The use of Virtual Worlds (VWs) has increased in the last decade. VWs are used for communication, education, community building, creative arts, and more. A good deal of research has been conducted into learning and VWs, but other areas remain ripe for investigation. Factors from technological platforms to the nature and conventions of the communities that use VWs must be considered, in order to achieve the best possible interaction between virtual spaces and their users. Making Sense of Space focuses on the background to these issues, describing a range of case studies conducted by the authors. The book investigates the innovative and creative ways designers employ VWs for research, performance-making, and audience engagement. Secondly, it looks into how educators use these spaces to support their teaching practice. Lastly, the book examines the potential of VWs as new methods of communication, and the ways they are changing our perception of reality. This book is structured into four chapters. An introduction provides a history and outline of important themes for VWs, and subsequent chapters consider the design of virtual spaces, experience of virtual spaces, and communication in virtual spaces.
... The inclusion of new style of work help to develop a new pedagogy that feeds to young children education (Sterling, Burke, & National Center for Research in Vocational Education, 1997). This study is aiming to create as much as possible easier mode of VR curriculum creation (Iryna & Mark, 2014) for art and design education specially for Indian school. ...
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In recent decades, the pedagogy of art and design education has struggled to develop new methods and tools for better learning. Virtual Reality (VR) is one of the major solutions of technology-driven pedagogy. It provides a super real environment based on simulation for teaching and training. This study presents a concept of a teaching-learning Design using virtual reality technology for class VI to learn art and design. While there are many complexities for developing VR-based pedagogy for art and design, but there are genuine needs for VR-based content to facilitate learning opportunities at school level. To discover the synergy between art and design pedagogy and artist's own practice, this study examines aspects of how virtual reality helps in terms of designing the teaching strategy and development of the artist's own practice. In addition, this study describes an artistic process of develop an VR scene design.
This chapter considers the ways in which social media is being deployed to produce, document and disseminate mainstage and independent theatre works. It examines examples from the USA, the UK, Europe and Australia—streamed performances of Shakespeare by the National Theatre, streamed performances of contemporary plays such as The Radicalisation of Bradley Manning by the National Theatre of Wales, the use of networked, telematic, participatory, augmented and virtual reality themes and/or techniques in works such as Adam Cass’sILove You Bro, Liesel Zink’s Various Selves, The Builders Association’s Continuous City, Paul Sermon’s Telematic Dreaming, Blast Theory’s Desert Rain, Upton’s Ritual Circle, the Royal Shakespeare Company (RSC) and Mudlark’s Such Tweet Sorrow, RSC and Google Creative Lab’s A Midsummer Night’s Dreaming, Punchdrunk’s Sleep No More, New Paradise Laboratories’ Fatebook: Avoiding Catastrophe One Party At A time, La Pocha Nostra’s Ethno-Cyberpunk Trading Post, Wafaa Bilal’s Domestic Tension, Brian Lobel’s Purge, Sarah Rodigari’s Reach Out Touch Faith, @Platea’s Co-Modify, Jeffrey Cranor’s tweet plays and Ai Wei Wei’s self-performances online, along with online theatre platforms and archives such as Upstage, Waterwheel, the Hemispherica archive, the Anarcha anti-archive and the AusStage database. The breadth of these practices, and of the relations between producers, performers and spectators that play out in them, provides the basis for an analysis of why so many mainstage companies still tend to use social media theatre as transmedia marketing for their core programmes rather than use it their core programmes in the waythat independent, activist and political artists do.
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Resumen: Un espacio personal de aprendizaje (personal learning environment-PLE) es una nueva forma de aprendizaje que dispone de canales de comunicación basados en las tecnologías de información y comunicaciones para que el estudiante consulte sus dudas con el docente durante el proceso cognitivo. La presente investigación tiene dos propósitos: primero, proveer a los estudiantes con una herramienta de asistencia de aprendizaje que registre el número de consultas, el tiempo de respuesta y la calidad del feedback provisto por el docente y segundo realizar un estudio exploratorio sobre el uso de las herramientas de comunicación virtuales y su impacto en docentes y en el PLE de los estudiantes. Se trabajó un estudio de caso con once estudiantes de último semestre del Programa de Maestría en Educación Superior de la Universidad Tecnológica Oteima en la República de Panamá. Los resultados de dicho estudio demuestran que el tiempo de respuesta y la calidad del feedback del docente cubrieron las expectativas de los estudiantes. Por ende, este tipo de estrategias son positivas para optimizar el PLE. Sin embargo, se reconoce que la muestra del estudio es limitada (n=11), por lo que es necesario ampliar la muestra en otras investigaciones y recoger más datos. Palabras clave: espacios personales de aprendizaje; nuevas formas de aprendizaje; canales de comunicación; feedback.
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