Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter

Synthetic worlds, synthetic strategies: attaining creativity in the metaverse

This text will attempt to delineate the underlying theoretical premises and the definition of the output of an immersive learning approach pertaining to the visual arts to be implemented in online, three dimensional synthetic worlds. Deviating from the prevalent practice of the replication of physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental tenets of Roy Ascott’s “Groundcourse”, in combination with recent educational approaches such as “Transformative Learning” and “Constructionism”. In an amalgamation of these educational approaches with findings drawn from the fields of Metanomics, Ludology, Cyberpsychology and Presence Studies, as well as an examination of creative practices manifest in the metaverse today, the formulation of a learning strategy for creative enablement unique to online, three dimensional synthetic worlds; one which will focus upon “Play” as well as Role Play, virtual Assemblage and the visual identity of the avatar within the pursuits, is being proposed in this chapter

Uncertainty Management and Sensemaking as Precursors to Transformative Learning in an International Immersion Service-Learning Experience

This study is based on an international immersion service-learning/research experience in a remote village in Moldova that provided faculty and students an opportunity to teach journalism and help local students and community representatives create their own online news outlet. Students’ existing conceptions were challenged, they experienced uncertainty and struggled to make sense of both their environment and experience. These were the processes through which we observed transformative learning occur. Using a phenomenological approach, this research grounds the IISL experience in varied disciplines that reveal possible approaches to helping students manage uncertainty, make sense of their circumstances and achieve transformative learning outcomes when facing unexpected challenges beyond student experience

The power of parasocial learning: Nurses’ experiences of learning through entertainment-education in the online learning environment

Entertainment-education is a pedagogy commonly used in the sphere of public health to transmit educational messages via mass media such as TV and radio soap operas style dramas. In this context learners are perceived as the passive recipients of educational messages. In my work I explore the use of entertainment-education in the higher education setting with nurse learners using entertainment-education dramas in the online learning environment. By exploring nurse learners’ experience of online entertainment-education dramas I discovered that learning through entertainment-education is an active, emotional and transformative experience. I have called this process parasocial learning

Type 2 diabetes mellitus and online learning : a patient-centred approach

Type 2 diabetes mellitus is one of the most pressing global health problems. It is often considered to be a ‘lifestyle condition’ associated with distinct patterns of nutritional and physical activity. Treatment options can be biomedical or a combination of educational and biomedical approaches. Treatment strategies that focus on educational interventions in a health context tend to focus on psychological constructs (self-efficacy, for example) but are often under-theorised in terms of learning theory. Technology-based interventions are also similarly lacking in their employment of learning theory as they often tend to focus on the transactional nature of information flow between the user and adopted technology platform. This project, on the other hand, places learning theory at the core of the design of an online-based, patient-centred learning community for people with type 2 diabetes. The project adopted a design-based research approach and the objective was to provide an environment conducive to the development of a community of practice and learning for participants with type 2 diabetes and to explore if the characteristics of transformative learning could be identified. Interviews, self-efficacy surveys and focus groups were conducted during various stages of the design. The analytical approach included activity theory and the community of inquiry framework. The results demonstrate that a design-based research process can be effectively utilised for the development of an online patient-centred learning environment in the context of type 2 diabetes. It was shown that the adoption of the theory of transformative learning can help to frame the various types of learning that take place during the process associated with self-management of a chronic disease such as diabetes. Analysis of the engagement with the learning community Type 2 diabetes mellitus and online learning: a patient-centred approach indicates that the characteristics of transformative learning were partially realised although a community of practice was not established. The study illustrates the role that a theory-rich patient-centred learning environment can play in the ongoing process of patient care in the context of type 2 diabetes. Interventions in other chronic disease contexts may also benefit from the results of this study

Autoethnography as an authentic learning activity in online doctoral education:An integrated approach to authentic learning

