[P2P-F] Fwd: Wired : learner centered movement
Dante-Gabryell Monson
dante.monson at gmail.com
Tue Dec 10 02:43:56 CET 2013
Note : some have been within the characteristics of the "Web 3.0" approach
for some time ( or ... always ? )
Now we need to get ready to a world which includes Artificial Intelligence
( helping guide artificial intelligence ? - how do we interface ? )
Or better still, finds ways of interfacing and building on all forms of
intelligence ? Including animals ,
and a combination between digital / analog perceptions of realities ?
http://photo21.bababian.com/20070503/2A2BCD7C3B0BD9F91D9E1CC9585E9138_500.jpg
What would "Ghost in the Shell" look like, if they would be able to
telepathically communicate with nature and animals ?
Such as ... in Avatar ? or such as... we likely already do, everyday , with
more or less awareness of it :)
So its not about excluding any one mode, but amount becoming aware of the
many more potentials and complexities in Perspective taking and forms of
complementary intelligences ?
On Tue, Dec 10, 2013 at 2:33 AM, Dante-Gabryell Monson <
dante.monson at gmail.com> wrote:
> another link / graph I stumbled on, via a blog ( which also contains some
> other TED videos )
>
> http://tidingsfromtechbytes.blogspot.be/
>
>
> http://2.bp.blogspot.com/-COXUWVRN9zo/UcR-7HM4O0I/AAAAAAAAAHo/bRF7EeukI_8/s1600/web3.0.jpg
>
>
>
>
>
> On Sat, Dec 7, 2013 at 1:17 AM, Dante-Gabryell Monson <
> dante.monson at gmail.com> wrote:
>
>> Thanks Pamela
>>
>> I recently also stumbled on this TED presentation about the Barefoot
>> movement,
>> which may also be somewhat close to a learner centered movement, yet ,
>> compared to the Hole in the Wall project (
>> http://en.wikipedia.org/wiki/Minimally_invasive_education ) ,
>>
>> may not be building as much from information via ICT ( or not yet ? ),
>> building on direct mutual empowerment ?
>>
>> http://www.ted.com/talks/lang/en/bunker_roy.html
>>
>> http://en.wikipedia.org/wiki/Barefoot_College
>>
>>
>> On Thu, Dec 5, 2013 at 12:24 PM, Pamela McLean <pamela.mclean at dadamac.net
>> > wrote:
>>
>>> Ref Dante and "There is no more dependency on institutions." and "The
>>> net can also be used to empower shared reality experience, or better still,
>>> shared engagement in intentional reality creation" and learner (demand)
>>> driven rather than supply driven education etc.
>>>
>>> I wrote about this recently regarding my own experiences as a
>>> "free-range" online learner - "E-learning in Virtual Academia" -
>>> https://docs.google.com/document/d/1vJK4r8LiY-IrkOEtoEkGTjCj1LGGBFUsUs3ni8RJLBg/edit
>>>
>>>
>>> On 5 December 2013 03:26, Dante-Gabryell Monson <dante.monson at gmail.com>wrote:
>>>
>>>> *I recognize quite a few of us are already on this thread*
>>>>
>>>> *http://www.quora.com/What-are-narrative-fractals*<http://www.quora.com/What-are-narrative-fractals>
>>>>
>>>>
>>>> * I also like to share Venkat's*
>>>>
>>>>
>>>> *http://www.tempobook.com/glossary/#bdi
>>>> <http://www.tempobook.com/glossary/#bdi>*
>>>>
>>>> *I found both indirectly surfing via this article from Venkat*
>>>>
>>>> *http://www.tempobook.com/2012/04/16/hacking-grand-narratives/
>>>> <http://www.tempobook.com/2012/04/16/hacking-grand-narratives/>*
>>>>
>>>>
>>>>
>>>> ///
>>>>
>>>> some projects lean in using such linked data approaches.
>>>>
>>>> one I have been more involved with ( at the level of ideation ) called
>>>> itself netention.
>>>>
>>>> code by Seth ( needs more developers, cleaning code and bugs, and UX
>>>> people to make interface easier to use - with more specific applications
>>>> that can plug into it ? ) :
>>>>
>>>> *https://github.com/automenta/netentionjs2*<https://github.com/automenta/netentionjs2>
>>>>
>>>> The github page includes explanations for installation, and general
>>>> presentation of the approach.
>>>>
>>>> some more slides / presentations :
>>>>
>>>>
>>>> *https://docs.google.com/presentation/d/156YzIeH-eoYFl9nMzFxofQ55KVoksqusS0pYYL4WVaA/edit*<https://docs.google.com/presentation/d/156YzIeH-eoYFl9nMzFxofQ55KVoksqusS0pYYL4WVaA/edit>
>>>>
>>>>
>>>> https://docs.google.com/presentation/d/1-Cwkr2N_c_qO0AIi794poSczXeYl9Yzm-P4B6U91abI/edit#slide=id.g11c9eddf4_085
>>>>
>>>>
>>>> https://docs.google.com/presentation/d/1aT7PdK54zL70P-MlZuxgQ6ASYg6pdxn6_Fcc9AIwIKM/edit#slide=id.gbfb484d3_027
>>>>
>>>> also see 2011 automenta blog archive<http://webcache.googleusercontent.com/search?q=cache:b6aipkE8gbAJ:blog.automenta.com/2011/01/netention-semantic-narrative-authoring.html+&cd=1&hl=en&ct=clnk&gl=be&client=ubuntu>
>>>>
>>>> There have been several customized instances of Netention, working on a
>>>> Linode Server.
>>>>
>>>> For example, one more focused on learning , another on the commons, and
>>>> yet another on mapping pollution , ...
