Mixed Realities Musings on Facebook

I launched a page on Facebook about the same subjects I cover here on this blog: virtual worlds, virtual reality, augmented and mixed reality.

On MixedRealitiesMusings I’ll post links to this blog but also to posts and videos on other blogs and sites.

The very first visitor to post on the new page was Howard Rheingold:

MixedRealities lives also on Twitter.

What I learned after all those online courses

Listening to Stephen Downes discussing Massive Open Online Courses (see previous post) I felt the need to make an overview of the online courses I participated in during these last few years. Downes inspires me a lot and I fundamentally agree with the discintions he makes between connectivist MOOCs which are more community-driven and so-called xMOOCs which are more institutional.

However, this won’t stop me from participating in all kinds of online learning, whether the teaching is in a top-down institutional style or rather in a more freewheeling learner-centered style.

Here is am incomplete list of what I tried out since 2008:
– CCK08 as mentioned in the previous post. This first experience in 2008 was the most impressive one and determined my attitude toward online learning.  The course was very learner-centered but also overwhelming and completely different from traditional education.
These days I’m attending on an irregular basis ConnectedCourses which is another connectivist course.
– Awakening the Digital Imagination (2011): A Networked Faculty-Staff Development Seminar coordinated by Professor Gardner Campbell, Virginia Tech. This was a great experience, I participated as a member of a small cohort in Second Life. We used the MIT textbook The New Media Reader and read texts such as the famous “As We May Think“ by Vannevar Bush. This course was not massive but very open with a small group of highly motivated and kind people. Just learning to know these folks in itself was very enriching.

– Coursera-courses: Professor Cathy N. Davidson of Duke University recently taught History and Future of (Mostly) Higher Education, while being very critical about xMOOC-like features such as multiple choice questions. She also incited the students to reflect in a free way and to share their insights also outside the boundaries of the Coursera universe. I paid for a certificate. It was a way to motivate myself to complete the course – and yes I finished the course. You can read my final assignment here on MixedRealities.

Other more ‘typical’, institutional courses at Coursera I completed were Gamification by Professor Kevin Werbach of Wharton, University of Pennsylvania and a Computer Science 101 course by Professor Nick Parlante of Stanford. Stuff I looked into seriously were Buddhism and Modern Psychology by Professor Robert Wright of Princeton University and Understanding Media by Understanding Google by Professor Owen R. Youngman of Northwestern University.

On the Canvas Network I tried another approach. Various experts taught in a more classical xMOOC style about Doing Journalism with Data, but I gathered a small group of fellow journalists to have weekly discussions about the course (at my newspaper, during lunch hour). I blended online learning with meetings in the physical space (I don’t see much difference).  I guess I invested more time and effort in the course than I would have done without the meetings, but I can’t say I really completed it.

–  Introduction to computer science and programming: this is an MIT open courseware which I started in 2011 but I never got very far. Why did I fail? Maybe because I was trying to do it alone, or because I was trying out too many courses at once. The abundance of free courses of high quality makes me feel like a child in a candy store, and I underestimate systematically the real cost of these courses, which is time.

– Howard Rheingold courses: Howard is the guy who invented the notion “virtual community”, a writer about digital culture and digital literacies, an artist, a community builder and a teacher. I learned about him in Second Life – I guess it must have been in 2008 – and I participated in various courses of his Rheingold U community. The courses included Toward a Literacy of Cooperation: Introduction to Cooperation Theory, Think-Know Tools and Introduction to Mind Amplifiers. In these courses we used asynchronous forums, blogs, wikis, mindmaps, social bookmarks, synchronous audio, video, chat, and Twitter.

The courses were neither free nor massive: about thirty people worked together and had intense interactions, culminating in a last session which was self-organized by the co-learners. I finished almost all those courses (I even took several courses more than once). The Rheingold-courses are very interesting: they are community-driven and try to emancipate the learners while at the same time Howard is being much more than ‘just a facilitator’.

– Project based learning: contributing to an actual digital artefact is a great way to learn. In yet another group facilitated and inspired by Howard Rheingold, I contributed to an online Peeragogy Handbook (Peeragogy as in how to learn peer-to-peer).

