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MOOCs and Their AfterlivesExperiments in Scale and Access in Higher Education$
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Elizabeth Losh

Print publication date: 2017

Print ISBN-13: 9780226469317

Published to Chicago Scholarship Online: May 2018

DOI: 10.7208/chicago/9780226469591.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 24 September 2021

Toward Peerogy

Toward Peerogy

Chapter:
(p.76) 5 Toward Peerogy
Source:
MOOCs and Their Afterlives
Author(s):

Howard Rheingold

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226469591.003.0006

This essay describes progressive iterations of courses about digital media that have used peer-to-peer learning models and explains why best practices often require resisting the temptation to overload students with content. As subject matter experts, instructors must adopt different roles in facilitating self-directed learning, which requires a "peeragogy" rather that pedagogy focus, and trial-and-error is sometimes part of the process. Maintaining appropriate attitudes about laptops in the classroom can also be a challenge. Fortunately for those rethinking the old lecture-discussion-test approach, large repositories of online resources exist to assist neophytes, including guiding materials at http://peeragogy.github.io.

Keywords:   social media, P2P, peer learning, colearners, attention

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