>>>>
>>>> They have recently been put off - except this one which has been put up
>>>> again ( take it as a prototype , needs much more work on it - and needs
>>>> more developers , including interface designers, and users testing it ) :
>>>>
>>>> http://curiosume.com/
>>>>
>>>>
>>>> ///
>>>>
>>>> other projects in development with similar approaches ( and the case of
>>>> metamaps development, potentially inspired by shared conversations over the
>>>> last years )
>>>>
>>>> http://metamaps.cc ( latest instance / prototype with semantic
>>>> technology potentials not yet available publicly ? )
>>>>
>>>> http://noomap.com
>>>>
>>>> and likely more ( Pavlik and others - see OuiShare Labs on fb - also
>>>> interested in using Linked Data - and hopefully soon we can adapt it also
>>>> in Sharing Economy contexts , or even Hospitality Networks , ... )
>>>>
>>>>
>>>> On Thu, Dec 5, 2013 at 12:19 AM, Dante-Gabryell Monson <
>>>> dante.monson at gmail.com> wrote:
>>>>
>>>>> Thank you June and George for sharing
>>>>>
>>>>> I am personally enthusiastic about the further use of linked data
>>>>> http://en.wikipedia.org/wiki/Linked_data
>>>>>
>>>>> I see it as opening up a greater variety of overlapping graphs that
>>>>> can be adapted and used depending on existing or desired contexts,
>>>>>
>>>>> not only dependent on the usage of language,
>>>>> nor even requiring either social grooming , nor any form of coercive
>>>>> discipline.
>>>>>
>>>>> The learning environment is de-materialized, and context is constantly
>>>>> re-created,
>>>>> not being dependent on any one specific space, nor any constant social
>>>>> structure, nor even based on any constant role.
>>>>>
>>>>> Agents being able to adapt their roles based on context and personal
>>>>> choices regarding shared intentionality.
>>>>>
>>>>> This is already a reality experienced, for me at least.
>>>>>
>>>>> Intuitive connections ( when walking in public spaces or at events )
>>>>> enable to share instantly, identifying those with whom there is overlap in
>>>>> terms of shared reality space.
>>>>>
>>>>> The net can also be used to empower shared reality experience, or
>>>>> better still, shared engagement in intentional reality creation ( including
>>>>> real social : http://p2pfoundation.net/Real_Social )
>>>>>
>>>>> Yet intentionality, hence choice, and engagement in something that may
>>>>> not yet exist,
>>>>> may in itself be built on evolving memes one may inherit and/or an
>>>>> emergent pool of data used from the perspective of one's existing current
>>>>> context,
>>>>>
>>>>> identifying needs, available resources , issues and questions,
>>>>> their inter-relation,
>>>>>
>>>>> and from there on explore existing or express new questions ,
>>>>> which in themselves created potential for shared intentionality in
>>>>> terms of collective intelligence.
>>>>>
>>>>> Existing infrastructure can be used if the power structures enable
>>>>> access to it,
>>>>> yet there is less and less dependency on any one infrastructure or
>>>>> source of resources. It becomes distributed, and aggregators become
>>>>> contextual and personalized.
>>>>>
>>>>> There is no more dependency on institutions.
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> On Tue, Dec 3, 2013 at 1:19 PM, June Gorman <june_gorman at sbcglobal.net
>>>>> > wrote:
>>>>>
>>>>>> George, Dante, Maria and others in this discussion about "Education
>>>>>> for the Commons", I would like to post here what those of us working in the
>>>>>> UN Commons Cluster and specifically the small group committee on an
>>>>>> Education for the Commons Sustainable Development Goal (SDG) already
>>>>>> presented in part to the "UN's World We Want 2015" process of developing
>>>>>> the SDGs to replace the expiring MDGs (Millennium Development Goals) have
>>>>>> come up with and thus presented as a starting point for that more
>>>>>> encompassing, differently conceived more "transformative" definition of
>>>>>> education to get us from here to there.
>>>>>>
>>>>>> This is not the finalized copy, but very close, and I am adding it
>>>>>> here b/c so many of the issues already discussed by all on this thread:
>>>>>> learner-centered, community- and place-based, and my main thrust - more
>>>>>> thorough and even intuitive understanding of how the human child learns
>>>>>> (imprints stronger emotionally first before cognitive learning -- thus
>>>>>> "deepest" learning for good or bad in resultant adult beliefs based partly
>>>>>> in new neuroscience research). My own concern -- that the excitement about
>>>>>> the new technologies and their potential in reaching this new vision in a
>>>>>> globalizing world, is itself still myopically understood in old learning
>>>>>> paradigms with this focus too often only or overly imbalanced (STEM and all
>>>>>> of Western Enlightenment education to date) on left-brain, linear and less
>>>>>> "human" emotive and interpersonally developed brain and emotional and
>>>>>> social intelligence pathways. For me, in actual classroom practice for 35+
>>>>>> years, these deeper-learned views of self and "others" always trumpthe later adult cognitive conflicts and/or discussions. Without addressing
>>>>>> those realities, the over-emphasis on science/technology and even these
>>>>>> forms of interaction based on those technologies, actually result in a sort
>>>>>> of developed metaphoric autism style, where these deeper divisions still
>>>>>> persist and bar the true necessary shift in worldviews towards equity,
>>>>>> fairness and inclusion of all in that definition of "community" and
>>>>>> "commons".
>>>>>>
>>>>>> Anyway, with underlying work from several groups like this who have
>>>>>> long thought about these issues and how they inter-relate, and real help
>>>>>> from Bhutan's model and one of their educators on our small committee, this
>>>>>> is what we have come up with for that Education SDG so far (again this is a
>>>>>> precursor and not the finalized edition submitted, though very similar):
>>>>>>
>>>>>>
>>>>>> The Earth's well-being is our primary metric and the barometer for
>>>>>> which all other human systems feedback loops should be measured and tested.
>>>>>> We recognize the quality of human life is interdependent and interrelated
>>>>>> with that of the Earth. The Earth's systems are the library and knowledge
>>>>>> base for educating the peoples of the world.
>>>>>>
>>>>>> Through education that restores our connection with nature and
>>>>>> elevates human activity toward a responsible, ethical presence on Planet
>>>>>> Earth, where the pursuit and ultimate realization of peace, happiness and
>>>>>> well-being are commonly held for all life as a shared value by all, we
>>>>>> recommend a commons-based, earth-centered approach for education.
