  Time plays an integral role in the realm of e-learning modules. plaimi
previously described a canvas for composing e-learning modules. By
transitivity, time needs to play an integral role in this canvas. This paper
investigates some of the ways it can play said role. Four angles are
considered: insights offered by viewing a module composition as a chronicle of
modules, the importance of length estimation in time allocation, heightening
retention via spaced repetition, and synchronisation attempts at facilitating
collaborative learning. The features discovered by this investigation are
discussed in a principled learning context, which particularly emphasises
academic learning time. Some concrete suggestions are made; to implement:
order-awareness, user estimation of module length, spaced-repetition-awareness,
and post-module self-assessment. Suggestions for further research are also
given.
