Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education

A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedago...

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Autores principales:	Pekka Ihanainen, John Moravec
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	open learning online learning pedagogy Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/d7ebb124afaa44abb02d6942853d9f7c
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spelling	oai:doaj.org-article:d7ebb124afaa44abb02d6942853d9f7c2021-12-02T17:16:07ZPointillist, cyclical, and overlapping: Multidimensional facets of time in online education10.19173/irrodl.v12i7.10231492-3831https://doaj.org/article/d7ebb124afaa44abb02d6942853d9f7c2011-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1023https://doaj.org/toc/1492-3831 A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedagogical contexts. Conceptual parts of the model will be employed as a “cultural technology” to help us relate to evolving phenomena, both physical and virtual. We label these constructs as pointillist, cyclical, and overlapping times. Pointillist time and learning takes place in “dots” of actions that consist of small, discrete moments (e.g., tweeting). Producing, receiving, and sharing ideas in this context are separate points in each actor’s timeline. Cyclical time and learning emerges from intensive periods, which are highly visible in online forums. This construct reveals itself through interactions that often exist in multiple online environments. Overlapping time and learning involves various configurations of linear, pointillist, and cyclical layers, which are mainly evident through the simultaneous uses of social communication technologies. Pointillist, cyclical, and overlapping time constructs enable new orientations for conceptualizing time in pedagogy. In this article we also introduce de-, re-, and en- modes of these pedagogies that connect with approaches to meet the needs of learners for individualization, personalization, and cyborgization. Pekka IhanainenJohn MoravecAthabasca University Pressarticleopen learningonline learningpedagogySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 7 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	open learning online learning pedagogy Special aspects of education LC8-6691
spellingShingle	open learning online learning pedagogy Special aspects of education LC8-6691 Pekka Ihanainen John Moravec Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education
description	A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedagogical contexts. Conceptual parts of the model will be employed as a “cultural technology” to help us relate to evolving phenomena, both physical and virtual. We label these constructs as pointillist, cyclical, and overlapping times. Pointillist time and learning takes place in “dots” of actions that consist of small, discrete moments (e.g., tweeting). Producing, receiving, and sharing ideas in this context are separate points in each actor’s timeline. Cyclical time and learning emerges from intensive periods, which are highly visible in online forums. This construct reveals itself through interactions that often exist in multiple online environments. Overlapping time and learning involves various configurations of linear, pointillist, and cyclical layers, which are mainly evident through the simultaneous uses of social communication technologies. Pointillist, cyclical, and overlapping time constructs enable new orientations for conceptualizing time in pedagogy. In this article we also introduce de-, re-, and en- modes of these pedagogies that connect with approaches to meet the needs of learners for individualization, personalization, and cyborgization.
format	article
author	Pekka Ihanainen John Moravec
author_facet	Pekka Ihanainen John Moravec
author_sort	Pekka Ihanainen
title	Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education
title_short	Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education
title_full	Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education
title_fullStr	Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education
title_full_unstemmed	Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education
title_sort	pointillist, cyclical, and overlapping: multidimensional facets of time in online education
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/d7ebb124afaa44abb02d6942853d9f7c
work_keys_str_mv	AT pekkaihanainen pointillistcyclicalandoverlappingmultidimensionalfacetsoftimeinonlineeducation AT johnmoravec pointillistcyclicalandoverlappingmultidimensionalfacetsoftimeinonlineeducation
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Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education

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