>>>>>>
>>>>>> *We Recommend*
>>>>>>
>>>>>> An educational paradigm that provides a template for living in
>>>>>> harmony with nature and one another. An Educational framework that aims
>>>>>> toward Universal Peace and Happiness as inspired by the Kingdom of Bhutan's
>>>>>> GNH principles of:
>>>>>>
>>>>>> - Good Governance
>>>>>>
>>>>>>
>>>>>> - Sustainable Economic Development within Planetary Boundaries
>>>>>>
>>>>>>
>>>>>> - Cultural Promotion that includes informal education and
>>>>>> indigenous wisdom
>>>>>>
>>>>>>
>>>>>> - Earth Conservation
>>>>>>
>>>>>> and implementation within a Culture of Peace that creates an
>>>>>> educational environment that builds capacity in each child to express their
>>>>>> own ideas to create a better world and take action to build it in four
>>>>>> basic stages: Feel, Imagine, Do and Share*:
>>>>>>
>>>>>> *Feel* connection to their inner environment and their outer
>>>>>> environment learning effective modes of creating harmony within and without
>>>>>> through self-responsibility and extending the opportunities for others to
>>>>>> do the same; reciprocity; and taking right action to identify root problems
>>>>>> and resolve disharmony, create solutions, etc.
>>>>>> *Imagine *by letting ideas flow unencumbered in words and images;
>>>>>> and building upon the ideas of other
>>>>>> *Do* by listening to interested stakeholders, gathering facts and
>>>>>> data related to form, function/usability at both the dimensional and
>>>>>> relational levels, evaluation, presentation of data, decision-making,
>>>>>> planning, implementation, etc.
>>>>>> *Share *through putting together a narrative; reflect and share real
>>>>>> impacts as ambassadors, ombudspersons and engaged earth peoples
>>>>>>
>>>>>> *Best Practices for Getting to the Root of the Transformation Needed*
>>>>>>
>>>>>>
>>>>>> - *Learning based on Bio-region*: Integration of conservation and
>>>>>> regenerative design into the curriculum that integrates learning and
>>>>>> activities of the school to the status of the Bio-Region and local
>>>>>> community they are located. To experience how the natural world specific to
>>>>>> their Bio-Region supports every aspect of their lives, explore how nature
>>>>>> solves problems and through relationship shapes identity, wellness, and
>>>>>> sense of place. Identify and assume responsibilities as a Living Person
>>>>>> within ones Bio-Region and the real impacts of ones actions within that
>>>>>> Bio-Region.
>>>>>>
>>>>>>
>>>>>> - *Learning Embedded in Real Life*. Human life is intimately and
>>>>>> inextricably linked to our environment. We begin linking to our external
>>>>>> world for our sustenance while in the womb. We are born into a rich
>>>>>> inheritance – human life sustained by a living planet. Human life does not
>>>>>> proceed in isolation and learning is not done in isolation. The basic
>>>>>> sustenance that the Earth provides is a common inheritance to all life
>>>>>> expressing here. To navigate life harmoniously, learning aimed at provoking
>>>>>> a full on inquiry and engagement with all aspects of planetary life is
>>>>>> responsible learning. Using authentic materials and experiences brings the
>>>>>> real world into the classroom and learning into the real world. Students
>>>>>> are able to apply a range of skills and content knowledge across domains.
>>>>>> Authentic experiences establish relevance to what is being learned in the
>>>>>> classroom, allowing learning to be connected to a sense of the inner and
>>>>>> outer dynamic of the natural world and dimensional and relational aspects
>>>>>> of life across all stratas of human existence, rather than superficial.
>>>>>> Learning is superficial when information is memorized and regurgitated to
>>>>>> pass a test. Learning is internalized when the student experiences and
>>>>>> applies the concepts of skills in a real life situation. They become more
>>>>>> motivated when they see the practical application of skills and concepts.
>>>>>> Age appropriate Apprenticeships, Internships into Specialized centers of
>>>>>> interest, Mastery Sojourn to deeply integrate and study what is of direct
>>>>>> interest, Artist or Subject Matter Experts in Residence who can aid
>>>>>> students in translating theirexperiential learning into areas of excellence
>>>>>> and novelty.
>>>>>>
>>>>>>
>>>>>> - *School Infrastructure for Peace*: we recognize that peace as
>>>>>> a commons is necessary to implement the historic change needed in our
>>>>>> world. The vehicle for peace embedded in the infrastructure of school life
>>>>>> places a focus on creating an environment of PEACE and the instrumental
>>>>>> agreements for fostering peace within their school community. Students
>>>>>> become Peace Ambassadors and Happiness Heros/Heroines with an appreciation
>>>>>> for the quality of school life when peace is a value. They discover and
>>>>>> acquire the skillful means to respectfully engage in deeply meaningful
>>>>>> conversations of vital importance. They learn to appreciate the time and
>>>>>> effort required to attain peace and how quickly conflicts can be resolved
>>>>>> when there is a culture of peace present. They learn to discern their
>>>>>> responsibilities in the real work of keeping the peace through active
>>>>>> engagement in school life. *Example:* Children in Bhutan created
>>>>>> a set of agreements called No Hurtful Name Calling.
>>>>>>
>>>>>>
>>>>>> - *Transparent Agenda Setting and Safety*; Learning is
>>>>>> intrinsically linked to emotions. Establishing a safe environment is most
>>>>>> essential for learning. A safe environment is created through respectful
>>>>>> relationships in school and clarity of assigned tasks. Agenda setting and
>>>>>> closing the loop are routines that enable students to know and
>>>>>> understand what is expected of them and how far they have achieved it.
>>>>>>
>>>>>>
>>>>>> - *High Quality Adult Learning* (Teacher Education) Student
>>>>>> learning in a school is enabled by parent partnerships and high quality
>>>>>> adult learning. Since teachers design and facilitate the learning
>>>>>> experiences for children, they need to be master craftsmen in the art of
>>>>>> experiential learning and instructional design. This requires
>>>>>> continuous professional development to keep abreast of the current
>>>>>> research in education as well as content knowledge and inner development of
>>>>>> peace and wellbeing.
>>>>>>
>>>>>>
>>>>>> - *Quality Class Time (QTC):* A set time at the start of the
>>>>>> school day for interpersonal development that creates the safety and
>>>>>> security to clear obstacles to learning and good relations. This is a time
>>>>>> for each one to share feelings, opinions, and ideas. The teacher
>>>>>> facilitates the interaction so that each thought is respected and valued.
>>>>>> The atmosphere that is created is one of trust and closeness amongst the
>>>>>> group. This creates a safe environment, ultimately leading to student
>>>>>> well-being.
