our workshop abstract had been accepted. Below are our 3 reviews.

Reviewer 1. OER practitioners rarely have this kind of opportunity to interact in a hands-on, face-to-face environment with their peers. Although it is not clear from the proposal what format the "Accelerator" itself will ultimately take, the workshop itself will provide a valuable opportunity for individuals from different projects to learn about each other's work and build much-needed, potentially lasting synergies. Moreover should the Accelerator work as proposed, it will be a valuable contribution to the OER community. The opportunity for community contribution to this work-in-progress could ensure its success. Reviewer 2. A very clearly outlined and engaging workshop that will have wide appeal to the conference community for whom the majority are involved in OER projects. I like how there will be useful workshop outputs in the form of survey data and accelerator captures for participants to collaborate on and for the wider OER community to access. There were one or two minor words missing in the descriptors so a further proofing would be advised. Reviewer 3. Potentially useful workshop. Might be useful if attendees prepared a little beforehand to focus on goals and understand the principle bette[r].

UPDATE 2 (26 Jan. 2014) ABSTRACT SUBMISSION UPDATED

In light of the reviews above, the conference oranizing team kindly gave us the chance to edit our abstract, which we did on this Google Doc and which is re-pasted below:

Abstract for Twitter (140 chars max)

http://peeragogy.org editors will help participants accelerate their OER work by leveraging peer learning.

Rationale

Editors of the Peeragogy Handbook will lead this workshop, giving participants an opportunity to uncover what they want to learn or achieve within the world of OER.  We aim to help participants improve the efficacy of their learning processes by leveraging the work of peers. We bring years of experience with projects like the Peeragogy Handbook, PlanetMath, Collaborative Lesson Planning, and The Uncertainty Principle and other case studies featuring “peeragogy in action”. We will briefly present a range of examples, but the focus of the workshop will be on garnering insights of participants, to help specify the problems they are working on in their individual OER projects — both thematic problems like “generating revenue” and “student participation”, as well as more context-specific issues.

Content

We will share a set of five principles for effective peer learning that have been explored in practice (developed in our early papers, available on paragogy.net), as well as a catalog of design patterns for peer produced peer learning (developed with the many co-authors of the Peeragogy Handbook, available on peeragogy.org). Participants will use these design techniques to help build a real, functioning, globally distributed Peeragogy Accelerator. In the accelerator, projects with a focus on peer learning and collaborative working will join forces to help each other achieve their goals. Participants will be able to repeat this activity and build local accelerators in their own communities.

Delivery Methods

The workshop will give participants  the opportunity to reflect clearly on their own educational projects and provide them with an opportunity to figure out how different projects can come together in a way that improves everybody’s work. Outline (90 minute time slot):

Before Conference - Recommended reading: http://is.gd/PeeragogyAccelerator

05 Minutes - For technical setup and quick introductions

10 Minutes - Overview of Peeragogy

05 Minutes - Attendees complete questionnaire on an Etherpad, providing background their own project and goals

20 Minutes - Organize attendees into groups of 3 or more, each discussing their project goals with one another and looking for more information on what could be achieved in a collaboration

20 Minutes - Change groups again, repeat the process of looking for connections (first 5 minutes of this section will discuss successes and failures of the previous section)

20 Minutes - Individuals “report back” what they discovered in their small groups.  Questions to address:  (a) What could they bring to a Peer Learning Accelerator?  (b) What would they want to get?

10 Minutes - Wind down, determine specific action steps for individual groups to move forward with (e.g. a Peeragogy Google+ working group, or a co-created Collaborative Exploration to deepen the themes that have been raised in the workshop)

References

Corneli and Danoff, Paragogy, in CEUR Workshop Proceedings (ISSN 1613-0073), July 2011 Vol-739 http://ceur-ws.org/Vol-739/

Corneli and Mikroyannidis, Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE), Digital Education Review, Volume 20. http://greav.ub.edu/der/index.php/der/article/view/188/330

Corneli, Paragogical Praxis, Published in E-Learning and Digital Media (ISSN 2042-7530), Volume 9, Number 3, 2012 http://www.wwwords.co.uk/elea/content/pdfs/9/issue9_3.asp

Rheingold et al., The Peeragogy Handbook, available through http://peeragogy.org

Идеал равногогики (peeragogy, p2p-learning) -- самоорганизующееся кооперативное обучение. Долгосрочная перспектива развития требует, чтобы навыки организации и участия в нем стали частью всеобщей грамоты (формальной ступени образования). Я говорю о принципиально новой задаче: исследовать, усовершенствовать и использовать механизмы самоорганизующегося обучения в контексте изобилия образовательных ресурсов. Научившись сами, мы сможем учить других, создавая воспроизводящиеся учебные сообщества.

Важно понимать, что равногогика адресована подготовленным учащимся (взрослым), владеющим навыками организации собственной учебной деятельности. Автономия -- главный пререквизит, исследованию которого посвящено специальное направление «эвтагогика».

