PoS mindmaps

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Information about PoS mindmaps

Published on March 5, 2014

Author: pekkai

Source: slideshare.net

mobile activity online forums (learning) field activities f2f meetups in practice trust discussion what? collage confluences how? pedagogy layers simultaneity in why? background layers activity humaneness complexity emergence layeredness social presence time place pervasivenesses qualifying features Pedagogy of Simultaneity (PoS) co-existences learning in the interplay of layers of trust, discussion and collage a narrative of intersecting time, place and social presence constituting learning

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 spotted flaneuring learning walks gaming targeted working diciplinary activity daily working mobile activity (learning) mobile tech makes it seamless and immediate in a situ formal platforms social media synchronous and asynchronous online forums current and future understanding people perceive, examine and make meaning camps workshops meeting hubs performances acts behavior f2f meetups daily living observing, collecting, comparing and disseminating seminars field activity in a living world outside the classroom requires perpetual construction of context subject of inquiry learning context PoS in practice what? productions, interpretations, assessments physical environments disciplinary subjects technological capasity media literacy social collaboration formal-informal iterative, evolutionary

no control and comparative measurement respect, attention, time-giving generates mutual understanding empowering (peer) facilitation make forums possible for generates individual learning learning is a rich and overall resource discussion separate fragments -> via aesthetic orientation to reflective wholes recognize importance of collage intuitive facts personal and inviting generates shared resources and compositions in learning OERs trust pedagogy layers how?

standby for serendipity and intentional trust in potential everyday settings for doing and making at work, home, hobbies, leasure e.g. online chatting pulses formal activity at work, school; curricular contents and methods tacit ownership and knowledge contextualized by a teacher goal-oriented purposeful e.g. tweets informal serendipity cyclical learner autonomy linear formal duration initiative seduction structure routine intentional orientation sense of intervals overlapping time cafes, cities, workplaces, nature etc. engagement actual physical niche virtual-social niche activity (learning in movement) pointillist place background layers why? cognitive, emotional, intentional permeated by people/interaction multimodal assemblies, compositions, exhanges textual narratives social presence listening/non-listening, empathic/non-empathic, dialogic/non-dialogic individual/personal, in groups, communities, networks

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