>>>>>>
>>>>>>
>>>>>> - *Quality School Time (QST):* A set time weekly where the whole
>>>>>> school assembles to appreciate and celebrate shared experiences and
>>>>>> individual triumphs, talk about issues of concern, present assembly
>>>>>> presentations/performances with a view of sharing children's learning with
>>>>>> the whole school community. The main ethos building platform for a school
>>>>>> is the assembly. The audience is an active one, learning how to give
>>>>>> constructive feedback, to raise questions and doubts and to seek
>>>>>> clarification. Through the performances, children learn that when you
>>>>>> teach, you learn twice!
>>>>>>
>>>>>>
>>>>>> - *Responsibility for ones Inner State/Environment: *Twice daily,
>>>>>> 60 second pause or more; school wide to relax in silence, to cultivate
>>>>>> noticing ones inner state of being and taking responsibility for ones inner
>>>>>> state. The daily activity builds coherency and entrains one toward an inner
>>>>>> happiness that creates an environment for peace and wellness, good
>>>>>> relations and enhanced learning performance.
>>>>>>
>>>>>>
>>>>>> - *Responsibility of Outer Environment:* to recognize the
>>>>>> benefits of a pristine natural environment to health and well-being of
>>>>>> self and others. Schools Adopt a river, park, strip of highway, etc. within
>>>>>> the schools Bio-region to establish an intimate link and bond with nature;
>>>>>> give care and attention to the region; experiment with learning from nature.
>>>>>>
>>>>>>
>>>>>> - *Leadership in Action*: Citizen engagement and active care for
>>>>>> the commons or commoning, student leader elections provide lessons in the
>>>>>> four principles of GNH and the development of infrastructures for peace
>>>>>> within the microcosm of the school community. Lessons in good governance,
>>>>>> leadership, student responsibilities to self, others within the classroom,
>>>>>> the school community and local community.
>>>>>>
>>>>>>
>>>>>> - *Linking Students Locally and Globally:* Youth Ambassador
>>>>>> programs to understand the differing bio-regions and socio-economic
>>>>>> conditions of others, build relationships, share and reflect best
>>>>>> practices in addressing real life challenges beyond their school and local
>>>>>> community. Exchange programs that build capacity using real-life
>>>>>> community problem-solving locally related to higher level global
>>>>>> problemsolving. Simulation models like Model United Nations, actively
>>>>>> engages and teaches students the necessary development for true leadership
>>>>>> that moves students from self to world and vice versa. Students are able to
>>>>>> experience different cultures, ideas, and thoughts. Through interactions
>>>>>> and dialogues, students expand their vision of how connected they are and
>>>>>> ably reflect and learn how to celebrate differences. Sharing their own
>>>>>> experiences and learning from others keeps ideas alive and helps them to
>>>>>> grow. This helps students reduce the fear of the unknown and allow them to
>>>>>> be more competent actors in world that must cohere and collaborate toward
>>>>>> peace that allows for an equitable caring and sharing of the planetary
>>>>>> commons.
>>>>>>
>>>>>>
>>>>>> - *Link with community:* Share ideas with community, discerned
>>>>>> the shared values and vision of the community, seek support, listen to
>>>>>> ideas of all who have an interest, celebrate; present in public meetings
>>>>>> and present to media
>>>>>>
>>>>>>
>>>>>> - *Bias toward Experiential Learning:* Learning grounded in the
>>>>>> practical dimensions of earth living that brings all the senses and
>>>>>> multiple intelligences into the learning process to stimulate and support
>>>>>> the unique learning styles of each child allowing them to develop their
>>>>>> unique talents and gifts of being, doing, giving and receiving responsibly
>>>>>> in their world.
>>>>>>
>>>>>>
>>>>>> - *Parent Partnership* The goals, values and processes of a
>>>>>> school must be overtly communicated consistently to parents. The Parent
>>>>>> Partnership is the various means through which knowledge of the child is
>>>>>> shared and partners learn from each other. It strengthens the relationship
>>>>>> and understanding between all the stakeholders and increases accountability
>>>>>> for the school. When the parent is an active participant in the student’s
>>>>>> learning, it creates a sense of overall ownership, pride and wellbeing.
>>>>>>
>>>>>>
>>>>>> - *Student Led Conference* The most effective way to augment a
>>>>>> learning process is to take ownership – because only ownership brings about
>>>>>> the highest degree of motivation. Student Led Conferences are a powerful
>>>>>> means to achieve this. Students are put in charge and asked to assume the
>>>>>> responsibility of assessing their own learning and reporting on it.
>>>>>> Students present their work to their parents, individually, in a formal
>>>>>> setting in school. This one-on-one time with parents gives students the
>>>>>> opportunity to explain their learning journey highlighting what is
>>>>>> meaningful and important to them. This is a paradigm shift from the usual
>>>>>> parent teacher conferences in which a student is very often not present.
>>>>>> Even if students are present, they are often silent recipients of
>>>>>> evaluation from the teacher. In Student Led Conferences, the student is in
>>>>>> charge of the meeting and parents get a more comprehensive picture of their
>>>>>> child’s time at school.
