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Learning Circles | Facilitator Handbook

LEARNING CIRCLES

FACILITATORHANDBOOK

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earning Circles are lightly-facilitated study groups for learners who want to takefreely available online courses together, in-person. We believe that anybody can
become a facilitator, and whether you want to run a single Learning Circle in your homeor organize 100 across an urban library system, this guide is here to help you get going.

The first part - Background - provides introductory information about Learning Circles
and the type of learning that the format aims to develop. The second part - Getting
Started - includes the steps you need to check off before beginning. The third part Running a Learning Circle - introduces facilitation tips and the guidelines for theroutine you’ll develop each week. The final part - Appendix - includes additional tools
and templates to make your Learning Circle as good as it can be.

A FEW THINGS BEFORE WE BEGINUSE OUR TOOLS. You can run a Learning Circle with just this guide and an online
course, but our open source facilitator dashboard will help you promote your Learning
Circle, manage sign ups, communicate with learners, and share feedback on a weekly
basis. Throughout this guide, you’ll see green highlights where the software can support
your Learning Circle. To get your own facilitator dashboard, you just need to create a
Learning Circle at p2pu.org/facilitate. It’s free for everyone.
LET US HELP. P2PU can consult with individuals and organizations looking to getstarted with Learning Circles. Our services include facilitator training workshops, course
selection and development, ongoing facilitator support, web hosting, and software tool
integration. We are happy to have a 15 minute call with you to talk about strategy andanswer any questions you might have - email thepeople@p2pu.org to get that set up.
SHARE YOUR STORIES. We rely on input and participation from the community, andyour feedback will make Learning Circles even better going forward. Head over tocommunity.p2pu.org to share feedback, photos, suggestions, and questions withfacilitators from around the world.



FOLLOW OUR TIPS. The green notepad symbol and dashed lines denote a templateor resource that can aid you in preparing for and running your Learning Circle.

This handbook was developed by Peer 2 Peer University and Chicago Public Library,with support from the Knight Foundation News Challenge and a great deal of help
from Anna Häggman and Katherine McConachie. We are grateful to everyone who
contributed to the underlying thinking and structure of Learning Circles, especially thelibrarians and patrons in Chicago who pioneered this work with us in 2015.

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Learning Circles | Facilitator Handbook

BACKGROUND
Open Educational Resources (OER)
Massive Open Online Courses (MOOCs)
Peer learning
Academic mindsets

GETTING STARTED
Choose a course
Find a space
Gather supplies
Identify learners

RUNNING A LEARNING CIRCLE
Facilitation tips
Beforehand
DuringAfterwards

APPENDIX
Application
Flyer
Recipe cards
Certificate
SurveyTable ofcontents

CLICK on any chapter
to jump to that section

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BackgroundFor decades, online learning has offered the potential to deliver cheap, flexible education to a large audience. As the field of online learning has increased rapidly in the past
few years, many advocates have claimed that online learning will democratize higher
education and even make universities obsolete.
However, there are several barriers that have prevented such a democratization fromoccurring. In order to succeed in learning online, individuals must already be web savvy, self-directed learners with a great deal of intrinsic motivation and discipline. Given
this, it is not a surprise that the vast majority of those who complete online courses
already have a Bachelor’s degree.
It is these two phenomena – the volume of high quality online learning resources andthe mounting evidence that they have not leveled the educational playing field – thatinspired Learning Circles. In early 2015, P2PU and Chicago Public Library started working together to deliver online courses in supportive and engaging library environments
across Chicago. Specifically targeting adult learners who do not yet have an undergraduate degree, Learning Circles were designed to equip participants with confidence andmotivation, springboarding them into future educational and professional endeavors.

Open Educational Resources (OER)
Online learning has been around for decades. While some instituions pioneered online
learning with low-cost degree programs, others worked to publish stand-alone course
material online for free. By the early 2000s, many freely-available online learning materials became unified under a banner known as Open Educational Resources (OER),
broadly defined as “teaching, learning, and research resources that reside in the publicdomain or have been released under an intellectual property license that permits their
free use and re-purposing by others”.
Around 2008, a few individuals and institutions began to take OER one step further.
Instead of just sharing learning materials online, they started “running” free online
courses synchronously, where learners from around the world could sign up and workthrough course materials together as an online community. These experiments werecoined as MOOCs: Massive Open Online Courses.

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Massive Open Online Courses(MOOCs)It didn’t take long for MOOCs to catch on, and soon large universities such as Harvard,
MIT, and Stanford started designing their own MOOC platforms and partnering with
universities around the world to transform university courses into MOOCs and publish
them online for anyone to access.
Some MOOCs are digital versions of existing courses, where professors deliver theirlectures via video and upload readings to a website. Other MOOCs take advantage ofthe online medium, and create new types learning experiences for online learners. One
thing most MOOCs share is that they require learners to be self-directed and motivated,
and to be comfortable working online. Partially because of this, the vast majority of
MOOC participants drop out without finishing their course.
To support learners who lack these requirements (or just enjoy learning together),
Learning Circles position MOOCs in a social space. Emphasizing peer learning andacademic mindsets, a diverse group of learners can now benefit from online learningas they develop cognitive skills, explore new learning strategies, and improve theirdigital literacy with others from their respective local communities.

Peer Learning
There are three values that underlie P2PU’s concept of peer learning:• Everybody is an expert in something• Sharing is how we learn best
• Feedback is necessary in order to improve
By convening a group of learners who are interested in a similar topic, you’ve got thebasis for an open, collaborative learning environment that has the the potential tobe the support system many learners need. Peer learning can create a rich learning
environment in which everyone simultaneously teaches and learns, acts and observes,
speaks and listens. This exposes learners of all stripes and sizes to new perspectives,
provides an opportunity to develop useful social skills, and allows individuals toachieve something greater than they could have on their own.