– Miscellaneous online courses: I’ve quite a history of learning how to code online. I tried Codecademy dabbling in HTML, CSS, JavaScript, jQuery and PHP. I like Codecademy, but it’s very different from the other courses I mentioned here – what seems to lack is a real sense of connection to other participants (even though there are learner forums which are very active). Treehouse is another great, video-based and interactive place to learn coding, but again not much of a community.

The more expensive and intense option was the O’Reilly School of Technology where you get feedback by a tutor (again not really community driven). Even though I’ve a good insight now in the very basics of web design, I cannot consider myself as being a web designer or developer. In order to achieve that, I would have to actively build something of my own – and I lack time and motivation to do so.

So, what did I learn?

I’m 55 now and I’ve a more than fulltime job. I also was deeply influenced by the connectivist MOOC in 2008. So what I learned was to put myself in the center as a learner and to have my own objectives, while reaching out to others who I assume have different objectives and perspectives.

Mostly my objective was to learn new concepts and ways of thinking in order to look at the world in a different way. For instance, I learned that computers and networks can amplify our brains. I discovered that people can learn a lot outside of the traditional institutions: fan communities learning Japanese in order to immerse themselves in the world of manga culture, people who learn scripting and 3D-building as ‘residents’ of virtual worlds, or youngsters learning everything about video as part of some YouTube subculture.

Often these informal ‘educations’ are far more efficient than the programs prepared and implemented by professional educators. It reminds me of Ivan Illich and his book Deschooling Society, but then again I must admit I went to college myself were I graduated in applied economics and philosophy. I still feel very grateful for that ‘institutional’ education.


Learning is tinkering and narrating it

Why should you blog? Own a domain name? Because learning is so tremendously enjoyable and the web teaches us so much about what learning is. The web is not just a tool for learning, it’s an experience which allows one to experience, to live learning. In this video Jim Groom (Edupunk, ds106), Alan Levine (cogdogblog), and Howard Rheingold (social media, virtual communities) talk about the how and why of setting up your blog – in this case for Connected Courses – but what they say is valid far beyond this particular course.

My very short summary of there arguments: the web and learning are both about tinkering. There is something more though: one should narrate the tinkering. Narrating it makes you reach out to others and leads to conversation and connections. RSS-feeds, hyperlinks, blogs, social networks, forums, social bookmark services, video and audio platforms – it’s all about narrating, connecting and tinkering.

Inventing a New University

One of the courses I really enjoyed these last few months was History and Future of (Mostly) Higher Education, by professor Cathy N. Davidson (Duke University) on the Coursera platform. The final assignment was the invention of a new institution of higher education. This was my answer, and yes, I did mention virtual environments… I called the thing Peeragogy University, named after a project facilitated by Howard Rheingold, peeragogy.org.


It’s a pleasure and an honor to present our Peeragogy University. We firmly believe that we live in an epoch of exponential change. The old industrial ways of thinking do no longer apply for learning and teaching (see our Duke U course). We want to help our students to become Change Masters, or rather, we want them to help each other (peer-to-peer) to become Change Masters. 

What is our Mission Statement? There are three crucial skills we want our graduates to acquire:
1) The deep understanding of the fact that this education is not about them. It’s about what they can do for humanity.
2) The deep understanding and the skill of connecting to others in order to realize our dreams. During the program students will discover how connected the big issues of our time are, and how necessary it is to break out of academic silos to work together, to celebrate diversity in our teams. “Diversity” also means that we involve people from outside the institution and from outside academia. We use the wisdom and creativity of artists to facilitate this (see Duke U course).
3) The deep understanding and the skill of learning how to learn and adapt to emerging technologies in the broadest sense of the word ‘technologies’. So the crucial skill and value here is the eagerness to learn, and to learn how to learn throughout their lives (content vs. learning, Duke U course). 

What is the structure of our institution? 
Every student gets a preliminary course during about ten weeks. Leading experts will present major breakthroughs in information technologies, biotech, management (including new ways to launch a project or a business), healthcare, robotics, nanotechnology, energy systems and the makers industries (3D printing, DIY drones etc). These are the competence clusters which form the basic structure of Peeragogy University. 

The students will actually experiment (learning by  making, see Duke U course) with bio-hacking, programming, robotics, genetic engineering, management principles… These weeks will be inspired by what the Singularity University is already doing in California. What we add: we’ll help the students to explicitly build a personal learning environment, making use of their social connections online and/or on campus and of the affordances of the internet (blogs, wikis, social bookmarks, forums, crap detection and information dashboards). See also the Digital Literacies as discussed in the Duke U course. 

