1. mobile activity
online forums
(learning)
field activities
f2f meetups
in practice
trust
discussion
what?
collage
confluences
how? pedagogy
layers
simultaneity in
why?
background layers
activity
humaneness
complexity
emergence
layeredness
social presence
time
place
pervasivenesses
qualifying
features
Pedagogy of
Simultaneity
(PoS)
co-existences
learning in the interplay of
layers of trust, discussion and collage
a narrative of intersecting time,
place and social presence
constituting learning

2. learning that occurs across multiple contexts, amongst
people and interactive technologies
learning that encapsulates public and private processes
and high and low states of transactional distance
learning that is mobile in both material (physical)
and cognitive ways
learners that artfully engage with their surroundings
to create impromptu sites of learning
spotted flaneuring
learning walks
gaming
targeted working
diciplinary activity
daily working
mobile activity
(learning)
mobile tech makes it
seamless and immediate
in a situ
formal platforms
social media
synchronous and
asynchronous
online forums
current and future
understanding
people perceive,
examine and make
meaning
camps
workshops
meeting hubs
performances
acts
behavior
f2f meetups
daily living
observing, collecting,
comparing and
disseminating
seminars
field activity
in a living world outside the classroom
requires perpetual
construction of
context
subject of inquiry
learning context
PoS in practice
what?
productions, interpretations,
assessments
physical environments
disciplinary subjects
technological capasity
media literacy
social collaboration
formal-informal
iterative, evolutionary

3. no control
and comparative
measurement
respect,
attention,
time-giving
generates
mutual
understanding
empowering
(peer) facilitation
make forums
possible for
generates
individual
learning
learning is
a rich and
overall
resource
discussion
separate fragments
-> via aesthetic
orientation to
reflective wholes
recognize
importance
of
collage
intuitive facts
personal and
inviting
generates
shared
resources and
compositions
in learning
OERs
trust
pedagogy layers
how?

4. standby for
serendipity and
intentional
trust in
potential
everyday settings for
doing and making
at work, home,
hobbies, leasure
e.g. online
chatting
pulses
formal activity
at work, school;
curricular contents
and methods
tacit ownership
and knowledge
contextualized
by a teacher
goal-oriented
purposeful
e.g. tweets
informal
serendipity
cyclical
learner autonomy
linear
formal
duration
initiative
seduction
structure
routine
intentional
orientation
sense of
intervals
overlapping
time
cafes, cities, workplaces,
nature etc.
engagement
actual physical niche
virtual-social niche
activity
(learning in
movement)
pointillist
place
background layers
why?
cognitive,
emotional,
intentional
permeated by
people/interaction
multimodal assemblies,
compositions, exhanges
textual narratives
social presence
listening/non-listening,
empathic/non-empathic,
dialogic/non-dialogic
individual/personal,
in groups, communities,
networks