Academic Mindsets
Academic mindsets is a term used to describe the beliefs that learners have about
themselves, their intelligence, and their abilities. These mindsets influence a learner’s
motivation and perseverance, which in turn influences their study habits and overall
academic performance. A positive academic mindset is described in four statements:

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Learning Circles | Facilitator Handbook• “I belong to this community”• “My ability and competence grow with my effort”• “I can succeed at this”• “This work has value for me”
Learning Circles support academic mindsets by combining group activities with course
content. These activities will help learners develop a learning community, set andachieve attainable goals, develop new learning strategies, connect the work to theirgoals, and reflect and improve upon the Learning Circle model. Many learners havetold us that the development of these skills is equally or even more powerful thanlearning new content from the online course material.

“What was the best thing about your Learning Circle?”“Interactions withothers. Constructive
feedback andpracticing with people.”“Learning
together.”“Meeting
students
with similarinterests.”“Learningsomething
new.”

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Getting started
Here you will find a checklist that outlines the steps needed to get your Learning Circle
running. Do not worry - each of these steps is explained in the following pages. You cancompress or expand this timeline to suit your needs. However, if you don’t already havea dedicated group of learners, we recommend spending four weeks promoting your
Learning Circle once you’ve finalized the date, time, course, and location.



6 WEEKS PRIOR
 Discuss plans with any affiliated organizations
 Choose a course Find a space Choose date and time Confirm supplies will be available
4 WEEKS PRIOR
 Establish a web presence Prepare application
 Customize the flyer
 Connect with local communities Publicize online and offline
2 WEEKS PRIOR
 Confirm attendance with all applicants Confirm space reservation with venue
 Gather supplies
BEFORE EACH LEARNING CIRCLE Send reminder email
 Explore the online course Review recipe card

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Choose a course
There are many online providers that offer free online courses. But not all courses are
created equal. Here are 3 steps to choosing the perfect course for your Learning Circle.

1. KNOW YOUR COMMUNITY
You need to identify a course that will resonate with the learners you anticipate
working with. Here are a few questions to get you thinking:
WHAT KNOWLEDGE GAPS EXIST IN YOUR COMMUNITY?
Is there a need for subjects that aren’t available where you live? Examples include
learning Spanish, preparing for High School Equivalency (such as GED®, HiSET®, or
TASC®), or building a website with HTML/CSS.
WHO DO YOU EXPECT TO ATTEND?
If you’ll be working with learners who aren’t fully employed, you may want to choose
a course that supports finding new work or skilling up (such as resume writing, public
speaking, or academic writing). Be sure to look at the prerequisites for the courses andmake sure the content isn’t too basic or too advanced and advertise appropriately.
WHAT WOULD YOU LIKE TO LEARN?
If you are passionate about the subject matter, it will resonate with learners.

2. IDENTIFY POSSIBLE COURSES
There are a number of ways to search for online courses. Here are a few options:• Check out learningcircles.p2pu.org/courses to see courses we've used in the past.
• Head over to class-central.com, a good aggregator of all online courses.
• Search by subject by platform. Platforms we’ve worked with in the past include:·· Codeacademy·· Coursera·· edX·· FutureLearn·· Khan Academy·· MIT OpenCourseware·· NovoEd·· Saylor·· Udacity
Download platform guides at p2pu.org/facilitate/downloads before the Learning Circle begins. This will help learners log in to the course platform for the first time.

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3. CHOOSE THE BEST FIT
Once you’ve identified a few courses that will interest your community, whittle the list
down further. Use these criteria to identify good courses for your Learning Circle:
LOGISTICS: DOES THE COURSE MEET THE COURSE CRITERIA?
• Free (free enrolment and free access to all course materials)• English-medium (or whichever language you choose)• Creative Commons license (rather than copyrighted)• Either open enrollment or a start date that suits your schedule• Not too long (we recommend 5-8 week long courses)• Low weekly commitment (varies if learners commit to doing additional work)• No additional software required aside from browser and a word processor
RELEVANCE TO YOUR COMMUNITY• Is the subject matter interesting and relevant to the learners you anticipate working
with?
• Are there prerequisites that will prevent many people from taking this course?
• Is the subject matter interesting for you to facilitate/study alongside learners?
QUALITY OF INSTRUCTION• Does the mode of instruction seem engaging and effective?
• Are the course materials and the platform intuitive to use?
• Is there a clear sense of expertise present in the course materials?
COHERENT AS A LEARNING CIRCLE• Will learners easily be able to give feedback to one another given the content?
• Do the activities make sense being done together as group work?
• Can you clearly imagine your role facilitating this course in-person?
OPPORTUNITIES FOR FEEDBACK• Do the assessments seem to reinforce course materials?
• Is there an active online community/access to mentors?
• Is there a clear way to get in touch with someone on the website if you run into technical difficulties?

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Learning Circles | Facilitator Handbook

You can use this table to rank the courses you've selected. Just score the courses 1
through 5 against each of the criteria, and the total the score in the column on the right.
Highest score wins!

LEARNING CIRCLE COURSE SELECTION TABLE
Score each course against the five criteria:
1 = doesn’t meet criteria at all<-------------------------------------------------------------------------------------->COURSE

Logistics

Relevance

Instruction

5 = meets criteria perfectly

Coherence

Feedback

Total

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Learning Circles | Facilitator Handbook

Find a quiet space
Try and find a space that you can use consistently for 90-120 minutes each week.
ESSENTIALS• Easily accessible space• Consistent access to power and free internet• Accomodation for any physical and/or learning disabilities in the group• Restroom availability
DESIRABLES• A large wall that you can project onto
• Natural light (studies show that people learn better with it)• Modular seating arrangements• Near public transport / free parking
MAKE SURE• Have the times been reserved for each weeks?
• Do you have access to any keys that you need?
• Do you know the wifi network name and password?
• Do you know where chairs, tables, and additional supplies are stored?
• Are you aware of any rules determining what time you must finish by each week?

Gather supplies



There are a number of things you should gather before your first Learning Circle.