After these ten weeks students will have to decide what their Major Project will be for the next years (we have a 4 year program in place). This project must make a difference for humanity (see Mission statement). Maybe something which can affect the lives of millions of people? Typically,this project will make it necessary to acquire an advanced knowledge and skill-level in several subjects. 

However, not everybody who has some healthcare project as his Major Project will need to become a surgeon. Maybe it’s more interesting to become a robotics-specialist in order to contribute to a breakthrough (think exoskeletons for paraplegics). Becoming a robotics specialist probably implies great skill in programming and algorithms. Someone else in the team will become an expert in capital markets in order to find ways to get financing and to develop a financial plan. A third person can contribute because of special knowledge regarding patient psychology and sociology (see Mission Statement aboutconnecting). For each special skill the faculty experts will not teach as Sages on a Stage, but as facilitators of project based peer-to-peer learning. 

As these students try to change the world, they will have to reflect on what they’re doing (Mission statement: meta-learning). They will discuss on an academic level, using the resources of philosophy, logical thinking and using art as a way to mobilize more people for their projects and diversify their teams. 

Frequently Asked Questions 

Who are the teachers? All students are also teachers. They work in project teams, and we’ll also organize contacts between the teams. We do havefaculty: there are recognized experts in their fields, from academia but also from outside academia. They will be facilitators of the learning. 
Who are the students? We do not require specific diplomas. We do run an Introductory MOOC (3 months), and achievements during that MOOC will be an important element for admission on the online or physical campus for the full four year program. 

Where do we meet? Our Campus is situated in Portland, Oregon, right next to some famous beer micro-breweries. However, we run an international Introductory MOOC (three months) and a Companion MOOC which runs on a permanent basis. We make heavily use of virtual environments to create an interesting online alternative for the physical campus. 

Who pays and how much? 
Peeragogy University found some generous sponsors, but nevertheless we have to ask a fee for the physical campus experience: $80,000 for one year, housing, tuition and food included. There is a considerable discount for tuition-only students. 
The Companion MOOC-version is free, except for those students who want a formal assessment of their work ($5,000 on a yearly basis). The Introductory MOOC is free, except for those who want an assessment in order to gain access to the 4 year program ($100). 
Students who have financial difficulties can apply for special sponsoring. Students will learn during the Introductory MOOC how to finance their studies (alternative financing techniques). 

Peeragogy University organizes short term programs for companies and government institutions, These programs help financing the Peeragogy University. 

Assessments and Certificates: the assessments are based on the performance during the year – compare it to assessments for company and government workers. Important elements are creativity, how people collaborate, how they learn, how impressive their skills are. We have a completion diploma, but more important even are the Peeragogy Badges (see Duke U course) which reflect the skills of the student. Important to realize: the Major Projects can become companies or institutions outside of Peeragogy University. Students learn to inform venture capitalists, government and social profit players about their Major Projects…

A new year, a new edition of the Peeragogy Handbook!

Good news to start the new year: the revised, second edition of the Peeragogy Handbook (“Version 2″) is available now. The Handbook is the world’s first book to present Peeragogy, a synthesis of techniques for collaborative learning and collaborative work. Itself the result of the techniques it presents, this version features a new Foreword from the internet pioneer and collaboration thinker, Stanford University educator, and founding editor of the Handbook, Howard Rheingold. What is it really about? I’ll let Howard explain it:

The Peeragogy Handbook project started in January 2012. Howard describes in his Foreword the process:

In the Peeragogy project, we started with a wiki and then we decided that we needed to have a mechanism for people who were self-electing to write articles on the wiki to say, OK, this is ready for editing, and then for an editor to come in and say, this is ready for WordPress, and then for someone to say, this has been moved to WordPress. We used a forum to hash out these issues and met often via Elluminate, which enabled us to all use audio and video, to share screens, to text-chat, and to simultaneously draw on a whiteboard. We tried Piratepad for a while. Eventually we settled on WordPress as our publication platform and moved our most of our discussions to Google+. It was a messy process, learning to work together while deciding what, exactly it was we were doing and how we were going to go about it. In the end we ended up evolving methods and settled on tools that worked pretty well.