Эвтагогика (heutagogy) -- от греческих εαυτός (эвтос, «сам») и άγω (аго, «вести») -- была предложена австралийцами Стюартом Хасе (Stewart Hase) и Крисом Кеньоном (Chris Kenyon) как продолжение развития андрагогики. Предмет эвтагогики -- самоопределяемая учебная деятельность, основанная на совершенствовании собственных навыков учения. Учась чему-либо, я осознанно учусь дважды: предмету, а также организации своего учения (double loop learning). В отличие от андрагогики, где программу обучения составляет фасилитатор, в эвтагогике учащийся сам решает, чему и как учиться (включая выбор заданий для оценивания) [1].

Автономия учащихся предшествует сотрудничеству в равногогике, потому что не может быть синергетического содействия (основа P2P-обучения) там, где один вынужден «тащить» на себе другого. Вместо того, чтобы сотрудничать, зависимые расходуют усилия более самостоятельных (классическая педагогическая модель, где «самостоятельный» -- это учитель).

Признавая, что эффективное сотрудничество (а также непрерывное образование на протяжении жизни) доступно лишь автономным учащимся, мы (педагоги) должны сосредоточиться на самоустранении, чтобы как можно больше «обученных» могли учиться сами.

Ссылки:

Peeragogy.org

More on Heutagogy

Paulo Friere, a well-known researcher, author and influencer of educational theory particularly in the latter part of the 19th century believed that learning is never neutral, people can either be passive recipients of knowledge or they can be actively engaged in a problem-solving approach where they themselves contribute to changing their environments, workplaces and communities.  Like most educators today he recognized that people brought their own knowledge and experiences to the learning context.  He was very concerned with dialogue versus curriculum, the oppressed and the learner’s ability to make a difference in the world.  Of real value to education today is Paulo’s belief that dialogue or conversation is not only about deepening an individual’s understanding but an opportunity for collaboration and sharing with great potential to build social capital.  Paulo believed that learning should not occur in isolation, involving only one person acting on another, but rather a collaborative approach where people work with each other.  Even though  Paulo’s approach was around structured learning environments his insistence on education through lived experiences is still very relevant to us today as we continue to focus on the importance of valuing and recognising the informal learning opportunities of our learners. 

  An andragogical approach to learning has changed the role of the teacher to one of a facilitator of learning, a coach or a mentor and encourages the learner to become more self-directed. Researchers Stewart Hase and Chris Kenyon argue that while andragogy (Knowles 1970) provided the educator with various strategies to improve educational practice, it is still very much about a teacher-learner relationship. They argued that the rapid rate of change in society and the explosion of information readily available to us, suggests that today’s educator requires educational approaches where the learner determines what and how they learn. Heutagogy is one such theory that leads us in this direction.  Hase and Kenyon define Heutagogy as the study of self-determined learning, suggesting that it could be viewed as a natural progression from earlier educational methodologies such as pedagogy, andragogy and in particular from capability development – believing that it could provide the most advantageous approach to learning in the twenty-first century. 

  In the International Review of Research in open and distance learning is an article titled ‘Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning’ by  Lisa Marie Blaschke.  In this article Lisa explains that Heutagogy has its roots in andragogy and although heutagogy has lain dormant for at least a decade it has now resurfaced with renewed interest.  Lisa suggests that this is due to the popularity and affordability that web 2.0 technologies offer today’s educator and learner.  As discussed by Lisa, Web 2.0 technologies offer a learner- centred approach that encourages the learner to generate their own content, embark on a self-directed discovery of information and define their own learning path. 

  Now if you are gasping in terror you are probably not alone.  Educator’s often question that not all learners are self-directed or even have the skills to generate content and find their own information.  For now, we won’t debate this but instead will continue to explore modern theories and revisit this in a future post.

  Drawing on the work of The World Bank, 2003 and Kuit & Fell, 2010, Lisa explains that today’s educators are commissioned to develop lifelong learners who can succeed in a global knowledge economy.  These learners must have the capability to effectually apply skills and knowledge to new situations in a continually shifting, complex environment.

  Through an extensive review of past and current research and literature it seems clear that pedagogical approaches and even andragogical approaches do not sufficiently prepare the learners to be more self-directed in their quest for knowledge and skills needed for today’s workplace. Instead today’s educator should consider theories that build on from what we know about pedagogy and andragogy.  Heutagogy offers the educator a learning environment where capable learners can be developed through learner centred, net-centric, digital teaching methodologies that take advantage of web 2.0 and emerging technologies while encouraging and supporting learners to become self-directed, self-determined and autonomous.

  In my next posts we will explore two other terms you may not be familiar with; peeragogy and paragogy. Each of these terms build on from pedagogy and andragogy and describe best practices for effective peer-learning.

  Bibliography

  Paulo Friere Accessed online http://www.freire.org/paulo-freire on 28 August 2012

  Kenyan, C. and Hase, S. 2001. Moving from andragogy to heutagogy in vocational

Education accessed online at http://www.avetra.org.au/abstracts_and_papers_2001/Hase-Kenyon_full.pdf  on 28 August 2012

  Smith, M. K. (1997, 2002) 'Paulo Freire and informal education', the encyclopaedia of informal education. Accessed online at [www.infed.org/thinkers/et-freir.htm. on 30 August 2012