While we all realize that working from home brings its own challenges - not to mention that it has amplified issues of accessibility, access and broader digital literacy - we are all realizing that it is important to have some boundaries, mostly time-based, but habitual as well. And in many respects learning all the time everywhere is what we do anyway. It is an apt representation of what we now call experiential learning. What the Internet adds is the connection to wider communities - communities of learning, communities of interest, and communities of practice. We are all engaging in some form of "legitimate peripheral participation" in which learning happens with our peers.
For those of us in post-secondary education making a wholesale transition into more online learning, as much to enable students to salvage current semesters as to scaffold the current reality into the new normal. In making this transition we have to recognize that not everything can be taught online, but we can - and we should - leverage the wider capabilities that online learning affords in order to support skills development and digital literacy more broadly.
This means we need to engage the cognitive, affective and psychomotor learning modalities, to help learners move from head, to heart to hand - to link thinking, with doing, and to do so with care.
I've been working on updating a model of flexible learning developed via research on this topic over the past couple of decades.
|Diagram showing a circular model of flexible learning, connecting the conspicuous contribution of the academic enterprise with community learning and in situ making.