Peer Learning Reflection

As I reflect on the coursework so far, I am particularly struck by the emerging technology that is being developed to facilitate peer learning. I identify as an early adopter (Rogers, 2003) of technology and have found technology such as Meetup.com and Facebook groups invaluable for finding like-minded people with whom to exchange knowledge. I recognize the power of peer learning in a personal, higher education, and professional capacity and I see opportunities where technology can be used to integrate this form of learning

In my personal life, I have quite an eclectic array of interests that I have become involved in through peer collaboration. One of my interests is Brazilian Jiu-Jitsu (BJJ), a martial art that lies at the intersection of grappling and playing chess. I began exploring this martial art after an incidental discussion with a few friends who also had an interest in BJJ. After meeting on a weekly basis to share techniques that we had acquired through research, we eventually decided to join a more formal BJJ club to learn from even more advanced practitioners. This is an example of an entry point into a new body of knowledge through a serendipitous conversation. However, with technology, these moments do not have to be serendipitous and instead can be purposefully sought after. Take for instance another interest of mine, hypnosis. About 2 years ago, I took a course to become a certified hypnotists and have been dabbling in the practice since then. Hypnosis, however, can have a certain stigma attached to it and is not easy to bring up in casual conversation. Therefore, it was difficult to meet people who just happened to be interested in the practice. However, I was able to find a local community of hypnotists through Meetup.com. This group has monthly gatherings to discuss and engage in theory and techniques. I find these meetings incredibly enriching for learning to become more proficient in the practice. Finding and becoming involved in a group like would have been very difficult without peer-to-peer connective technology. I believe higher education is also at its most enriching when incorporating this type of peer-to-peer learning paradigm.

Some of the most significant learning experiences I have had in my educational career has been in collaboration with peers. In college, I earned a degree in Fine Arts which I believed shaped the way I approach learning. In my BFA program, much of the coursework involved exploration of medium and form framed by structured lectures, readings, and hands-on tutorials. It stands out in my memory that I learned the most when I could turn to more knowledgeable others who were familiar with the medium or technique that I was using to create something new in an artwork. This information was not part of the actual coursework, but was facilitated people interested in the contemplation and creation of art in an environment geared to doing so. As Renaud (2013) states, “we believe spaces play an incredible hub-like role, bringing people together who have compatible knowledge needs” (p. 225). In this way, the art school served as a physical hub for like-minded people to collaborate and share information. This is why I believe websites like Seatstomeet.com and e-180.com are an prime example of disruptive technology. These sites can enable access to this type of experience and will not be limited to paying for enrollment in accredited institutions available to a select few, but open to the masses. Of course, this question of accessibility to knowledgeable peers extends to professional contexts as well.

In my professional life as a curriculum specialist, I strive to use technology and strategies that leverage the power of peer-learning. However, I see a need for a more robust and organized system to facilitate this knowledge exchange in my workplace. As part of my responsibilities, I am in charge of coordinating professional development (PD) for the many technological systems and tools that my school incorporates. I find that learning in a small informal group is many times more productive than the formal PD training platforms. Therefore, I structure much of my PD in small groups where everyone can learn hands-on and share insights with one another. This seems to work well for the short term, but, more importantly, it establishes a learning network whereby teachers understand each other's strengths and can use the information to seek out additional knowledge as needed. Of course a major problem is identifying who knows what and then having the time to meet with these people to share knowledge. Currently, there is an initiative in the school system to encourage Professional Learning Communities (PLC), but in my experience, this boils down to the familiar structured presentation about a particular topic that may or may not be relevant to the needs of the attendees. A better form would be to adopt a model akin to Skillshare.com where teachers can create content about topics they are familiar with and upload to a communal platform. Even a paired down version where the teachers just list the skills that they are proficient in and include a calendar where small groups can meet to share information would be an invaluable asset to this PLC initiative. This, of course, would necessitate a shift in thinking about technology and its use in a professional development context by administrators and policy makers.

I have experienced how technology can promote peer-to-peer knowledge exchange in my own life and I appreciate the implications it has in facilitating knowledge acquisition on a wider scale to as it pertains to lifelong learning. With the collaborative knowledge sharing technology currently emerging, like-minded groups of people are easier to access than ever. This means that in the near future, conceivably any type of skills can be shared. I appreciate the opportunity to reflect on the personal, academic, and professional applications of this evolution of education and I wonder, dear reader, what knowledge we can share together that will open new ideas and avenues of thought.

References

Renaud, C. (2013). Relationships as the ultimate pedagogy: Making everyone a life-long teacher. In Morevac, J. W. (Ed.) Knowmad Society. (pp. 213-226). Education Futures.

Rogers, E. M. (2003). Diffusion of innovations. New York: Free Press.