Under the constructivist learning paradigm, which emphasises authenticity as a required condition for learning, distance educators have been striving to create authentic learning environments that reflect the real world. However, it is inevitably challenging to make an online learning environment authentic for learners when it is ultimately separated from their real-life contexts. Particularly, in online doctoral education, given the diversity among online learners, even defining “what is real and to whom” is a difficult task. This paper argues that the epistemological approach to authentic learning, based on the constructivist learning paradigm, is not sufficient to make online learning “authentically” meaningful. The paper introduces an alternative, ontological approach stemming from the transformative learning paradigm, and suggests autoethnography as one authentic learning activity that can effectively integrate the epistemological and ontological approaches to authentic learning in online doctoral education. Such a comprehensive conceptualisation of authentic learning, as an integrated process of both knowing and becoming, allows each doctoral student to become a more authentic self across their learning and living environments

Perceived Best Practices for Faculty Training in Distance Education

After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors’ perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors’ perceived learning styles can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance

Adapting to the educational climate: Unleashing the potential of active learning in science education

In this keynote presentation, we delve into the transformative power of active learning and its seamless integration within the evolving educational climate. We explore the concept, practical implementation, and the myriad benefits and challenges of active learning in diverse Science educational settings. As participants, you'll have the unique opportunity to actively engage in learning activities, experiencing firsthand the dynamic nature of this pedagogical approach. We'll delve into how active learning can be effectively applied in practice, showcasing its remarkable adaptability across various educational environments, including traditional classrooms and the rapidly growing landscape of online learning. Drawing inspiration from real-world experiences, we'll highlight successful active learning initiatives at RMIT University, illuminating the institution's commitment to fostering an interactive and transformative learning environment. Central to our discussion will be RMIT's pioneering Active, Applied, and Authentic (AAA) Signature Pedagogy, a powerful framework that incorporates active learning methodologies into the very fabric of its curriculum. Together, we'll unlock the full potential of active learning, recognizing its ability to propel education forward in an ever-changing world. Be prepared to be inspired and equipped with practical insights on how to embrace and harness the power of active learning in Science Education

Tutoring on-line

Tutoring online refers to the process of tutoring within an online virtual environment or networked environment where teachers and learners are separated by time and space. These online environments usually involve the use of learning management systems (other names in use, see and link to learning environments pages) such as Moodle, Sakai, WebCT, Blackboard. Online tutors often determine the culture and tone of the online learning environment. Tutoring is also referred to as e-moderation and facilitation to achieve goals of independent learning, learner autonomy, self-reflection, knowledge construction, collaborative or group based learning, online discussion, transformative learning and communities of practice (Salmon, 2004; Benson, 2001; Mezirow, 2000; Schon, 1987; Wenger, 1998). These goals of moderation are based on principles of constructivist or social-constructivist principles of learning. E-moderation is a term synonymous with tutoring online. Peer tutoring involves peers within a course/subject tutoring each other for the mutual benefit of learning an area of study

Teaching Design Thinking in times of COVID-19: an online learning experience

[EN] Due to the COVID-19 pandemic, in March 2020, the Innovation Management & Design Thinking course at NOVA IMS suddenly transitioned to a 100% online setting after only two presential classes, requiring adaptations to the learning experience, course materials and class dynamics. There were concerns that the learning experience would suffer and if it would be possible to promote empathy in an online environment. This study evaluates the impact of this disruption on the learning experience, student performance and engagement by comparing the final grades, applying two surveys and conducting in-depth interviews. Our results show that instead of a contingency situation, it turned out to be a transformative experience. Learning performance and engagement were not meaningfully affected, as students were just as able to commit to their innovation projects and produce quality outcomes. We propose that blended learning experiences will leverage the best of both online and presential worlds in the future after COVID-19 and offer specific suggestions drawn from the collected data. The results are valuable for lecturers – from any course – who want to improve their learning experience in the new reality after the COVID-19 pandemic.Victorino, G.; Henriques, R.; Bandeira, R. (2021). Teaching Design Thinking in times of COVID-19: an online learning experience. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 263-270. https://doi.org/10.4995/HEAd21.2021.13149OCS26327