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Pedagogy of Simultaneity (Collaborative Copy)


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This presentation was used by my colleague and I to stimulate ideas ahead of our presentation at Networked Learning Conference 2014 in Edinburgh in April. We used this presentation as something to respond to and it proved highly generative for other ideas.

Published in: Education

Pedagogy of Simultaneity (Collaborative Copy)

  1. 1. Pedagogy of Simultaneity: Notes
  2. 2. • Fields are everywhere; context is everywhere; learning can be everywhere • New pedagogies need to view learning as alignment and manipulation of environment rather than solely as production of new things • We begin with environment (water): all encompassing, permeable, fluid
  3. 3. • (water): all encompassing, permeable, fluid • Water has structure, though. It acts and reacts. It is our learning context. For PoS, the water represents the field of activity.
  4. 4. • For the learner, this field is the same as the water. It is an infinite number of variables without structure. • It is inviting (seductive), but we lack initiative as we don’t what to do with it.
  5. 5. • We are sometimes caught in it. Overwhelmed by it. Engulfed by it.
  6. 6. • But we find the tools to overcome that. To exist in it, but not engulfed by it. Through tools (mobile and others), we begin with a gaze, an ability to see beyond our mere survival in it.
  7. 7. • So we try and manipulate it. We prod it. We poke it. We play with it. From this informal/formal activity, from this serendipity and intentionality, structure emerges. We are beginning to manipulate it.
  8. 8. • We see what we have manipulated and gaze at it. We learn from its contours. We are seduced by its intervals of activity (raindrops); serendipity leads us to intentionality. By observing and manipulating, we begin seeing structure and purpose. We are learning.
  9. 9. • We emerge ourselves with others. We all see it. We experience it and learn from it. We engage in a social negotiation of what it even is. We experience it here and there, across time and place. The water is fluid; it changes shape perpetually. We are remembering as soon as we see as it has changed by the time we process it. We are existing in a multiplicity of times and spaces and through ours and others vantage points.
  10. 10. • We trust in our capacity for understanding and learning what it is. We learn with and through others, through trust and discussion. In these stages, we begin assembling our meaning of it. Through trust, through others, in response to an understanding of what is being revealed and hidden, what is intentional and what is serendipitous, what is formal or informal.
  11. 11. • We start to begin composing it, assembling it, creating collages from it. Our impressions. Our take. Our view. Our vantage point. We represent it.
  12. 12. • We collaborate on it. We build through it with others.
  13. 13. • We collage our way to meaning. We build meaning from the pieces, the materials of our fields.
  14. 14. • We need theory and pedagogy that don’t assume shelters from the events they are describing. There is no glass to hide behind. No window to gaze from completely free of the motion we see outside. We must assume we are immersed in it as we describe it. We need pedagogies that assume it is volatile and fertile.
  15. 15. • We must assume that learning takes place in the thick of it, as a response to the fluidity of all that is around us. Intentions, serendipity, informal and formal, multiple times and places, all present, always present. Our theory and pedagogy needs to reflect this.