At Building Creative Bridges, Paul Signorelli, blogging #etmooc writes,
We may be identifying yet another digital literacy skill: an ability to function simultaneously within a variety of timeframes we don’t normally consider while we’re learning.
Before we take the leap into a bit of virtual time travel to pursue this idea, let’s ground ourselves within a familiar idea: much of the formal learning with which we’re familiar takes place within clearly-defined segments of time, e.g., an hour-long workshop or webinar, or a course that extends over a day, week, month, or semester. We work synchronously during face-to-face or online interactions, and we work asynchronously through postings that extend a conversation as long as the formal learning opportunity is underway and participants are willingly engaged.Disclaimer: I still haven't written that digital identity reflection for Bonnie Stewart's Change 11 unit last year. However, I do think about (wrestle with) it regularly. This still isn't it but may be approaching calculus not algebra. So back to courses and their timespace boundaries: in open, online course ~ more specifically, MOOCs like #introphil and #etmooc ~
this connectivist learning process is far from linear—rhizomaticis one of the terms we’ve been using extensively throughout the [#etmooc] course. We are also seeing that our learning process does not have to be limited to exchanges with learners and others who are participating within the formal linear timeframe suggested by a courseBoth MOOCs and philosophy partake of, occupy themselves with time, space and unspace (if we can designate virtual space as such). A science article that caught my attention, comparing differences in perceiving past and future time, seems relevant to temporal discussion in either (philosophy's time travel paradox vs digital ed's sync/async) camp.
Learning Time and Heads That Spin | Building Creative Bridges