Pippa Buchanan

Over at Mozzadrella, Vanessa, a fellow P2PU community member has been writing about the challenges of supporting learner responsibility and trying to be a facilitator, but not a teacher. I started to write a comment, but it emerged into a rare, spontaneous blogpost.

Expecting learners to take responsibility for their own learning is a built-in value for P2PU–the courses are free, so our participants don’t “have” to do anything… Balancing the need for some structure with this kind of freedom is a task I’ve found particularly difficult.

I’ve been thinking a lot about these issues, especially how to balance independent learning with the collective study group / course participants’ learning.
i.e. How can you herd cats while still recognising that each cat is a VERY special snowflake ?

Additionally, most people initiate a course out of their own interest and are learners with needs of their own to be met, not just a herder of cats!

There’s a new type of facilitation and participation model which we (peer and non-formal / informal learners) need to surface and define more tightly both for online and real world groups. Many facilitators and participants within P2PU and similar learning communities have instincts and innate knowledge that they apply to these situations, but we still haven’t worked out how to identify, clarify or share this practice well yet.  In particular we need to develop models that support the needs of learners working through existing course structures (eg. MIT Open Courseware – Physics 1) or groups who are working through an emerging problem space without clear learning guidelines in place (eg. What Philosophers Can Do for Artists)

That said, working towards a facilitation model like this would not produce something that is fixed and compulsory to use within a community like P2PU. I think that maybe it would be more like the many versions of World Cafe, Open Space, Unconference facilitation that exist and which emerge into new forms such as the Book Sprint methodology. A hackable model that is useful for its core approach and recommendations, but that can be reinterpreted and modified for the facilitator and specific learning context.

I’ve written a little about how to use open space idea gathering methodologies at a task development stage before. In addition I believe that there’s a lot to be learnt about the “cat herding” skills that facilitators use and that online learning facilitators can build on too.

Having just led some live facilitation in an open space manner last weekend I’m reflecting on how facilitators need to use an iron fist within a velvet glove as they keep participants on track and in line with the process’s social contract. Sure, in an “open” format like this discussion is emergent and driven by participants needs, but a break out session is still time defined and with clear report backs! In some contexts participants turning up late to a session are threatened with public singing as a punishment. What can we learn from methodologies such as this to support a peer learning group?

Maybe its best for organisers to be a little bit tighter with when new learners can join a group, or to work with participants to define mutually agreed due dates for collectively identified tasks? I don’t know, but I have a feeling that in order to support effective “free and open participation” within groups we (facilitators) might find ourselves turning more to self-imposed structures that benefit both us and our peer learners.