 Laptops for all participants (if they don’t have their own)
 Headphones for participants (if they don’t have their own)
 Internet browser (such as Google Chrome) and word processor such as Google
Docs, Pages, or Microsoft Word Any additional software the course might require (this is rare) A projector and relevant HDMI or Mini DisplayPort adapter
 A projector screen (if there is no wall to project onto in your space) Adequate number of powerstrips and adapters Phone/camera (to record and share materials)
 Notebook and a pen
 Name tags (use them until you are sure everybody is familiar with each other) A few extra applications (for walk-ins)
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Learning Circles | Facilitator Handbook

Identify learners
Learning Circles work best with small, enthusiastic groups of people - ideally between
4 and 10 learners. We recommend that you start these promotion activities 4 weeks
before your Circle starts.

1. ESTABLISH A WEB PRESENCE
Create and share a public event on your blog, Facebook, or an online event registrationsite such as Eventbrite so you can publicize your Learning Circle electronically.
If you are using our software, you’ll have you very own Learning Circle webpage thatyou can share far and wide.

2. PREPARE THE APPLICATION
The purpose of the application is to get a little background on the learners, not to create
a selective admission process. If there are prerequisites for the course you are facilitating, then you should make that clear in your messaging . You'll find a short applicationin the Appendix that you can either print out for learners or share electronically.
If you are using our software, learners can sign up directly on your Learning Circle
website and you can monitor signups from your facilitator dashboard.
THE APPLICATION INCLUDES• Name and email address/phone number (so youcan contact them).
• Goals (so you know what they are looking to get out of it).
• How they’ll help their peers (to get them thinking about peer learning).
• Quick digital skills self-assessment (so you can see the range of digital comfort inthe course). We find that scoring 15 or higher makes you a good candidate for a
Learning Circle.
• Whether they have a laptop and headphones (if they don’t have a laptop and you
can’t provide extras, then these people will not be able to attend unless they canfigure out a way to borrow one. Headphones are useful but not essential in somecourses).

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Learning Circles | Facilitator Handbook

3. CUSTOMIZE THE FLYER
Eye-catching flyers and posters are an excellent way to promote your Learning Circle,
both digitally and in print. We’ve included a template (see Appendix), but feel free toget creative and make your own! Just remember to include the following information: Name of the course Date, time, and venue of the meetings
 How many weeks the course will run for Anything participants should bring with them Any prerequisites
 A contact number, weblink or email address where people can find out more
Print the poster and put it in noticeable places around your venue, such as entrances,
information or library circulation desks, computer terminals, or near other resources
related to the course you are running. You can also share the flyer with organisations,community groups, local coffee shops, or bookstores - any place where potential learners may wander!

4. REACH OUT TO YOUR COMMUNITIESNow that your materials are ready, you can start identifying learners. Nobody understands your networks better than you do, so you’ll know the best way to reach them.
We’ve provided templates that you can use to get started in a number of different
mediums.
EMAIL
Got a mailing list? If so, you might want to use this message to find potential learners. If
you don't have a Learning Circle website, make sure you attach the application!

Are you interested in taking a free and open online course, but don’t want tostudy alone? Why not join our Learning Circle, and study face-to-face with yourpeers?
From _______ (date) ________ to _______ (date) _______ we’ll be meeting in ____(venue)____
to work together through a course on ________ (subject) _______ in a supportive, peeroriented group. We won’t have a teacher - we’ll be teaching each other!
There are no prerequisites for the course, but access to a laptop and someexperience of using the Web would be helpful.
For more information, visit _______ (link to website) _______ or send an email to________ (your email) _______ .

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Learning Circles | Facilitator Handbook

FACEBOOK
Does your community use Facebook? If so, try this post as a first step. Remember, people get a lot of information via social media, so to be really impactful, post reminders toFacebook about once per day. Remember to tag any individuals, projects, locations orgroups who you think might be interested in joining your Learning Circle.

Interested in ______(course subject)______? Don’t want to learn alone? Join a #LearningCircle at ______(venue)_______ to meet each week and work through an online
course together. The Learning Circle starts ______(start date)______. For more information and to apply online: _______ (link to website) _______.

TWITTERIf your community uses Twitter for sharing information, then you can use the two
template Tweets below to get started. To really get noticed, you should tweet these messages at least 3 times per day, and come up with a hashtag so people can search for themessages. Remember to add the link to your Learning Circle website, too!



Learn ______(course subject)_______ together, at ______(venue)_______ . #learningcircles
start _______(start date)________. Sign up: ______(link to website)_______.
In #_______(city_______)? Want to learn together? Join #learningcircles at______(venue)_______. Sign up: ______(link to website)_______.

5. REACH OUT TO OTHER COMMUNITY GROUPS
Depending on the topic of your Learning Circle, you should consider reaching out
to other local organizations who share an interest in the subject. For example, local
historical societies will have members who are interested in history courses and youth
groups might be interested in courses that train young people who are looking for jobs.
Check out the email template on the following page.
If your Learning Circle is taking place in a venue that has a schedule, public calendar,
or newsletter, ask the administrators if you can add a notice about the Learning Circle- these are very good ways of reaching potential participants. Likewise, if your venue
uses social media ask them to post and tweet on your behalf.

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Learning Circles | Facilitator Handbook

Dear ____________,We thought you might be interested in a learning project taking place in yourcommunity. We are going to be hosting a Learning Circle - a free, peer-led study
group for learners who want to take online courses together in a public space.
Each week, learners will meet for approximately 90 minutes to work throughlearning materials about _______(subject)_______ together.
The Circle will run from _____(start time)_______ to _____(end time)______ on thefollowing dates _____(Circle dates)_____ in the following venue _____(venue)_____.
Learners can learn more and sign up at: _______(link to website)_______. Please passthis message on to anyone in your community who you think might be interested,
and get in touch if you have any questions.
Regards,____________________

6. CONFIRM WITH THE LEARNERS
As learners apply, you should confirm whether or not they will be part of the group.
If their skill level seems too low, suggest that they turn to their local library or othercommunity learning space where digital literacy is taught. Remember, everyone is a beginner sometime, so be sure to be encouraging and supportive when you direct people
elsewhere. Below, we’ve created a sample acceptance and decline message that you can
use when you respond to applicants.
If you are using our software, you can log on to your dashboard to view applications
and get in touch with applicants that way.
SAMPLE ACCEPTANCE MESSAGE
Dear _______________

Thanks for getting in touch and wanting to join the Learning Circle about______(course subject)_______ starting ______(date)_____. From the signup information
you shared, you look like you’ll be a perfect fit for the Learning Circle. We lookforward to having you join us.
We’ll be sending more information about the Learning Circle soon.