>>>>>>
>>>>>>
>>>>>> *Indicators of Real Impact when Earth is the Primary Metric,
>>>>>> students:*
>>>>>>
>>>>>>
>>>>>> - know the status of the environment within their bio-region and
>>>>>> understand how their bio-region is nested within the biosphere of the
>>>>>> earth
>>>>>>
>>>>>>
>>>>>> - see that the nested sytems and interrelatedness of nature is
>>>>>> mirrored in every domain of their lives
>>>>>>
>>>>>>
>>>>>> - feel a shared responsibility toward care and conservation of
>>>>>> the environment and its elements through care for self and care for others
>>>>>>
>>>>>>
>>>>>> - find care for the commons as natural and obvious
>>>>>>
>>>>>>
>>>>>> - know the power of their emotions on others in their environment
>>>>>>
>>>>>>
>>>>>> - discover the responsibilities of being an earth citizen
>>>>>>
>>>>>>
>>>>>> - seek out Pristine natural areas
>>>>>>
>>>>>>
>>>>>> - feel good creating real change with others
>>>>>>
>>>>>>
>>>>>> - feel a sense of belonging and healthy cultural identity
>>>>>>
>>>>>>
>>>>>> - display Friendliness and Openness to others
>>>>>>
>>>>>>
>>>>>> - perform well in their standard course work
>>>>>>
>>>>>>
>>>>>> - are open and curious explorers
>>>>>>
>>>>>>
>>>>>> - take responsibility for what bothers them
>>>>>>
>>>>>>
>>>>>> - experience Joy of Giving & Receiving
>>>>>>
>>>>>>
>>>>>> - exhibit a balanced Service Orientation
>>>>>>
>>>>>>
>>>>>> - display Vitality and wellness
>>>>>>
>>>>>>
>>>>>> - show contentment and acceptance of self and others
>>>>>>
>>>>>>
>>>>>> - actively use their imagination to explore questions and innovate
>>>>>>
>>>>>>
>>>>>> - feel Trust in oneself and others
>>>>>>
>>>>>>
>>>>>> - have a sense of being able to face challenges directly
>>>>>>
>>>>>>
>>>>>> - feel Safety within and without that empowers
>>>>>>
>>>>>>
>>>>>> - display a sense of Being an engaged and useful member of their
>>>>>> community
>>>>>>
>>>>>>
>>>>>> - are Eager and show a preference for working collaboratively
>>>>>>
>>>>>>
>>>>>> - enjoy a sense of aliveness and preference for time in Nature
>>>>>>
>>>>>>
>>>>>> - engender Goodwill and appreciate Reciprocity
>>>>>>
>>>>>>
>>>>>> - value Good Relations and Kindness
>>>>>>
>>>>>>
>>>>>> - show a Healthy Respect for Leaders, Elders, other students and
>>>>>> self
>>>>>>
>>>>>>
>>>>>> - use reflection to sort through information and experiences
>>>>>>
>>>>>>
>>>>>> - feel confident in questioning Unexamined assumptions, cultural
>>>>>> norms and traditions
>>>>>>
>>>>>>
>>>>>> - display empathy and compassion with ease
>>>>>>
>>>>>>
>>>>>> - good works in the spotlight become infectious and catalytic
>>>>>>
>>>>>>
>>>>>> - bring their unique gifts confidently forward and invite others
>>>>>> to do the same
>>>>>>
>>>>>>
>>>>>> - laugh more and play with others in friendly, creative ways
>>>>>>
>>>>>>
>>>>>> - feel confident about their own understanding of their unique
>>>>>> self, inherent gifts and both the ability to know what they feel and
>>>>>> articulate it well to others to get their needs met (June G.)
>>>>>>
>>>>>>
>>>>>> - help others to get their needs met through sharing what they
>>>>>> have learned
>>>>>>
>>>>>>
>>>>>> *Note*: There is a need for migration of these best practices into
>>>>>> the langugage, cultural, social, economic realities of the community in
>>>>>> which the schools exists. It is a creative endeavor to aligned with
>>>>>> learning that fosters peace, wellness, sufficiency and freedom with Earth's
>>>>>> system as a primary metric for the way in which we live and have our being.
>>>>>>
>>>>>> The Commons Cluster Major Group submits this SDG on Educating for the
>>>>>> Commons in alignment with all prior agreements and cite in particular the
>>>>>> Universal Declaration of Human Rights, Happiness as a Greater Role in
>>>>>> Development 65/309, International Day of Happiness 66/281, Declaration on a
>>>>>> Culture of Peace 53/243 and Harmony with Nature 68/325.
>>>>>>
>>>>>> This SDG Educating for the Commons is a synthesis of several key
>>>>>> global movements rising up from the grassroots into the foreground and
>>>>>> gaining decisive momentum: 1)The Ghandian inspired Design For Change, The
>>>>>> Early Learning Centre of Bhutan and The Riverside School, 2) The Global
>>>>>> Ministries and Infrastructures for Peace, 3) The Culture of Peace, 4)
>>>>>> Global Citizens, 5) Harmony with Nature, 6) TEF: Transforming Education for
>>>>>> the Future and 7) The Kingdom of Bhutan's, GNH Pillar
>>>>>>
>>>>>> Respectfully submitted to add to this interesting discussion,
>>>>>> June Gorman
>>>>>> ------------------------------
>>>>>> *From:* George Pór <george at Community-Intelligence.com>
>>>>>> *To:* Dante-Gabryell Monson <dante.monson at gmail.com>; P2P Foundation
>>>>>> mailing list <p2p-foundation at lists.ourproject.org>
>>>>>> *Sent:* Tuesday, December 3, 2013 12:50 AM
>>>>>>
>>>>>> *Subject:* Re: [P2P-F] Fwd: Wired : learner centered movement
>>>>>>
>>>>>> Dante and others on this list,
>>>>>>
>>>>>> If any of the "learner centered movement" ideas interest you, then
>>>>>> you may also enjoy the "reversed e-electure" and "learning expedition"
>>>>>> educational models that I proposed first to the Program on Social and
>>>>>> Organizational Learning (PSOL) of the School of Public Policy at George
>>>>>> Mason University, USA, in 1996 (!). See below.
>>>>>>
>>>>>> As frequently happens, it was a bit ahead of the time. Is it still,
>>>>>> or do you think the times caught up with my those models? If yes, do you
>>>>>> know any educational decision-makers who may be interested to explore the
>>>>>> possibility to turn them into reality?
>>>>>>
>>>>>> george
>>>>>>
>>>>>> What if we grew some kind of strategic alliance between PSOL and
>>>>>> Community Intelligence Labs for launching and supporting a Learning
>>>>>> Expedition to discover and develop advanced tools and processes for
>>>>>> large-scale, collaborative meaning-making in virtual workplace communities?
>>>>>> Following my passion for helping communities of learners become
>>>>>> communities that learn, I discovered an important missing element. What we
>>>>>> frequently miss in both mission-oriented and discipline-oriented online
>>>>>> communities is truly powerful "harvesting" tools, containers, and processes
>>>>>> that people can use for collaborative meaning making when there's a large
>>>>>> volume of shared information and knowledge.