It’s a remarkable project, involving volunteers from various continents. They’re working on the third edition now, and if you feel you could help, have a close look on the project and join us. I participated myself for the first edition, unfortunately I lacked time and energy to contribute to this second edition, but I hope I’ll be able to join in again (maybe for a translation in Dutch). Participating in such a project is in itself a very valuable lesson in peeragogy.

A learning & facilitation challenge

A dear friend has an interesting question for me:

A group of about 30 adults want to explore various themes on the intersections between social care, web skills, various other professional occupations and social media. Possible topics are cyberbullying, safety on the web, collaboration practices. These people have various backgrounds, they are no academics, but they participate in the same course in “real world” – they meet on a weekly basis in a physical classroom. The course starts now and they’ll wrap it up at year-end. How can these people, working in groups of about 5 people, learn to put social themes on the agenda and engage in a collaboration to tackle these issues, using social media?

First thoughts I have about this challenge, based on my own learning at Rheingold U:

– Organize the physical classroom for group discussions (put the desks in such a way that the group members can interact in a natural way).

– For the facilitator: maybe it’s unavoidable to give a slide-presentation, but also try to use a mind map to present the project. The mindmap can be digital and online (I like using Mindjet and MindMeister) but one can use PostIts on the wall or blackboard as well (maybe even better, in a physical context). Make it physically interactive! The learners can use the mind mapping techniques later on for their own group discussions.

– Once the groups are formed and topics are decided, give every group member a role. Someone will be in charge of storing relevant links into a social bookmarking service such as Diigo (one can organize a closed or open group in Diigo, so all group members have access to a central place where they can find their stuff). There’s an instructive video on the Diigo homepage.

Another person will be a searcher, and look for relevant links (the facilitator can give tips about using Google or other engines for advanced search).

Yet another participant can look for central concepts and explain them in a document.

Maybe someone will be a mind map master (all participants can collaborate in drawing the map, and one person could make a ‘clean’ version of it later on), and ultimately someone could write a text/post about the session proceedings.

IMPORTANT: as there are a number of sessions, people should switch roles, so ideally everyone in the group would at least once have done the job of bookmarker, searcher, explainer, mind map master or blogger.

I’m not aware about the specific classroom conditions. Do they have wifi, does every participant has her own laptop? Maybe the facilitator will have to be very flexible…

– Where do these people meet outside the classroom? My friend suggested a Facebook group, and even though I’m in general more in favor of Google+, this might be a good idea because the participants are far more familiar with Facebook (also, in Diigo people can leave comments on links and react on those comments).

– How do the participants reach out to others? As they explore web resources, they can try to find interesting experts/authors on Facebook, Twitter, LinkedIn or Google+ and ask them questions using those networks. They could use the Facebook-group to keep each other informed about these conversations.

– What is the objective? The objective could be to make a web document about their collaborative work. This could be a text about how to deal with cyberbullying, for instance. The text could be written in a collaborative way on Google Drive and share it (for certain others or publicly). Or it could be a video of course, posted on YouTube or Vimeo. Or it could be a series of pictures, posted with texts, sounds and videos on Tumblr. Or it could be a Pinterest collection.

– Will others react on those documents? Will they succeed in having an online conversation? That’ll be one of the challenges.

Anyway, these are first thoughts… maybe you, dear reader, have suggestions to make, and I’ll ask around in our Google+ Peeragogy in Action community…



The Augmentationist Weekly | Building, Spaces, Learning

logoThe latest edition of the weekly Augmentationist. You can read it here and subscribe at the right-hand side of this site. In the collection of interesting links some great insights about spaces and sharing spaces, learning and Massive Open Online Courses, and about “building” and “coding”.

Friday, August 30, 2013

What this newsletter is about

A group of co-learners, inspired by Howard Rheingold, studies how information technology can augment human intellect. Our discussions are dispersed through various social media and closed online venues. In this newsletter I try to give an overview of the discussions in our network. I also include brief comments on related stuff elsewhere.

The historical proposal for the WWW, in 1989

Who says newsletters are about new news? Keeping an eye on Howard Rheingold’s bookmarks I found this gem: the proposal (HTMLized) by Tim Berners-Lee for the World Wide Web. As he explains: “an attempt to persuade CERN management that a global hypertext system was in CERN’s interests. Note that the only name I had for it at this time was “Mesh” — I decided on “World Wide Web” when writing the code in 1990.”

