Who we are
Michael Sean Gallagher is an Assistant Professor at Hankuk University of Foreign Studies in Seoul, Korea and a PhD student at University College, London (formerly at the Institute of Education, University of London). His research interests including mobile learning, multimodality, ICT4D, and elearning. He tweets from @mseangallagher, blogs from michaelseangallagher.org, which is how he met Pekka.
Pekka Ihanainen (Licentiate in Education) is a teacher educator at HAAGA-HELIA School of Vocational Teacher Education, Helsinki Finland. His research interest is especially focused in humaneness in education and learning and he has tried out to find “the soul of the web” since 1995. He has worked in Jyväskylä School of the Visually Handicapped, University of Jyväskylä, and the Socio-Dynamic counseling Center in Finland. He is also the founder and managing director of RDI company IhaNova Ltd, and tweeting from @peeii.
What is it?
The Pedagogy of Simultaneity (PoS) is an attempt to define learning and a related pedagogy that accounts for the simultaneous engagements that occur in any given learner’s environment. It is an attempt to meet the challenges of today and tomorrow and make these challenges visible in a pedagogy. Trust, discussion and collage are the carrying features of learning and pedagogy based on PoS. We hold them as the key concepts, the observable phenomena and related activities of learning in PoS. Behind these concepts, phenomena, and activity, we attempt to account for the empowering energies and layers of time, space, and social presence. All of these interact simultaneously, which is why we use the term Pedagogy of Simultaneity. We think it is worthwhile to explore developing a pedagogy that accounts for all of these as they naturally and simultaneously occur.
In a pedagogical sense one has to trust in learning executed in expressions and acts, make possible forums for (re)creation in discussion and collaboration, and recognize the importance of collage, to both generate and identify emerging collages of aggregated meaning. Trust generates individual learning, the discussion and negotiation of mutual understanding and the collage of common resources and compositions.
Trust also means that pedagogically one has to do nothing. Trust also leads to the reduction or demolishing of pedagogy. Pedagogically trust empowers de-pedagogy. It means a skepticism towards or outright rejection of control and comparative measurement. However, it also means respect, attention and presence for learners and learning, which takes place everywhere, all the time and by everyone.
Trust is present in all kinds of online and offline combined meetings of people. The organic energy and activity in these meetings is discussion, but it can evolve into multilateral collaborations. The basic pedagogical task is to notice and make possible these discussion sessions informally and formally at schools, workplaces, networks and in all places and forums where learners meet. Pedagogically, discussion means re-pedagogy, which produces new learning for the people taking part in assemblies.
The meetings are venues for the production of learning materials, referred to in PoS as collages or montages. Collages first appear as aggregates of separate fragments, but then – after aesthetic orientation – they emerge by themselves as reflective wholes. They are intuitive facts, which yet are perpetually being defined. In practice all mashups, collections, summaries and other aggregates whether text-based or multimedia can be seen as collages. Pedagogically, collage is an activity and outcome, which can be called en-pedagogy. En-pedagogy is analogical with en-code, a process of converting plain text into code; in this instance, we collage as an activity of learning and as an outcome of learning. The meaning is encoded into the collage.
Please note that these ideas are not (nor could they be) fully formulated. This is not a ‘thing’ as such, but rather an idea that something more complex is taking place in learning than is reflected in our current pedagogies. PoS is never complete. It will be written and used in the way people join the process and take PoS for their own practices.