>>>>>> The course will be a learning expedition using my "reversed
>>>>>> e-lecture" model. A learning expedition has four kinds of outcome:
>>>>>> • Individual learning, defined as individual capability
>>>>>> development
>>>>>> • Team learning, defined as team capability development
>>>>>> • Research: advancing the field of study
>>>>>> • Development: co-producing a knowledge product
>>>>>> (Source: Larry Victor)
>>>>>> The developmental outcome of the learning expedition could be, for
>>>>>> example, a knowledge ecosystem that the current and next generation of
>>>>>> students can contribute to and draw on.
>>>>>> A knowledge ecosystem is a key enabler of the move from a community
>>>>>> of learners to a community that learns. Our "expedition" will lay the
>>>>>> foundation for the knowledge ecosystem, and will cover the following four
>>>>>> phases.
>>>>>> 1. Instructor "seeds" the knowledge ecosystem with initial
>>>>>> content; Students develop their own e-lectures.
>>>>>>
>>>>>> Unlike a conventional e-lecture posted by the instructor, this
>>>>>> "reversed e-lecture" will be comprised of: (a) a large set of quotes from a
>>>>>> wide variety of sources, pertinent to the territories and goals of the
>>>>>> expedition, and (b) invitations to the students to discover and identify
>>>>>> web-like patterns of meaningful connections in the seed content.
>>>>>>
>>>>>> 2. Students post their lectures.
>>>>>>
>>>>>> Students share their discoveries by: (a) posting their e-lectures
>>>>>> which contain hyper-trails and webs of quotes, that they built in the
>>>>>> knowledge ecosystem, mixed with their annotations and commentaries, and (b)
>>>>>> engaging in conversation about them.
>>>>>>
>>>>>> 3. Instructor provides a menu of focusing questions; Students
>>>>>> choose and organize themselves for collaborative inquiry.
>>>>>>
>>>>>> The focusing questions will be provided from the perspective of
>>>>>> evolutionary social science and "emergence" frameworks. They will be
>>>>>> oriented towards 'real world' applications of the students' findings. The
>>>>>> instructor will make available, through the expedition's web pages, a
>>>>>> small, initial set of electronic and conceptual tools and methods for
>>>>>> collaborative meaning-making.
>>>>>>
>>>>>> 4. Students gather around an electronic campfire of the virtual
>>>>>> base camp to share the "bounty."
>>>>>>
>>>>>> The "bounty" is the meaning (new purpose) emerging from the network
>>>>>> of conversation that made up the Learning Expedition.
>>>>>>
>>>>>> George Pór
>>>>>>
>>>>>>
>>>>>> On Fri, Nov 29, 2013 at 3:15 AM, Dante-Gabryell Monson <
>>>>>> dante.monson at gmail.com> wrote:
>>>>>>
>>>>>> Just noticed the use of this concept :
>>>>>>
>>>>>> *"Flipped Teaching"*
>>>>>> *http://en.wikipedia.org/wiki/Flip_teaching*<http://en.wikipedia.org/wiki/Flip_teaching>
>>>>>>
>>>>>> Turning Education Upside Down
>>>>>>
>>>>>> http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/
>>>>>>
>>>>>> Flipped School
>>>>>> http://www.flippedhighschool.com/
>>>>>>
>>>>>> ///
>>>>>>
>>>>>> *Flip teaching* (or flipped classroom) is a form of blended learning<http://en.wikipedia.org/wiki/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*.
>>>>>>
>>>>>>
>>>>>> On Wed, Nov 6, 2013 at 2:13 AM, Dante-Gabryell Monson <
>>>>>> dante.monson at gmail.com> wrote:
>>>>>>
>>>>>> Thanks Maria.
>>>>>>
>>>>>> I found this 2007 archive, copied below, where Michel shared a list
>>>>>> of references from the wiki,
>>>>>> in reply to a longer thread which I initially titled
>>>>>>
>>>>>> *" No curriculum , No students , No teachers / but Interconnected
>>>>>> Questions , Initiatives , and Peers of all ages CREATING - with access to
>>>>>> Unlimited Knowledge Pools "*
>>>>>>
>>>>>> longer thread reposted here
>>>>>>
>>>>>> https://groups.google.com/forum/#!topic/econowmix/qGFtigVrVqA
>>>>>>
>>>>>>
>>>>>> note : R.I.P. Parker Rossman
>>>>>>
>>>>>> ---------- Forwarded message ----------
>>>>>> From: *Michel Bauwens* < michelsub2004 at gmail.com<michelsub2004 at gmail.com>
>>>>>> >
>>>>>> Date: May 7, 2007 9:26 AM
>>>>>> Subject: Re: No curriculum , No students , No teachers / but
>>>>>> Interconnected Questions , Initiatives , and Peers of all ages CREATING -
>>>>>> with access to Unlimited Knowledge Pools
>>>>>> To: Parker Rossman <g.p.ross at mchsi.com>
>>>>>> Cc: dante.monson at gmail.com,
>>>>>>
>>>>>> Hi Parker,
>>>>>>
>>>>>>
>>>>>>
>>>>>> some links that may be of interest to your investigation, all
>>>>>> collated from our p2p learning pages, see also the inspiring
>>>>>> citations at the bottom:
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>> http://www.p2pfoundation.net/Open_Education
>>>>>>
>>>>>> http://www.p2pfoundation.net/Open_Educational_Resources <http://www.p2pfoundation.net/Open_Educational_Resources>
>>>>>>
>>>>>> http://www.p2pfoundation.net/Open_Textbooks
>>>>>>
>>>>>> tags
>>>>>>
>>>>>> http://del.icio.us/mbauwens/Open-Education <http://del.icio.us/mbauwens/Open-Education>
>>>>>>
>>>>>> http://del.icio.us/mbauwens/Open-Textbooks
>>>>>>
>>>>>> http://del.icio.us/mbauwens/P2P-Learning
>>>>>>
>>>>>>
>>>>>> misc on free curricula
>>>>>>
>>>>>> http://opencontent.org/blog/
>>>>>>
>>>>>> http://www.eliteskills.com/free_education/?foo=x
>>>>>>
>>>>>> http://www.p2pfoundation.net/Free_Curricula_Center
>>>>>>
>>>>>> http://opencontent.org/ocwfinder/
>>>>>>
>>>>>>
>>>>>> various open concepts as related to education
>>>>>>
>>>>>>
>>>>>> - OER Commons <http://www.p2pfoundation.net/OER_Commons>
>>>>>> - One Laptop per Child<http://www.p2pfoundation.net/One_Laptop_per_Child>