What Second Life Got Right

Mitch Wagner is an adorable journalist and blogger who also happens to be an expert in Second Life. While he believes that Second Life today is as retro as manual typewriters and vinyl records, he explains in internet evolution that what the people of Linden Lab (the company behind that user-generated virtual world)  got right is the sense of presence in a shared space and time. It’s absolutely true that at least in that regard Second Life offers a magical experience. As for videochat (Google Hangouts most notably): this comes very close, but as Wagner says, many people are reluctant to appear ‘on camera’. Read also a comment on the article by virtual worlds specialist Wagner James Au on New World Notes.   Or have a look at this article about the 3D dreams of Skype. 

Digital Humanities is about building things

Professor Stephen Ramsay about Digital Humanities: “But if you are not making anything, you are not — in my less-than-three-minute opinion — a digital humanist.” Knowing how to code is a big positive (but then again you can be part of a building team without coding skills). But what is “building”? Mind you, he said that in 2011 during a three-minute presentation. But he elaborated on the theme later on and explained: “All the technai of Digital Humanities — data mining, xml encoding, text analysis, gis, Web design, visualization, programming, tool design, database design, etc — involve building; only a few of them require programming, per se.”

So he’s casting a wider net: yes, learning how to code changes your view on the world – but we can say the same about learning how to speak Arabic or Mandarin Chinese and about all major learning projects. So it might be a very good idea to focus on  the shift from “reading” to “making” as changing your world view.

Hat tip to Bruce Sterling for mentioning the Digital Humanities talk on Beyond the Beyond.

Collaborative Exploration

Via our Peeragogy in Action community on G+ I learned about Collaborative Explorations: Creative Thinking for All — Fall 2013, offered in collaboration with the Creative and Critical Thinking Program at the University of Massachusetts Boston. ‘Although massively online open courses (MOOCs) promise wide access to knowledge and new learning communities, there is still a need for more intimate, connective and deep inquiries. Collaborative Explorations or “moderate-sized open online collaborative learning” are a response to these learning desires.’ More on G+ (a recording of a first Hangout).

How MOOCs Will Evolve In The Physical World

Some interesting thoughts in Forbes by former theater producer Giovanni Rodriguez about spaces and Massive Open Online Courses, online and offline. ““Massive Online Offline Communities” seems more like it.  And unlike the online communities of the past, these communities are learning communities, driven by the new lifelong modality of transformative experience. Expect a land grab for branding and positioning.  The disruption in education is just beginning, and the players are just becoming visible.”


Twitter and Facebook: what’s the difference? Facebook introduced hashtags, Twitter makes it easier tofollow conversations by introducing threads and organizing those in a chronological order. Om Malik analyzes the motivations and what it means on GigaOM. And yes, it’s a big deal, not only for a Twitter IPO, but more general. Malik:  “What is going on? Well, how about the standardization of all social platforms around the concept of objects and comments, especially on mobile.”

The Augmentationist Weekly: innovate or be left behind

logoThis week’s newsletter contains links to great articles and videos about education, journalism and the Commons. You can read it here and/or subscribe in the right-handside column of the site.

Friday, August 23, 2013

What this newsletter is about

A group of co-learners, inspired by Howard Rheingold, studies how information technology can augment human intellect. Our discussions are dispersed through various social media and closed online venues. In this newsletter I try to give an overview of the discussions in our network. I also include brief comments on related stuff elsewhere.

The importance of Ivan Illich

David Bollier analyzes the quiet realization of Ivan Illich’s ideas in the contemporary Commons movement. Howard Rheingold comments on Scoop.It:

“Elinor Ostrom won her economics Nobel Prize for her work on “governing the commons” — demonstrating that “tragedy” was not inevitable when groups of people are faced with managing common pool resources. She also pointed out that neither socialism-style State ownership nor unregulated privatization were necessarily the only or best routes to well-managed commons. David Bollier has done a service by making this argument, and for reminding us of the pioneering work of Ivan Illich, who was mentor to California governor Jerry Brown, Stewart Brand, and many others.”

A culture war about information and authority?

