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Learning Path #1: What is Peer Learning?
Peer learning is an educational process where peers interact with other
peers interested in the same topic. It is when we learn with and from
each other. We can do this formally, informally, while we are face to
face, or online. We can do it at the same time, or we can learn from
each other asynchronously by leaving messages, comments, emails or
recordings back and forth between ourselves.
==Adult Learning & Social Learning
==
A bit about social learning and other learning theories - just a peek! The point of this section is to provide references for those who wish to understand the theory and research that sits beneath peer learning in the context of adult learning.The importance of peer learning comes from what we know about adult
learning and social learning theory. (For more on adult learning, see
Adult Learning: An Overview by Stephen Brookfield.) These two fields suggest that adults learn from doing, from learning in context and from the social engagement they experience learning with others.
David Kolb has described an adult learning cycle, also known as "Kolb's Cycle." The four phases include experiences where "the learner: (1) does something concrete or has a specific experience that provides a basis for (2) the learner's observation and reflection on the experience and his or her own response to it. These observations are then (3) assimilated into a conceptual framework or related to other concepts in the learner's past experience and knowledge from which implications for action can be derived; and (4) tested and applied in different situations." (See Kolbs Learning Cycle
http://www.utexas.edu/student/utlc/learning_resources/learning/Kolbs_Learning_Cycle.pdf)
Peer learning is based in doing
1. Experiencing or immersing oneself in the "doing" of a task is the first stage in which the individual, team, or organization simply carries out the task assigned. The engaged person is usually not reflecting on the task at this time, but carrying it out with intention.
2. Reflection involves stepping back from task involvement and reviewing what has been done and experienced. The skills of attending, noticing differences, and applying terms help identify subtle events and communicate them clearly to others. A learner’s paradigm (values, attitudes, beliefs) influences whether he or she can differentiate certain events. Vocabulary is also important, since words are necessary for verbalizing and discussing perceptions.
3. Conceptualization involves interpreting the events that have been noticed and understanding the relationships among them. At this stage, theory may be particularly helpful as a template for framing and explaining events. Paradigm again influences the interpretive range a learner is willing or able to entertain.
4. Planning enables taking the new understanding and translating it into predictions about what is likely to happen next or what actions should be taken to refine the way the task is handled.
What about children?
ADD THIS SECTION IN LATER
What Peer Learning is NOT!
There are many ways we learn.
Not all of them involve peers. But if you get creative, just about any
solo learning experience can become peer learning. All you have to do is
invite in at least one other person.
For example, self pace
learning modules that rely solely on sequenced content is not peer
learning. UNLESS you do it with someone else.
Listening to a recorded webinar is not peer learning, but the fact
that someone else took the time to make previous interactions available
to others is an indication of relationship and accountability to others
- to peers - for learning. Teams are dedicated to completing a shared
task in a specific time. But along the way, they can learn together.
The
bottom line? We each know a lot. When we make that available to each
other through both interactions and the artifacts of our interactions
(summaries, blog posts, recordings) we all learn. That's peer learning!
Related Approaches
There are many terms and
approaches that involve peers learning with and from peers. Some of them
are very specific types of peer interactions. It is helpful to have
some sense of these approaches. You may choose to use one or more of
them in your work. Below is a short description of each one with a link
to either a one-page overview or to an existing external resource on the
approach. (Our goal here is not to reinvent things, but to make them
easy to find and use!)
19
- Communities of Practice - Learning together about things we do in our own practice
- Learning Networks (thematic networks, personal learning networks) - Connecting to learn
- Peer Coaching - "We all need somebody to lean on..."
- Mentoring - "Standing on the shoulders of giants" (at least those who have been in the game longer!)*
- Action Learning - Learn by doing
- Informal Learning
- Conner, Marcia L. "Informal Learning." 1997-2009.
http://www.marciaconner.com/intros/informal.html "Informal learning" describes a lifelong process whereby individuals acquire attitudes,values, skills and knowledge from daily experience and the educational influences and resources in his or her environment, from family and neighbors, from work and play, from the market place, the library and the mass media.:" - From Jay Cross a short You Tube Video http://www.youtube.com/watch?v=NlETGJ0mnno (10 minutes Maybe not so short!)
- Personal Board of Directors
- http://www.schaefersblog.com/create-a-personal-board-of-directors-part-i/
- http://www.jimcollins.com/article_topics/articles/looking-out.html
- Self Help Groups/Support Groups
- From Wikipedia http://en.wikipedia.org/wiki/Support_group "In a support group,members provide each other with various types of help, usually nonprofessional and non material, for a particular shared, usually burdensome, characteristic. The help may take the form of providing and evaluating relevant information, relating personal experiences,listening to and accepting others' experiences, providing sympathetic understanding and establishing social networks."
References
Peer Learning Resources