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Learning Circles | Facilitator Handbook

SAMPLE DECLINE MESSAGE

Dear _______________
Thanks for getting in touch and wanting to join the Learning Circle on_______(course subject)_______ starting ______(date)______. From the signup information
you shared, it looks like your digital skills aren't quite high enough to benefit
from Learning Circle. You might want to consider approaching your local library,community center, or ______(specific resource in your community)______ to find out
where you can boost your digital skills so that you can participate in the future.
Good luck with your online learning adventure!

“It was very intimate and I enjoyed our weekly
sessions. I learned lot more than I knew aboutpublic speaking. I feel it helped my confidence level
to be a better public speaker.”“I met others to talk overobstacles; provided a weekly
structure to stay on task.”

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Learning Circles | Facilitator Handbook

Running Learning
Circles
Everyone attends Learning Circles for different reasons. Some people want to build
social relationships in a quasi-academic setting, others are there because they wantto learn the skills they need to get a new job, and others attend purely for the sake oflearning something new. As a facilitator, it is your job to understand each individual’s
motivation for joining and cultivate an environment in which learners can clearly see
how the Learning Circle will help them achieve their desired goals.
To help you accomplish this, we’ve included some handy tips from past facilitators,
followed by an outline of the general flow that your Learning Circle will follow.

Facilitation tips
Good facilitation includes a number of different tasks:• Listen to learners• Ask clarifying statements• Provide good feedback• Keep discussions on task
• Probe assumptions and evidence• Elicit viewpoints and perspectives• Mediate conflicts• Summarize and present findings
That’s a lot, but don’t worry, nobody is expecting you to be perfect from day one, and it
will become much easier with practice. Below are some tips (and a few video links) tohelp you become a star facilitator.
MODEL PEER LEARNING
For most people, learning has been a passive experience of “receiving” instruction.
They may be unaccustomed to taking responsibility for their own and the group’s learning. This is not what Learning Circles are about, and it is important to be clear about
this, especially in the first few weeks. As a facilitator, you can be a role model for thegroup by engaging learners in problem-solving and actively reaching out to help whenpossible. Learn more: http://bit.ly/1mtbhXR

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MAINTAIN AWARENESS
Be observant, and learn to read the energy of the room. Who seems really motivatedtoday? Who is particularly quiet? Once you have an understanding of each learner’s goals, you’ll be able to respond to this energy productively. Is one learner quiet
because they are struggling with a basic concept? Ask somebody who is a few steps
ahead if they don’t mind helping out.
STRIVE TO HELP LEARNERS SELF-IDENTIFY AS MEMBERS OF THE GROUP
This is called social cohesion. Social cohesion begins to develop within an hour ofpeople being together. Some examples for encouraging social cohesion include:• Agreeing on a group name
• Using non-verbal symbols (mascot, logo, colors)• Establishing rituals (traditions, habits, weekly activities)• Using plural pronouns (“we” instead of “I”)
• Invoking group metaphors (referring to group as family, team, etc.)• Making verbal pledges (commitments to future action)• Establishing group narrative (saying things like “Remember when we…”)• Developing groupspeak (inside jokes, jargon)
ASK PROBING QUESTIONS
Learners will ask you many content related questions, since you are the closest thing
to the traditional teacher in the room. When a learner asks, your response should
demonstrate that their peers are a valuable resource, and that most questions are answerable if you know where to look. Examples of responses you might give are:I’m not sure, did you ask anyone else if they ran up against the same problem?
Hmmm, where would you start looking to figure that out?
Learn more: http://bit.ly/1NEgfOr
PROMOTE MEANINGFUL, FREQUENT INTERACTION BETWEEN LEARNERS
Shared emotional connections serve the dual purpose of helping individuals learn
and reinforcing community. Watch out for questions or conversations that de-focus thegroup, and get comfortable steering conversations back on track. Other participants
will greatly appreciate this.

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MANAGE EXPECTATIONSWhen learning something new, there is a fine line between being optimistic and discouraged. To navigate this, express confidence that learners can achieve their goals,
while also being realistic and aware of what is possible in six weeks. For instance, it'sunlikely that somebody with no programming background will get a programming job
after one HTML/CSS Learning Circle. However, they will gain a better understanding of
how to build a website, get a sense as to whether this is a subject they’d like to continue
in, and have a peer group of like-minded individuals they’ve gotten to know.
ENCOURAGE GROWTH MINDSETS
A growth mindset is the belief that one’s skills and abilities can be continually developed through hard work, rather than stay fixed at a certain level. As a facilitator, try
praising a learner’s processes (effort, strategies, choices) rather than their innate intelligence (e.g. "you’re so smart!"). Learn more: http://bit.ly/1mMEjwC
TURN FRUSTRATIONS AROUND
Try to flip frustrations into positive statements and involve the group. For example,
when one learner felt that the interview tips in a Job Training course were too basic,
the facilitator asked the group if they could come up with better tips.This re-framed thefrustration in a positive way and served as an opportunity for learners to work together.
DELEGATE RESPONSIBILITIESA good facilitator empowers learners to take charge of their own learning, making therole of the facilitator smaller and smaller over time. As the Learning Circle progresses,
the facilitator can start asking learners to take on some extra responsibility, such as:• Send a wrap-up email afterwards reflecting on the day’s class• Summarize the week’s material at the beginning of each class• Set up/clean up the space• Share a resource or article that relates to the course content• Help a learner who is struggling• Bring snacks

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BE REFLECTIVE
As a facilitator, you have a great deal of influence over the atmosphere in your Circle.
Ask yourself the following questions as you work through the six weeks:• How might my cultural assumptions influence my interactions with learners?
• How might the backgrounds and experiences of learners influence their motivation,
engagement, and learning?
• How can I modify course materials, activities, facilitation techniques, and expectations to be more accessible to all the learners in my Learning Circle?

