(IN)VISIBLE: Learning to Act in the Metaverse

Front Cover
Springer Vienna, Feb 1, 2009 - Art - 168 pages
How can real and virtual space interactions generate novel forms of communicative, creative and social practices in global connected communities? Is it possible to avoid unleashing the seemingly inevitable dichotomies in humankind constructing and destroying at the same time? My personal interest in f- ther contributing to the complexity of this discussion is to o?er some examples of how the dynamic interplay between techn- ogy, culture and sciences calls for novel pedagogical forms and strategies that seek to foster student-centered, self-regulated, participatory, interactive, and immersive learning. Tis book thereby deals with the complexity of the global data space and its adherent aspects in social, aesthetic and te- nological contexts. To this end I discuss some of the prevalent models of p- ticipatory media culture, its historical roots and its creative - tential for seamless operation in real and virtual environments. I will also highlight some of the core practices of media prod- tion, reception and perception with regard to future concepts of designing and augmenting public and individual data c- lections for the purpose of creating a gigantic database. In this global connected info space where there is no longer any on- logical di?erence between the real and the virtual, novel forms of human-machine interaction will impact tremendously and pervasively on almost all life issues. Intelligent agents, a- mented eyewear, and virtual world avatars and habitats are only a few existing examples that signal the forthcoming changes in networked societies.

What people are saying - Write a review

We haven't found any reviews in the usual places.

About the author (2009)

Stefan Sonvilla-Weiss is professor of eLearning in Visual Culture and head of the international MA-programme ePedagogy Design – Visual Knowledge Building at the University of Art and Design Helsinki. He studied philosophy, graphics, art and design education and communication theory in Salzburg, Vienna (MA, PhD) and the MIT Boston. During the 1980s and 90s he worked as cross-over artist, multi-media producer, university teacher and project manager. Previous to the professor appointment in 2003, he held the position of a research group leader at the EUN in Brussels.

His research interests are in the visual knowledge building in collaborative learning processes, and the media-didactical implications how technology, pedagogy and organizational structure influence and constrain each other in the process of educational change. He has served as external assessor and reviewer for a number of scientific and research bodies, including the European Commission in the Programmes IST, eLearning, Media, Erasmus, etc. and has received several honours and scholarships.

Bibliographic information