I’m not sure ‘culture war’ is the right label for the stream of events and articles about Bradley Manning, Edward Snowden and Julian Assange, but it sure is an interesting perspective. Quinn Norton discussesBradley Manning and the Two Americas on Medium.

Reminding me of the discussions we had during previous Rheingold courses about surveillance and sousveillance: on GigaOM Om Malik interviewed Phil Zimmermann, the man who invented Pretty Good Privacy (PGP), the email encryption software.

A MOOC about the Future of Storytelling

Berlin-based iversity organizes a Massive Open Online Course (MOOC) about the Future of Storytelling. The course starts on October 25. They’ll focus on fiction formats and discuss stuff such as

– storytelling basics
– serial formats (on the TV, web and beyond)
– storytelling in role-playing games
– interactive storytelling in video games
– transmedia storytelling
– alternate-reality gaming
– augmented reality and location-based storytelling
– the role of tools, interfaces and information architectures in current storytelling.

Living on the edge in Italy

For those interested in peer2peer learning, and exploring new ways of doing things not only in education but also in society at large, this might be an interesting gathering: Living On The Edge(#LOTE) meets from October 29 through November 3 in a spectacular place in southern Italy. Maybe some people of our Peeragogy community will attend.

Creating an online learning environment

series of videos featuring Howard Rheingold and Jim Groom about using WordPress, MediaWiki and other open source stuff to build an online learning environment. Useful for teachers, students, and the learners of this century.

Connected learners

student-produced book: Connected Learners: A step-by-step guide to creating a global classroom.  They introduce each chapter with a video.

Innovate or be left behind

As a journalist I’m very interested in journalism education. Things are changing so very rapidly in my profession, and journalism education is struggling to keep up with the change, hence the need for peer2peer education.

Anyway, John Wihbey posted a great reading list about changes in journalism and journalism education. Even if you’re not into these professions, it’s at least an interesting case. Consider this quote: “Those who don’t innovate in the classroom will be left behind. Just like those who chose not to innovate in the newsroom.” (Poynter Institute’s Aug. 8 survey and report)

Twitter and IFTTT

For those using the web automation service If This Then That there is good news, The Next Web reports: you can use the service with Twitter again.

A newsletter: The Augmentationist Weekly


A group of co-learners, inspired by Howard Rheingold, studies how information technology can augment human intellect. Our discussions are dispersed through various social media and closed online venues. I’ll publish a weekly newsletter (as from next week on Friday) to give an overview of the discussions in our network. I also include brief comments on related stuff elsewhere.

Here’s the content of the first newsletter – subscription details at the end or in the column at the right-handside of this site:

What this newsletter is about

A group of co-learners, inspired by Howard Rheingold, studies how information technology canaugment human intellect. Our discussions are dispersed through various social media and closed online venues. In this newsletter I try to give an overview of the discussions in our network. I also include brief comments on related stuff elsewhere.

Collective Intelligence 2014

“This interdisciplinary conference seeks to bring together researchers from a variety of fields relevant to understanding and designing collective intelligence of many types.” This conference seems to be very interesting: from digital sweatshops to social computing and crowdsourcing….

(via Howard Rheingold on Scoop.It!)

Thinking the Unthinkable

Speaking about augmentation: a friend of mine sent me this video about Media for Thinking the Unthinkable, a presentation by Bret Victor. who tries to invent the medium and representations in which scientists, engineers, and artists will understand and create systems. The content of his illustrations is very geeky, but try to see beyond that and try to grasp what he’s trying to invent.

The Next Big Opportunity: Tools that cure our short attention spans

A venture investor looks at the opportunities and obstacles in trying to create new tools to help people deal with information distraction online.

(via Howard Rheingold on Scoop.It!)


Mentioned on our Twitter feed #thinkknow: Baratunde Thurston left the internet for 25 days. You should try this too, but read the article at FastCompany for some useful tips.

Working with TheBrain

During the latest Think-Know course facilitated by Howard Rheingold we’ve been using TheBrain, a kind of database/mindmap for your thoughts and thought-clusters. Some students tried out TeamBrain, which allows for collaboration. Imagine a group of bloggers developing ideas in TeamBrain, discovering unexpected relationships between ideas and thoughts, which eventually lead to more inspiring blogposts.