>>>>>> - Online Gradebooks<http://www.p2pfoundation.net/Online_Gradebooks>
>>>>>> - Online Learning Communities<http://www.p2pfoundation.net/Online_Learning_Communities>
>>>>>> - Open Access <http://www.p2pfoundation.net/Open_Access>
>>>>>> - Open Archives <http://www.p2pfoundation.net/Open_Archives>
>>>>>> - Open Archives Initiative<http://www.p2pfoundation.net/Open_Archives_Initiative>
>>>>>> - Open Biology <http://www.p2pfoundation.net/Open_Biology>
>>>>>> - Open Code <http://www.p2pfoundation.net/Open_Code>
>>>>>> - Open Content <http://www.p2pfoundation.net/Open_Content>
>>>>>> - Open CourseWare Finder<http://www.p2pfoundation.net/Open_CourseWare_Finder>
>>>>>> - Open Courseware Initiative<http://www.p2pfoundation.net/Open_Courseware_Initiative>
>>>>>> - Open Curriculum Movement<http://www.p2pfoundation.net/Open_Curriculum_Movement>
>>>>>> - Open Data <http://www.p2pfoundation.net/Open_Data>
>>>>>> - Open Education <http://www.p2pfoundation.net/Open_Education>
>>>>>> - Open Education 2006<http://www.p2pfoundation.net/Open_Education_2006>
>>>>>> - Open Educational Resources<http://www.p2pfoundation.net/Open_Educational_Resources>
>>>>>> - Open Learning <http://www.p2pfoundation.net/Open_Learning>
>>>>>> - Open Media Registry<http://www.p2pfoundation.net/Open_Media_Registry>
>>>>>> - Open Science <http://www.p2pfoundation.net/Open_Science>
>>>>>> - Open Source Education Models<http://www.p2pfoundation.net/Open_Source_Education_Models>
>>>>>> - Open Source Knowledge Building<http://www.p2pfoundation.net/Open_Source_Knowledge_Building>
>>>>>> - Open Source Schools<http://www.p2pfoundation.net/Open_Source_Schools>
>>>>>> - Open Source Software Distribution Initiative<http://www.p2pfoundation.net/Open_Source_Software_Distribution_Initiative>
>>>>>> - Open Source Virtual Worlds<http://www.p2pfoundation.net/Open_Source_Virtual_Worlds>
>>>>>> - Open Textbooks <http://www.p2pfoundation.net/Open_Textbooks>
>>>>>>
>>>>>>
>>>>>>
>>>>>> citations
>>>>>>
>>>>>> Citation 1: The Open Education movement is gaining momentum
>>>>>> "*The field of open education is gaining momentum around the world.
>>>>>> Literally hundreds of open education projects are springing up from Tokyo
>>>>>> to Boston to Paris to Beijing. Over 2000 courses are now available through
>>>>>> OpenCourseWare projects alone. Add to this the growing number of open
>>>>>> access learning object repositories, increases in the number and
>>>>>> quality ofopen source educational software projects, the open education
>>>>>> work agencies like UNESCO and the OECD are doing, and the field is
>>>>>> diversifying as quickly as it is growing.*." (
>>>>>> http://cosl.usu.edu/conferences/opened2006/ <http://cosl.usu.edu/conferences/opened2006/>
>>>>>> )
>>>>>>
>>>>>>
>>>>>> Citation 2: Schools need to open up to peer-based learning models
>>>>>> "When you look at children's learning outside school, it is driven by
>>>>>> what they are interested in, which is the direct opposite of school-based
>>>>>> learning. For example, inthe United States a group of students were
>>>>>> interested in Manga, the Japanese animated cartoons. In order to get
>>>>>> hold of them before they were due to arrive on themarket, this group
>>>>>> got together, taught themselves Japanese, subtitling and web streaming,
>>>>>> because they were motivated to.
>>>>>>
>>>>>> What is the relationship with this idea that education is handing
>>>>>> down a general baseof knowledge? I think that is one of the tensions.
>>>>>>
>>>>>> When you look at learning in the home you see knowledge-building
>>>>>> communities. Children can act as teachers, they are allowed to adopt
>>>>>> different identities and they are not just learners. They have control over
>>>>>> the time of their learning and how long it will take. The school
>>>>>> system needs to know a lot more about what is happening outside school in
>>>>>> terms of children's passions, interests and abilities than it does
>>>>>> at themoment.
>>>>>>
>>>>>> *We need a shift towards an education system that is about listening
>>>>>> to what thelearners are bringing into the school situation, as well as
>>>>>> thinking about an education system that is pushing things out*." (
>>>>>> http://communities-dominate.blogs.com/brands/2006/07/smart_learning_.html <http://communities-dominate.blogs.com/brands/2006/07/smart_learning_.html>
>>>>>> )
>>>>>>
>>>>>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit§ion=3>
>>>>>> ]
>>>>>> Citation 3: the Learning 2.0 approach
>>>>>> "The traditional approach to e-learning has been to employ the use of a
>>>>>> Virtual Learning Environment (VLE), software that is often cumbersome and
>>>>>> expensive - and which tends to be structured around courses, timetables,
>>>>>> and testing. That is an approach that is too often driven by the
>>>>>> needs of the institution rather than theindividual learner. In
>>>>>> contrast, e-learning 2.0 (as coined by Stephen Downes) takes a 'small pieces,
>>>>>> loosely joined' approach that combines the use of discrete but
>>>>>> complementary tools and web services - such as blogs, wikis, and other
>>>>>> social software - to support the creation of ad-hoc learning
>>>>>> communities." (
>>>>>> http://www.readwriteweb.com/archives/e-learning_20.php <http://www.readwriteweb.com/archives/e-learning_20.php>
>>>>>> )
>>>>>>
>>>>>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit§ion=4>
>>>>>> ]
>>>>>> Citation 4: Education is diverging from schooling
>>>>>> "Education, the means by which young people learn the skills
>>>>>> necessary to succeed in their place and time, is diverging from schooling.