“The Facilitators continually made me feel
comfortable. which I really appreciated this,the informal atmosphere was great!”“1-on-1 contact, the facilitator
as a guide and support,
working at our own pace.”“Immediate feedback
from other participants.”“Independent and group participation.
The combined interaction of books andonline study guides.”“Getting support fromothers, and having tocommit to a schedule.”“The group setting andthe facilitator.”“It was good to havesomeone there if you
had questions.”“Was able to meet other peersin the same situation as I am.”

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Beforehand
There are three things to do each week about two days before your Learning Circle.
• Send confirmation email to all participants.

“Hi everyone, this is a reminder that we have our Learning Circle in two days on______(date)______ at ______(time)______ in ______(location)______. Please let me know if
you can’t make it. I look forward to seeing you all!
If you are using our software, these reminder messages will be sent out automatically
48 hours before each Learning Circle. You will receive an email beforehand giving you
the option to edit the text before it is sent on to learners.
• Review the supplies checklist to make sure you have everything you need.
• Familiarize yourself with the week’s learning materials.
·· What is the main subject matter learners will be covering this week?
·· How does this tie in to the major goals of the course?
·· Are there any activities this week that could easily be done as a group?
·· How can the weekly recipe card activities support the course content?

“I liked the accessibility of peers, building
confidence in a safe environment. no pressure with
our peer group and learning from our peer group.”“There was no pressure to earna grade or meet a deadline forcompleting a homework assignment.”

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DuringEach Learning Circle has four components, documented weekly on the recipe cards (seeAppendix). You can decide to follow the format of the recipe cards as much or as little
as you’d like, as you are in the best position to understand the goals and backgroundsof the learners. In general the four components are:• Check-in: The first ten minutes are spent reviewing the past week and sharing
goals for the day.
• Activity: Each recipe card has a 10-15 minute activity that you can facilitate before
or after the coursework. These are designed to foster community, build learnerconfidence, and help to bridge the course content and real life. We recommend you
explain the activity to learners and then decide as a group if you’d like to do it. Feelfree to come up with your own!
• Coursework: The majority of each Learning Circle is devoted to working throughthe online course.
• Plus/delta: The last five minutes are spent sharing one thing that went well andone thing that learners hope to improve next week.

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Afterwards
Once the learners leave, spend about ten minutes wrapping up all the week’s work.
• Clean up.
• Return anything you borrowed.
• Send a short summary email to all the learners (a template is included at the bottomof each recipe card).
If you are using our software, you can capture your feedback for the meeting on thefacilitator dashboard. This feedback will be automatically shared with learners alongside the automatic reminder 48 hours before the next meeting.
• During the final Learning Circle, distribute certificates and surveys (see Appendix).

“The best thing about participatingin the learning circle was learning
alongside other people and thelearning that it can provide.”“Getting feedback from bothmy peers and the facilitator.”

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Feedback from past facilitators“The activities might not always work, so being able to start conversations isimportant. Go through the materials first. Look for ways to make an activity an
offline engagement.”- Kristen (Academic Writing & HTML/CSS)“I did my best to offer ideas/options of activities and ways to use the course material. I asked questions such as “what topics are you struggling with” or “which areas
do you want to review most?” to see if there were any common content areas thelearners were interested in. From there, I recommended that they answer the question set for that content together.”-Sarah (Registered nursing exam prep)

25

Learning Circles | Facilitator Handbook“Understand the course structure by browsing whole week works even though you
don’t need to know content.”-Young (HTML/CSS)“I can apply some of the things to other programming, and it was fun to offer suchspecific learning to people.”- Kimberly (Fiction writing)“Personality and skill levels matter! Learners with big personalities might alienate
learners who are more shy. Part of your role is to look for this and make everyone
feel their voice is valued. Redirecting questions learners ask you and asking theback to each learner helps.”-Alenka (Resume writing and interview skills)“I feel pretty lucky, I feel like we became friends and I am part of their group andlearning process”.
-James (Public speaking)Appendix

Developed by Peer 2 Peer University andChicago Public Library and released undera Creative Commons Attribution ShareAlike 4.0 license.

Application form

Learning Circles are free, lightly­-facilitated study groups for learners who want to takeonline courses, together and in person. The facilitator is present to help support yourlearning experience, but he or she is not an expert in the content you’ll be covering.
Rather, the expertise resides in the online course, your peers, and yourself. What
Learning Circles offer is a support group for learning, access to new studying strategies,
dedicated weekly study time and space, a network of co­learners, and the ability to learn
in low pressure environment.
Return this application to:
Name:
Email Address:
Phone Number for SMS (if no email available):Why do you want to attend this Learning Circle?

A successful study group requires the support of all of its members. How will you
help your peers succeed achieving their goals?

How comfortable are you doing the following tasks?
0Can’t doWrite avalue
form 1 to 5
in each box

1
Need help
doing

2
Can do withdifficulty3
Can do4
Expert (canteach others)

Send an email
Delete spam email
Find stuff online using Google
Watch a video on Youtube
Fill out an application form or buy something online
Use a mobile app
Evaluate whether a website is safe/can be trusted

Can you bring a laptop and headphones to the Learning Circle each week?
Check
one of the
boxes

Both
Just a laptop
Just headphones
Neither

Master new skills.
Together.
In the library.
For free.
Join a study group for learners who want to complete online
courses together, in-person. These are free, peer-supported
courses designed to be taken by anybody.

