Constructing transformations: <ground-c>, a learning strategy for the metaverse
Ayiter, Elif (2010) Constructing transformations: <ground-c>, a learning strategy for the metaverse. In: 11th Consciousness Reframed International Research Conference: Making Reality Really Real, Trondheim, Norway
Official URL: http://teks.no/?page_id=137&lang=en
This text will attempt to delineate the premises of an immersive learning approach relating to the creative fields. This proposed strategy is specifically designed for implementation in online, three dimensional synthetic builder’s worlds, also known as the Metaverse. Deviating from the prevalent practice of replicating physical art studio teaching strategies within a virtual environment, the author proposes instead to apply the fundamental principles of the “Groundcourse”, developed and taught by Roy Ascott during the 1960’s in England. While the educational philosophy of the Groundcourse does provide the backbone of the author’s proposition; further aggregations of Ascott’s cybernetic approach with educational strategies such as Jack Mezirow’s Transformative Learning is also deliberated upon. Online, socially interactive virtual worlds provide their users with novel creative affordances, operating in an environment with its own unique conditions. Beyond the novelty of the learning environment itself, these worlds seem to cater to special user groups, with well defined goals and interests. Thus an examination of what it is that a metaverse can contribute to learning in the creative fields would also appear to be called for. It has been the observation of the author that one of the major avenues of creative investigation in three dimensional, socially interactive virtual worlds is the acquisition and enactment of novel identities and indeed multiple identities for the purposes of Role Play. During the Groundcourse, with its emphasis on behavioral change as a founding principle for art education, Ascott also utilized the creation of new personalities as a major part of the learning process. It would thus appear that much insight can be attained from a critical examination and adaptation of the Groundcourse’s strategies as a pedagogical model for art education in a metaverse, specifically in relation to the deliberate construction of ‘identity’ as a means for creative enablement.
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