Pedagogy of Simultaneity (PoS)

qualifying features

humaneness

simultaneity in co-existences

confluences

pervasivenesses

complexityemergence

layerednessbackground layers

social presence

time place

activity

pedagogy layers

collagediscussiontrust

in practice

f2f meetupsfield activities

mobile activity (learning) online forums

why?

what?

how?

learning in the interplay of layers of trust, discussion and collage

a narrative of intersecting time, place and social presence constituting learning

PoS in practice

mobile activity (learning)

field activity

in a living world outside the classroom

subject of inquiry learning context

physical environments disciplinary subjects technological capasity media literacy social collaboration

learning that occurs across multiple contexts, amongst people and interactive technologies learning that encapsulates public and private processes and high and low states of transactional distance learning that is mobile in both material (physical) and cognitive ways learners that artfully engage with their surroundings to create impromptu sites of learning online forums

social media

formal platforms

synchronous and asynchronous

actsperformances

behavior

mobile tech makes it seamless and immediate in a situ

observing, collecting, comparing and disseminating

spotted flaneuring learning walks gaming targeted working

people perceive, examine and make meaning

current and future understanding

diciplinary activitydaily working

daily living

requires perpetual construction of context

f2f meetups

workshops

camps

seminars

meeting hubs

formal-informaliterative, evolutionary

productions, interpretations, assessments

what?

pedagogy layerstrust

discussioncollage

in learning

generates individual learning

no control and comparative measurement

respect, attention, time-giving

learning is a rich and overall resource

make forums possible for

generates mutual understanding

empowering (peer) facilitation

recognize importance of

separate fragments -> via aesthetic orientation to reflective wholes intuitive facts

personal and inviting

generates shared resources and compositions

OERs

how?

background layers

activity (learning in movement)

time

place

social presence

orientation

structure

engagement

serendipity

routine

intentional

trust in potential

standby for serendipity and intentional

goal-oriented purposeful

informalformal

everyday settings for doing and making at work, home, hobbies, leasure

formal activity at work, school; curricular contents and methods

initiativeseduction

sense of intervals

learner autonomy

contextualized by a teacher

tacit ownership and knowledge

linear

cyclical

pointillist

duration

overlapping

e.g. tweets

e.g. online chatting pulses

actual physical niche

virtual-social niche

cafes, cities, workplaces, nature etc.

permeated by people/interaction

multimodal assemblies, compositions, exhanges

textual narratives

individual/personal, in groups, communities, networkslistening/non-listening,

empathic/non-empathic, dialogic/non-dialogic

cognitive, emotional, intentional

why?