Course:First meeting:Location:

Sign Up:Week 1 | Getting Started - Part 1

This recipe card covers important introductions that should happen during yourfirst meeting. Take about 10 minutes to give an overview of the Learning Circle
process.
INTRODUCTION (10 MIN)
Start by introducing Learning Circles and the course you are facilitating. Then takesome time to answer logistical questions from participants. Talking points are below.
INTRODUCING LEARNING CIRCLES• Many universities and institutions have begun developing free, online courses as away to increase access to education.
• These courses have very low completion rates, because taking a course alone, online, requires a lot of self-discipline, motivation, and prior knowledge of how online
learning works.
• Learning Circles, developed by Chicago Public Library and Peer 2 Peer University,
are an attempt to create a more engaging learning experiences using this free, online content, but doing it in-person!
• Learning Circles are free peer learning courses; a combination of a book club, study
hall, and support group. Together we will try and help each other accomplish ourlearning goals.
• There are many ways to contribute. Some people might be more advanced technically, but other people might have unique insights that other people would not havenoticed.
COURSE OVERVIEW AND LOGISTICS• Discuss some of the specific themes of your course, what the learning goals are,what kind of work participants can expect to be doing.
• There are few prerequisites for taking this course: basic digital literacy, a desire tolearn, and willingness to work together with your peers.
• We will meet at this time, for 90 minutes, for the next 6 weeks. Each week I will send
you a reminder about our next meeting and a summary of what we did the week
before.
• There is no necessary work outside of the Learning Circle, but as a group we candecide if we want to work on the course material outside of the weekly session. (Themore work we do, the more progress we will make!)• You can get a certificate if you complete the online course and/or attend 5 Learning
Circles.
• My role as a facilitator is to support you in your learning. I am not a teacher or content expert.
• This is the most I’ll ever be speaking at once during the Learning Circle. I have thesecards which suggest activities and discussion points, but this is our space and we
can choose to use it however we want.
QUESTIONS (10 MIN)
Open the floor to questions from participants.
The rest of this week’s activities are outlined on the following card.

Week 1 | Getting Started - Part 2

The goal for the rest of the session is to strike a balance between giving learners a chance
to jump right into the course and taking time to create a comfortable space for thefledgling community. Both are important to the success of the Learning Circle.
GET TO KNOW ONE ANOTHER (10 MIN)
As the facilitator, it is important for you to prompt personal introductions in a way thatwill encourage conversation amongst the whole group. Frame this activity as a way for allof the participants to get to know one another, as a starting point for the work they’ll bedoing together over the next 6 weeks – this activity is for them, not for you.
• First: Ask learners to share why they came to the Learning Circle and an example of agood learning experience they have had in their life.
• Next: Model an introduction by re-introducing yourself to start.
• Finally: Afterwards, summarize the learning experiences and share how you think thisLearning Circle can develop into an inclusive learning community.
COURSEWORK (45 MIN)
• Direct participants to the course website and have them create an account on the platform. Use platform guides on P2PU website as needed.
• Encourage learners to poke around on the platform, together or on their own.
• To wrap up, ask participants to come back together as a group and share with thebroader group some of the things they learned or are excited to start learning about.
ACTIVITY: GROUP EXPECTATIONS (10 MIN)
Talk about expectations for the group to draw in participation from all group members
and help craft group identity. It’s okay if not everybody agrees on everything!
• First: Ask learners how they want to work with their peers in the coming weeks.
Prompt learners with these questions:·· Do you want to work through activities on a projector or work on their own?
·· Do you want to commit to doing work outside of the Learning Circle?
·· Do you feel like you have enough time to complete the course?
• Next: Based on the discussion create a list of expectations for their group and discuss
the list, leaving room for last minute additions and any disagreements.
• Finally: Once the list is final, read the final list to the group.
PLUS/DELTA (5 MIN)
​Ask learners to share one thing that went well for them today, and one thing that theywould like to change for next week. You should record these weekly, as each subsequent
Learning Circle will begin by revisiting the prior weeks plus/deltas. This activity is agreat way to reflect on the course and constantly strive to improve the experience forlearners. Make clear that the changes the participants mention will be revisited in thefollowing class and integrated into the flow of the course.
FEEDBACK (AFTERWARDS)
Send a wrap up email to learners each week. Include your impressions of how it went,plus/delta feedback, and anything the group agreed to for next week.
If you are using our software, you can submit this via the facilitator dashboard.

Week 2 | Goal setting

As the group continues to evolve into a learning community, this week’s activity is designed to support learners in defining and setting personal goals for the Learning Circle.
These goals will become the focal point of the weekly check-in for subsequent weeks.
CHECK-IN (10 MIN)
• Recap last week’s plus/delta• Start stand-ups this week. Go around and ask learners to share “what I worked on last
week, what I am working on this week, and what I’ll need help on.”
ACTIVITY: GOAL SETTING (10 MIN)
Goal setting and sharing is a powerful tool to help learners craft group identity, increase
motivation, and build confidence. By setting goals early, learners will be able to refer tothese on a weekly basis to track their progress over time.
• First: Ask the learners to spend 5 minutes writing down one or two major learning
goals for themselves for the Learning Circle. Encourage them to look through the course
syllabus online to help identify course goals that resonate with them, or identify otherpersonal goals they might have. Prompt learners with this question:·· “What do you want to know or be able to do by the end of this course? Some examples are “I want to do all of the readings, or I want to complete the final project, or I
want to help everybody in the Learning Circle at least once.” These are all good goals
because they are specific, difficult yet achievable in 6 weeks, and have clear checkpoints that you can make progress towards each week.”• Next: Have learners break into small groups of 3-4 or come together as a larger group(if there are less than 6 people) to share their goals. As each learner presents, the groupshould help them improve their goals by making them more specific, at a reasonablelevel of difficulty, and with clear checkpoints. Examples of questions they might ask
include:·· What specific actions can you take to reach your goals? How can we help?
·· Can you break down your goals to checkpoints so that you can see progress eachweek?
·· Do you think this goal is reasonable in 6 weeks?
• Finally: Have each individual write down their individual goals and checkpoints
somewhere, and keep a master list yourself that you can refer back to over time. Let
everybody know that starting next week, learners will share their goal at the beginningof each Learning Circle.
COURSEWORK (65 MIN)
Check in with learners who didn’t seem confident about their goals to see how they areprogressing.
PLUS/DELTA (5 MIN)
Ask learners to share one thing that went well for them today, and one thing that theywould like to change for next week.
FEEDBACK (AFTERWARDS)
Send a wrap up email to all the learners including a quick summary of the session, theplus/delta feedback, a summary of the goal setting activity, and anything else you want thelearners to remember for next week.

