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As metaverse mania continues, three things appear true.
First, innovation theory suggests that the early successful instances that apply elements of the metaverse will be proprietary in nature. They will be optimized initially to maximize the performance and reliability of an immature technology at the expense of scale and interoperability. That immediately suggests a problem. Many of the instances that are called a metaverse won’t meet a key criterion of Ball’s definition: interoperability. Indeed, much of what passes for metaverse hype right now is still virtual reality clothed in new marketing language.
This may not be a bad thing, however, given concerns about whether the metaverse will be a safe and healthy place for children. Experiences in walled-off gardens—think Prodigy and America Online, not the whole of the World Wide Web—could be safer, at least initially, even though that might temporarily undermine the vision of innovating instruction or skill development through the blockchain or decentralized autonomous organizations.
Second, the metaverse seems more of a sustaining than a disruptive innovation for full-time virtual schools. Unlike disruptions, sustaining innovations improve the performance of an existing product or service to better serve users who already exist. Full-time virtual schools that have sometimes struggled to engage students would likely benefit from a more immersive, social experience. Combining their programs with the metaverse, as well as with in-person learning pods, could create a more robust and accessible schooling experience. Alongside the flexible models of learning that took root during the pandemic, such as pods and hybrid online and in-person programs, a socially rich, immersive metaverse could, eventually, disrupt traditional, brick-and-mortar schools.
Finally, metaverse applications can create educational experiences that are otherwise impossible in a traditional environment. Virtual reality can bring content alive with dynamic images and hands-on digital exploration. It can bring real people and knowledge from other parts of the world into classrooms everywhere. Consider the potential for science labs, language learning, internships, cultural exchanges, and field trips (see “The Educational Value of Field Trips,” research, Winter 2014
Via Canadian Vocational Association / Association canadienne de la formation professionnelle
The learning industry has come a long way from the PC internet boom that gave rise to eLearning in the late 1990s. The second wave of mobile computing and social media ushered in microlearning through shorter, video-based learning on demand. Industry watchers are now suggesting that the third era of computing is upon us. Flat static pages on the PC and phone will be replaced by a metaverse of digital 3D spaces, where we interact as lifelike avatars. The metaverse is an embodied internet where you’re never alone. Unlike a Zoom call that is scheduled and disappears when you’re done, the metaverse is “always on” and affords social interactions with peers. This transition has profound implications for capability-building and learning.
Via Canadian Vocational Association / Association canadienne de la formation professionnelle
De quoi parle-t-on souvent dans le monde du travail ? Des fameuses compétences ! A-t-il les compétences pour accomplir ces tâches ? Quel est mon propre sentiment d’efficacité personnel ? ou encore comment puis-je développer mon potentiel ? Toutes des questions touchant les compétences.
Mais de quoi est composée une compétence ? Comment sait-on si une personne est compétente ? Si elle agit avec pertinence dans un contexte particulier, nous dirons qu’elle fait preuve de savoir-agir. Ce savoir agir repose pour sa part sur la capacité de la personne à faire appel à plusieurs ressources internes :
Savoir (connaissances)
Savoir-être (qualités personnelles)
Savoir-faire (compétences opérationnelles)
Via Canadian Vocational Association / Association canadienne de la formation professionnelle
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In the metaverse, students and educators may be physically situated far from each other, but they will be together, and accountable, within the same virtual space. Distance learning in the metaverse will feel tangible again – and if a lesson involves observing or handling an object, students will be able to do that synchronously, instead of passing it around the classroom. Students in the metaverse will truly be able to learn by doing, making lessons more relatable and memorable. The time and money spent traveling to and from field trips can be greatly reduced. These metaverse experiences will make learning more efficient and engaging, and also more efficient. They’ll open the door to even more group collaboration and deeper exploration of the broader world than the physical classroom can be able to provide.
Via Canadian Vocational Association / Association canadienne de la formation professionnelle
De toutes les innovations digitales du XXIe siècle, le métavers est sans doute l’une des plus faciles à comprendre pour le grand public. La fiction a préparé les esprits depuis longtemps à ces univers virtuels où les esprits se rencontrent dans une proximité numérique, tandis que les corps restent assis sur leur chaise sous un casque futuriste. Mais les métavers sont-ils mûrs pour la formation ? La nouvelle génération de digital learning réunira-t-elle en ligne les avatars de nos collaborateurs ? La perspective se rapproche.
Via Canadian Vocational Association / Association canadienne de la formation professionnelle
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As metaverse mania continues, three things appear true.
First, innovation theory suggests that the early successful instances that apply elements of the metaverse will be proprietary in nature. They will be optimized initially to maximize the performance and reliability of an immature technology at the expense of scale and interoperability. That immediately suggests a problem. Many of the instances that are called a metaverse won’t meet a key criterion of Ball’s definition: interoperability. Indeed, much of what passes for metaverse hype right now is still virtual reality clothed in new marketing language.
Finally, metaverse applications can create educational experiences that are otherwise impossible in a traditional environment.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=Metaverse