Peer2Politics

Knowmads works around the concept of Learning Spaces, and the ideia that students are capable of taking control of their education. Which means that you must be willing to have the unknown ahead of you, and a very entrepreneurial profile.They have a coworking space, with tools and materials to test and create prototypes, that all “students” have acess to. And give you two of the most important and most negleted gifts education can give you: Tools to build what you love, and freedom to actually do it.

Team Academy methodology was created in Finland, but is rapidly assuming her place in all continents, by doing partnership with some great universities around the world. I had the chance to visit the one in Mondragon University, in the Basque Country, that has a campus in Irun, 20 min away from San Sebastian. They offer a non tradicional business course, that put students face to face with the real world of business.

"Flip teaching (or flipped classroom) is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teacher offering more personalized guidance and interaction with students, instead of lecturing. This is also known as backwards classroom, reverse instruction, flipping the classroom and reverse teaching." (http://en.wikipedia.org/wiki/Flip_teaching)

Michel Bauwens: in my interpretation, peer production processes are characterized by the adoption of equipotentiality as an organizing principle. This means that everyone can potentially cooperate in a project, that no authority can pre-judge the ability to cooperate, but that the quality of cooperation is then judged by the community of peers, i.e. through Communal Validation. In equipotential projects, participants self-select themselves to the module to which they feel able to contribute. A related term, used by Jimmy Wales of the Wikipedia project, is Anti-Credentialism, which refers to the fact that no credentials are asked beforehand, unlike the process of Peer Review.

“Flipped schools,” where students watch video lessons at home and do “homework” in class, are showing early promise in improving learning.

'With YouTube, Wikipedia, search engines, free chatrooms, blogs, wikis, and video communication, today’s self-learners have power never dreamed-of before. What does any group of self-learners need to know in order to self-organize learning about any topic? The Peeragogy Handbook is a volunteer-created and maintained resource for bootstrapping peer learning.

One of the characteristics of Web 2.0, according to the man who coined the phrase, is to be found in its architecture. As far as Tim O'Reilly is concerned, Web 2.0 tools are configured in such a way that they 'get smarter the more people use them.' This facet was explained very clearly in Michael Wesch's excellent video Web 2.0 .. The Machine is Us/ing Us, which shows how web tools work better the more people use them. Social tagging for example, becomes increasingly stronger as people populate it with content and links. Blogs rely not only on content, but on users, and ultimately on the dialogue that ensues between all those who read the content. In his famous Wired article, Kevin Kelly predicted this by suggesting that Web 2.0 was about leveraging collective intelligence. Web 2.0 has marked a shift in emphasis from the personal computer to the web, and the services it conveys. Web 2.0 is qualitatively different to what preceded it. Essentially, where Web 1.0 was about pushed content, and a 'sticky internet' where users could change very little, the evolution of the web into Web 2.0 has been viewed as epitomising the power of participation, and arguably, it's also about the democratisation of the internet.

The PPE propose is to Empower people from diferent communities to understand the political and economical fundaments of the economic crysis, democratising the discussion. By doing so, they allow people to better engage the problems Europe faces today, and look for new solutions.

What do these people have in common? They are trained professionals who cannot find full-time jobs. Since 2008, they have been tenuously employed - working one-year contracts, consulting on the side, hustling to survive. They spent thousands on undergraduate and graduate training to avoid that hustle. They eschewed dreams - journalism, art, entertainment - for safer bets, only to discover that the safest bet is that your job will be contingent and disposable.

The good news in international development is that more children have access to schooling than in recent history, but the problem is that many do not reach their full developmental potential. While there are certainly myraid reasons for this failure to thrive, one social entrepreneur named Marcus Veerman has proposed a seemingly simple solution: increased play. According to Veerman, play is an essential learning tool that leads to better concentration and school attendance, among other benefits. The question is how to give children around the world regular and easy access to play.

""Factories of knowledge: fashionable metaphor for the self-proletarization of intellectuals, misinterpratation of ephemeral Marx marginalia, terminological makeshift solution for the situation of precarious knowledge work? There is no doubt that the General Intellect has been increasingly seized by capitalist valorisation in recent decades."