Week 3 | Critique and feedback

Giving and receiving feedback are a very important parts of Learning Circles. This
week focuses on building the learners’ confidence in turning to the group for help andsupport, and talking together about what the benefits of critique are and what aregood ways to give and receive it.
CHECK-IN (10 MIN)
• Recap last week’s plus/delta• Stand-up: what I worked on last week, what I am working on this week, and what I’ll
need help on.
COURSEWORK (45 MIN)
• While working, ask learners to think of one thing from the course that they would likefeedback on (such as a draft of a paper, a mockup of a website, or an updated resume).
Tell them that, if they are comfortable, they will share these during the activity today.
• Does everyone seem settled into a routine? If not, spend a little extra time with them.
• If digital skills are still holding any participants back, consider recommending a different course for them.
ACTIVITY: CRITIQUE AND FEEDBACK (30 MIN)
Modeling good feedback and constructive criticism can help make learners more comfortable sharing with one another. If this is something that the learners like, you can
incorporate it into future sessions as well. Use a projector if that will help everyone lookon together.
• First: Introduce the sessions with the following prompt:·· We all learn from other people, which means that giving and receiving constructive criticism is essential for us to reach our potential. Critical feedback may be
awkward sometimes, so there are a few good rules of thumb to follow. First, when
you are giving feedback, try to include something positive about your colleague’swork, and make your recommendations specific and actionable, so that they know
how to address the feedback that you raise. When you are receiving feedback, try
to listen with open ears, and remember that we all have each other’s best interests
at heart. If you feel yourself feeling defensive, try asking a clarifying question rather than assuming the person is attacking your work.
• Next: One by one, have learners share their work (either by presenting it verbally or
showing it on the projector or a laptop). If learners are looking for feedback on a specific component, they can mention that beforehand.
• Finally: If any learners feel particularly distraught about their feedback, help themmake a plan for getting back on track during the next Learning Circle.
PLUS/DELTA (5 MIN)
Ask learners to share one thing that went well for them today, and one thing that theywould like to change for next week.
FEEDBACK (AFTERWARDS)
Send wrap up email to all the learners including a quick summary of the session, theplus/delta feedback, and anything else you want the learners to remember for next week.
Remind learners to bring something to share next week (see Week 4 activity).

Week 4 | Sharing

In the past, learners have enjoyed getting a chance to hear and share stories aboutpast experiences related to the course material. It is a nice way for the learners tobring more of their personality in the group, especially for those learners who tend
to be more quiet or reserved.
CHECK-IN (10 MIN)
• Recap last week’s plus/delta• Stand-up: what I worked on last week, what I am working on this week, and what I’ll
need help on.
ACTIVITY: SHARING (15 MIN)
Try to strike a balance between learners sharing something personal that also directly
relates to the course material. In the past, public speaking learners have shared speeches they love from YouTube, HTML/CSS learners have shared their favorite website, andRegistered Nursing exam prep learners have shared embarrassing stories from nursing
school.
• First: Ask a learner to introduce a relevant resource/story and, if applicable, explain
why the like it.
• Next: Go around the room and hear from each of the other learners.
• Finally: Have a brief discussion about what all the resources had in common,
where people’s opinions diverged, and how learning about these might impact thework learners do in the Learning Circle going forward.
COURSEWORK (60 MIN)
Try to engage a bit less during the coursework this week - do you think the Learning
Circle could continue next week if you weren’t here?
PLUS/DELTA (5 MIN)
Ask learners to share one thing that went well for them today, and one thing that theywould like to change for next week.
FEEDBACK (AFTERWARDS)
Send wrap up email to all the learners including a quick summary of the session, theplus/delta feedback, any good links shared during the activity, and anything else youwant the learners to remember for next week.

Week 5 | Failing is learningThis week focuses on helping learners to see failure and mistakes as helpful andnecessary components of learning, instead of something to be avoided. This activity
also gets learners to reflect a bit on the progress they’ve made in anticipation of the
final Circle next week.
CHECK-IN (10 MIN)
• Recap last week’s plus/delta• Stand-up: what I worked on last week, what I am working on this week, and what I’ll
need help on.
ACTIVITY (15 MIN)
Sharing some of the mistakes and struggles with the coursework from the past weeks
should help learners feel less pressure about always “knowing” the right answer andallow them to feel more comfortable asking peers for help.
• First: Prompt learners for a discussion about failure by reading the following:·· This week we are going to talk about some failures we’ve had so far. In Learning
Circles, failure is not bad; in fact, it is a guaranteed and inevitable part of learning. Just like toddlers fall when learning to walk, we will all experience failure as
we grow as learners throughout our lives. If we really try to understand what we
get wrong and overcome our failure, we can learn even more from our mistakes
than from our successes.
• Next: Ask learners to take a couple of minutes to think about an example of a struggle or failure that they’ve come up against in the Learning Circle, what lesson theylearned from that experience, and how they can imagine using that lesson going
forward.
• Finally: Go around the room, sharing challenges and lessons learned. Try to focus
less on the failure itself, and more on what was learned in overcoming it.
COURSEWORK (60 MIN)
• If some learners seemed like they hadn’t resolved the failures they mentioned in theactivity, see if another learner who knows the material is willing to help them out.
• Encourage learners to take some time reflecting on how much work they have left
in the course and if they anticipate questions or challenges that they might want tobring up before the final Learning Circle.
PLUS/DELTA (5 MIN)
Ask learners to share one thing that went well for them today, and one thing that theywould like to change for next week.
FEEDBACK (AFTERWARDS)
Send wrap up email to all the learners including a quick summary of the session, theplus/delta feedback, and anything else you want the learners to remember for nextweek.