>>>>>> Media-literacy-wise, education is happening now after school and on
>>>>>> weekends and when the teacher isn't looking, in the SMS messages,
>>>>>> MySpace pages, blog posts, podcasts, videoblogs that technology-equipped
>>>>>> digital natives exchange among themselves.
>>>>>> This population is both self-guided and in need of guidance, and
>>>>>> although a willingness to learn new media by point-and-click exploration
>>>>>> might come naturally to today's student cohort, there's nothing innate
>>>>>> about knowing how to apply their skills tothe processes of democracy."
>>>>>> (
>>>>>> http://www.masternewmedia.org/news/2006/11/14/participatory_media_and_the_pedagogy.htm<http://www.masternewmedia.org/news/2006/11/14/participatory_media_and_the_pedagogy.htm>
>>>>>> )
>>>>>>
>>>>>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit§ion=5>
>>>>>> ]
>>>>>> Citation 5: Theresa Williamson on The power ofpeer teaching
>>>>>> *"Everybody knows the proverb about how it's better to teach a man to
>>>>>> fish than just to give him a fish, but there's a step beyond that: it's
>>>>>> better that a man's neighbor is the one teaching him to fish, his peer. If
>>>>>> some expert swoops in from afar you miss half the value of the interaction
>>>>>> because of the inequality in that relationship. But if it's his peer
>>>>>> teaching him? Then the man is much more likely to offer something in
>>>>>> return. You are much more likely to create a real sustainable relationship
>>>>>> rather than just a new dependency*."
>>>>>> Theresa Williamson, Founder, Catalytic Communities (
>>>>>> http://www.nextbillion.net/node/1723 <http://www.nextbillion.net/node/1723>
>>>>>> )
>>>>>>
>>>>>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit§ion=6>
>>>>>> ]
>>>>>> Citation 6: John Maloney on the new knowledge leaders
>>>>>> From http://www.kmcluster.com/ (newsletter, 2004)
>>>>>>
>>>>>> *"The silent killers of effective knowledge leadership
>>>>>> are the pervasive 20th-century traditions of linear, mechanical and
>>>>>> reductionist thinking paired with their obsolete managerial
>>>>>> behaviours of control, dominance and technocracy.*
>>>>>> Top knowledge leaders routinely 'suspend their disbelief' to unlearn
>>>>>> their harmful industrial-era habits and models. They learn from the emerging
>>>>>> future through authentic conversation. 21st-century knowledge leaders
>>>>>> actively pursue external interactions and continuously use genuine
>>>>>> action/research networks to their strategic and collaborative advantage."
>>>>>>
>>>>>> [ edit<http://www.p2pfoundation.net/More_Citations_about_Peer_to_Peer_Learning?title=More_Citations_about_Peer_to_Peer_Learning&action=edit§ion=7>
>>>>>> ]
>>>>>> Citation 7: From learning "just in case" to "learning on demand"
>>>>>> Paul D. Fernhout:
>>>>>> "Ultimately, educational technology's greatest value is in supporting
>>>>>> "learning on demand" based on interest or need which is at the opposite
>>>>>> end of the spectrum compared to "learning just in case" based on
>>>>>> someone else's demand. Compulsory schools don't usually traffic in
>>>>>> "learning on demand", for the most part leaving that kind of activity
>>>>>> to libraries or museums or the home or business or the "real world".
>>>>>> In order for compulsory schools to make use of the best of educational
>>>>>> technology and what is has to offer, schools themselves must change." (
>>>>>> http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.html <http://patapata.sourceforge.net/WhyEducationalTechnologyHasFailedSchools.html>
>>>>>> )
>>>>>>
>>>>>>
>>>>>>
>>>>>> On Fri, Nov 1, 2013 at 3:56 AM, Maria Droujkova <droujkova at gmail.com>wrote:
>>>>>>
>>>>>>
>>>>>>
>>>>>> On Sun, Oct 27, 2013 at 4:31 PM, Dante-Gabryell Monson <
>>>>>> dante.monson at gmail.com> wrote:
>>>>>>
>>>>>> :)
>>>>>>
>>>>>> Thanks Maria
>>>>>>
>>>>>> This is a list of spaces , which may correspond to the spirit
>>>>>>
>>>>>> http://emergentbydesign.com/2012/01/08/93-superhero-schools-collaboratories-incubators-accelerators-hubs-for-social-tech-innovation/
>>>>>>
>>>>>> As for names for such approaches...
>>>>>>
>>>>>> Connectivism may be one of such learning approaches ? ( some see it
>>>>>> as related to constructivism ? )
>>>>>> http://en.wikipedia.org/wiki/Connectivism
>>>>>>
>>>>>> ...
>>>>>> I am very tempted, though this may be more general,
>>>>>> to add Buckminster Fuller
>>>>>> http://en.wikipedia.org/wiki/Buckminster_Fuller
>>>>>> and Ivan Illich ( " Tools for Conviviality" , ... )
>>>>>> http://en.wikipedia.org/wiki/Ivan_Illich
>>>>>>
>>>>>>
>>>>>> Thank you! These general resources help as well, because people who
>>>>>> actively follow Buckminster Fuller ideas (for example) tend to form
>>>>>> flexible learning/working groups more than other demographics.
>>>>>>
>>>>>> Very helpful!
>>>>>>
>>>>>>
>>>>>> Cheers,
>>>>>> Dr. Maria Droujkova
>>>>>> moebiusnoodles.com
>>>>>> 919-388-1721
>>>>>> =~+~+~=
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>> _______________________________________________
>>>>>> P2P Foundation - Mailing list
>>>>>> http://www.p2pfoundation.net
>>>>>> https://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation
>>>>>>
>>>>>>
>>>>>>
>>>>>> _______________________________________________
>>>>>> P2P Foundation - Mailing list
>>>>>> http://www.p2pfoundation.net
>>>>>> https://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation
>>>>>>
>>>>>>
>>>>>>
>>>>>
>>>>
>>>> _______________________________________________
>>>> P2P Foundation - Mailing list
>>>> http://www.p2pfoundation.net
>>>> https://lists.ourproject.org/cgi-bin/mailman/listinfo/p2p-foundation
>>>>
>>>>
>>>
>>
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