The influx of open learning has provided the learner an unprecedented opportunity to engagelearning that otherwise would have remained inaccessible. While there is a general agreement thatopenness has the potential to improve learning, our community has failed to address what openlearning represents to the average learner and how it represents one of many possible learningpursuits. In short, formalized open learning represents a fraction of the investment spent by thelearner on their learning. As a community, we need to begin to ascertain how open learning fitswithin the larger learning environment with all the layers that the learner constructs, refines, andengages with routinely. We need metaphors to articulate, frameworks to bound, and pedagogies toemploy these layers of activity for learning effect. This paper introduces one such approach: thePedagogy of Simultaneity (PoS).
|Title of host publication||Open Education 2030|
|Subtitle of host publication||Higher Education, European Commission, Joint Research Centre: Information Society Unit.|
|Number of pages||5|
|Publication status||Published - 2013|
|Name||European Commission, Joint Research Centre: Information Society Unit.|