Week 6 | Wrapping up

The final week focuses on making a final push towards learners’ goals and discussing
ways in which they can continue with the course materials. If your Learning Circle islonger than 6 weeks, you can keep using the same format as prior weeks (repeating or
creating new activities) and save this card for the final week.
CHECK-IN (10 MIN)
• Recap last week’s plus/delta• Stand-up: what I worked on last week, what I am working on this week, and what I’ll
need help on.
COURSEWORK (50 MIN)
• Support learners in finding a good stopping point if it seems they won't finish thecourse.
ACTIVITY (10 MIN)
When you reach a good stopping point, convene in a circle to share your work and debrief
about the experience.
• First: Go around the room and share a victory they’ve achieved. This could be byshowing an example of their work or sharing an anecdote.
• Next: Ask learners if there is anything they’d like to keep learning now that the Learning Circle is over. It could be to continue with coursework they didn’t finish, sign up fora new course in a different subject, or a personal goal like explore new job opportunities in the field.
• Finally: Brainstorm ways to help learners find ways to reach their goals, by continuing
to meet with each other, finding new resources, etc.
SURVEY (10 MIN)
If you find it beneficial, distribute the learner survey included in the appendix of the facilitator handbook. This will give you some good feedback on the learner’s experiences andprime them for an engaging plus/delta.
PLUS/DELTA (5 MIN)
This week is meta - ask learners to share one thing that went well for them over the past
6 weeks, and one thing that they would like to change for the next iteration of Learning
Circles.
CERTIFICATES (5 MIN)
Hand out certificates to participants who finished the online course and/or attended 5 of
the 6 sessions.
FEEDBACK (AFTERWARDS)
Send wrap up email to all the learners including a quick summary of the session summarizing the experience and encouraging them to keep learning together. We’d really appreciate you forwarding this, and any additional feedback you have, over to us by emailingthepeople@p2pu.org. This will greatly help us improve Learning Circles going forward.
Thank you for all the work you put into this Learning Circle, we hope you’ll do itC E RT I F I C AT E O F
AC H I EV E M E NTThis certificate is proudly presented tofor participating in the Learning Circle

Facilitator

Learning Circle Feedback

We’re glad you participated in a Learning Circle! Responses to this survey will be sharedwith both your facilitator and Peer 2 Peer University. Your feedback supports us improving the Learning Circle experience for learners and facilitators in the future. Thanks!
1. What was the online course you worked through?

2. Where did your learning circle group meet?
e.g. “Edgewater branch of Chicago Public Library” or “Chris’s house in Wellington, NZ”

3. How did you hear about this Learning Circle?
Check all that apply.

 A flyer/poster Social media
 Word of mouth P2PU website
 Other:
4. Have you taken an online course before?
Mark only one box.

 Yes, in a subject related to this Learning Circle
 Yes, but in a different subject
 No, but I knew that free, online courses existed
 No, and I didn’t know that free online courses existed
5. What is the primary reason you signed up for the Learning Circle?
Mark only one box.

 To increase my employability
 Professional development
 To accompany traditional higher education
 Personal interest in subject matter For social reasons Other:
6. Are you currently working and/or studying?
Mark only one box.

 Working full time Working part time (but want full time work) Working part time (and don’t want full time work) Unemployed Full-time student
 Part-time student (and also working) Part-time student (and not also working) Other:Learning Circle Feedback

7. Which best describes you?
Mark only one box.

 I signed up, but never attended.
 I attended a few, but didn’t stick with it.
 I was a regular Learning Circle attendee, but never got a certificate.
 I received a certificate.
8. Aside from the online course platform, what online/mobile tools did you use
during the Learning Circle?
Check all that apply.

 Text messages
 Email Google calendar
 Google docs
 Dropbox
 Facebook
 Other:
9. Did you do course work for the Learning Circle outside of the weekly meeting?
Mark only one box.

 No
 Yes, less than 2 additional hours/week Yes, more than 2 additional hours/week
10. Did you get through the entire online course during the Learning Circle?
Mark only one box.

 Yes No, and I will finish on my own
 No, and I will not continue
11. What is the best thing about participating in your Learning Circle?

12. What is the biggest frustration about participating in your Learning Circle?

Learning Circle Feedback

13. What is a tip you’d give to future Learning Circle attendees?

14. How much do you agree with the following statements about your Learning
Circle? Mark only one box per row.
Strongly
Agree

Agree

NeutralDisagreeStrongly
DisagreeI set a clear goal for
myself at the beginning.











I achieved my goals
during the Learning
Circle.











My peers supported mein achieving my goals/
finishing the course.











Working hard had apositive impact on what I
was able to achieve.











What I learned is valuable
to me.











I’d be interested inattending another
Learning Circle.











I feel more capable ofacademic achievement
than I did before theLearning Circle began.











15. Overall, how would you rate your experience in this Learning Circle?
Mark only one box.
1
Extremely
Dissatisfied

2

3

4

5

6

7

8

9

10
Extremely          Satisfied

Learning Circle Feedback

16. Is there anything else we can do to help improve your experience inLearning Circles?

17. What is another subject you would like to take a Learning Circle in?

18. Would you be interested in being a Learning Circle facilitator?
Mark only one box.

 Yes Maybe in the future No
19. Write your name if you give us permission to quote your responses infuture P2PU materials.

20. Write your email address if you’d like to be added to the P2PU mailinglist.