Crumpling the Timeline, Online

Pedagogy Jan 2025

Laura Morreale

Abstract

Abstract Although the collected essays in this special issue were not expressly intended to address the impact of the digital environment on current pedagogies, all the contributions demonstrate in one way or another how computer-based communication modifies the work of teachers and students. Using the key concepts of hybridity, spatiality, connectivity, and user response, this essay describes how the internet, as the dominant twenty-first-century medium for knowledge exchange, has become the filter through which medieval ideas are presented and received. Hybridity refers to a teaching approach that combines face-to-face with virtual, computer-mediated (and often asynchronous) methods, whereas an awareness of spatiality emerges from the advanced geo-location tools now used unthinkingly. Connectivity allows for the creation of virtual communities and communications among their members, while user response refers to the many ways that the digital world supports and even encourages input about computer-based ideas. Since the medieval and digital eras share many characteristics not found in cultures of print communication, making such connections, and thereby crumpling the timeline, can often be automatic and perhaps even unintentional for instructors. The methods described in all the contributions demonstrate the validity of medieval themes for the modern world, which in turn can be effective tools to reach learners beyond traditional academic settings.

Journal: Pedagogy
Published: 2025-01-01
DOI: 10.1215/15314200-11463055
Open Access: Closed
Topics: multimodality online writing instruction

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Also cites 9 works outside this index ↓

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