Pedagogy supporting the simultaneous learning processes of open education: Pedagogy of simultaneity

Michael Gallagher, Pekka Ihanainen

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

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).
Original languageEnglish
Title of host publicationOpen Education 2030
Subtitle of host publicationHigher Education, European Commission, Joint Research Centre: Information Society Unit.
Pages124-128
Number of pages5
Publication statusPublished - 2013

Publication series

NameEuropean Commission, Joint Research Centre: Information Society Unit.

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