Of course one could try to do this also with other collaborative mindmaps, but TheBrain is one of the most sophisticated tools out there.

One of our TheBrain and mindmap-specialists mentioned some interesting research about the use of mindmap-like structures in dialogue mapping. Read McGee’s Musings about the book Dialogue Mapping: Building Shared Understanding of Wicked Problems by Jeff Conklin.

Cooking as Augmentation

In our Alumni-social bookmarks I found this gem on Brainpickings, a link to a review of Michael Pollan’s book Cooked: A Natural History of Transformation. The book looks at cooking as a significant tool (thinking augmentation) that changed our ways of thinking and had a significant impact on culture.

Peeragogy in Spanish

Peeragogy.org is a handbook for those who want to launch a peer2peer-learning project. A very international group of contributors create the handbook (the book is never ‘really’ finished), and now it seems the project gains quite some traction in the Spanish-speaking world.  A teacher in Uruguay launched a Google+ community for the Spanish speaking community.

The Spanish short version of the handbook will be published by the UOC Press in October in a book called EDUCACIÓN, MEDIOS DIGITALES Y CULTURA DE LA PARTICIPACIÓN (Education, Digital Media and Participatory Culture). A Spanish group runs a very interesting cooperative project called ‘hybrid learning’  that we can include in the handbook.

The Peeragogy-folks also have a thriving Google+-community, it’s not too late to join!


Digital Game Based Learning MOOCs: Join in September!

So nice. We already had the connectivist Massive Open Online Courses – based on learner-centric, distributed activities using a syndication engine to connect the various events. Then came the xMOOCs – more top-down like massive courses, experimenting with auto-grading systems. Now I learned about gMOOCs – game-based MOOCs.



Read online.

MOOC.ca updated

Connectivist Massive Open Online Course (MOOC) specialist Stephen Downes updated the MOOC.casite a bit and made it easier to submit MOOC and to find them. Of most importance is the new Submit MOOC page, an easy way to enter information about your MOOC and have it listed on the MOOC.CA website and also mentioned in the MOOC.ca newsletter (which has more than 5,000 subscribers).

Newspapers and MOOCs

Kevin Werbach is a Wharton-professor who gave a very interesting MOOC about gamification (and author of a book about this art, For the Win, How Game Thinking Can Revolutionize Your Business). He sent out an interesting tweet about Jeff Bezos buying The Washington Post: “Bezos should convert the Washington Post into a MOOC.”

Exactly: could we consider the newspaper as a potential Massive Online Open Course? With distributed discussions – the people formerly known as ‘the audience’ discussing and co-publishing with journalists on various platforms?

The HRU Knowmads

I finished the latest Think-know Tools course organized by Howard Rheingold about the theoretical-historical background of intellect augmentation and the practical skills of personal knowledge management. I’m becoming quite a veteran of his courses, and I continue meeting co-learners via the HRU Alumni network.

These meetings are very webby – completely dispersed over various platforms and tools.

Read online.

Subscription form:

Strange things happen…

I did something strange today. I registered for a course facilitated by Howard Rheingold, the Think-Know Tools, you’ll find more about this on the wiki of Rheingold U (I even think you can still register, but hurry up – also, this course is not free).

The strange thing is that I participate in this course for the second time. In fact it’s about the fifth time I participate in one of Howard’s courses, not counting my participation in real life in a master class he gave in Amsterdam, the Netherlands. Here you find his keynote he gave on that occasion:

So, why taking a course for a second time (even taking into account the discount Rheingold U alumni get)? Because, even though it’s important to have a great facilitator such as Howard, the students ultimately learn from each other. New contacts mean new discoveries. And because people change – the questions I have today are different from the questions I had the first time I took this course.

For instance, I read a great article by John Reynols in the Guardian about Google X. One quote from the article:

Teller said he believed that a likely innovation within the next 20 to 30 years will be the creation of “factories for ideas”, virtual factories which will produce “new ideas in every domain”. (RL: Astro Teller is the top executive of Google X)

I’ve no idea what he really means by these “factories for ideas”. Maybe these virtual factories are beyond humans, as they will be populated by intelligent computers? But in my presentation we can make virtual factories for ideas today already, using Think-Know tools helping us to collaborate, to detect crap, to filter information and build knowledge radars. That’s at least something I want to explore in this course.