On Thursday, 30 September 2021, our Blue Basho group met in the café. Before the meeting, we each read our assigned chapter of Peeragogy 3.0. For this seminar, we all took turns to summarise the chapters we had read, so we could all get a quick overview of the whole book. However, when we sat down it was clear that the sections were not logical, so we had to re-read the introductions and endings of each chapter to make it a coherent piece of work. We were reading the Peeragogy 3.0 chapters without enough time to discuss the contextual background of the text, which is why there was confusion about what the text was about.

Before the workshop, I was confident because, as an experienced teacher, I was interested in reflection, reading and learning environments and learning experiences, especially when it came to collaborative and cooperative work, and I thought we had a clear division of labour. However, I felt very frustrated when we realised that we had no way of understanding what each other was reading. I hardly knew what to do when it came to this situation, as the group reading experience was the first I had ever attended.

One of the good aspects of the Basho workshop was that each group member completed the readings and notes within the set deadlines and that everyone was excited to participate in the chapter-by-chapter reading of Peeragogy 3.0 chapters. In addition, one of the members, who made a very strong contribution, was the only one who offered thoughts on: firstly, what methods, pedagogies, resources, technologies do a group of people who want to learn a subject together need to know to combine? Secondly, how do you find, review and prioritise resources, construct syllabuses and learning activities, and use online media to teach together and learn together in a division of labour? For me, I see learning as a social imaginary that takes place on a personal and interpersonal level. In this regard, improving access to information and promoting collaborative learning Learning with networked groups of people can contribute to collective knowledge building. The thing that obviously doesn’t work is that we assume that we read and think in the same way, that the group members just focus on their own chapter content and therefore the group reading sharing will be a failure.

I think our initial division of labour went well because everyone had a say in which part of the task they wanted to work on, and we were again dividing based on the group’s self-experience and identity. Although, I hadn’t had this experience before, I did my best to take on the challenge of the job. It seemed to me that this was natural in the group as well. I pondered why our reading sharing was not going well because, we lacked the logical organisation of the context, each group member just focused on their own chapter and ignored the structure of the text, so, we did not understand what each other’s focus was. I searched some literature on group work and found an article that helped me understand this situation.Gander (2018) suggests that successful teamwork is an important factor in achieving positive outcomes at both organisational and individual levels. When each team member is able to contribute his or her specific strengths and skills, and all the necessary skills are present in the team, the best results should be expected. Although we don’t think about our team members the way Gander does, effective teamwork and work delegation seems to come from using people’s different strengths, which we do. On the other hand there was a ‘group think’ where there was a lack of critical thinking and no one asked questions about why we didn’t evaluate and what we were sharing to read.

I learnt that when a group wants to divide the work, we have to plan what we want the workshop to be about and everyone needs to contribute. In addition, we will demonstrate our strengths to share Peeragogy 3.0.

In future we will use team roles to divide team work. With shared responsibilities, common meanings and shared knowledge, it is clear that our experience has shown great flexibility and reflection in terms of the pace of learning and planning learning paths.

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Week 2 The reflection Para- Swarm Reading Peeragogy 3.0 / Rui Shu / Contemporary Art & Open Learning (2021-2022)[SEM1] by blogadmin is licensed under a Creative Commons Attribution CC BY 3.0