Integrative art education in a metaverse: ground
Integrative art education in a metaverse: ground
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虚拟宇宙中的综合艺术教育：地面
DOI：
10.1386/tear.6.1.41_1
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
E. Ayiter
中科院分区：
文献类型：
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作者：
E. Ayiter
虚拟学习环境（VLEs）为我们提供了前所未有的机会，将来自不同地理位置、不同文化和背景的学生和教育工作者聚集在一起，参与学习体验，在设计内容和实施内容的环境时，应该考虑到这些新领域的重要性。虽然vle似乎确实解决了结构良好的学习努力的要求，其边界是明确定义的，但它们在复杂的学习材料中受到挑战，这些学习材料的边界不太容易定义，就像艺术/创意教育的情况一样。鉴于创造性领域的学习内容就其本质而言是“开放式的”，因此似乎不容易在当今的二维虚拟学习环境结构中实现，那么基于对现实生活中历史先例的批判性检查，这样的环境/方法是否可以在虚拟世界的开放式三维结构中开发？
Virtual learning environments (VLEs) present us with unprecedented opportunities in bringing together students and educators from widely disparate geographical locations, as well as diverse cultures and backgrounds to participate in a learning experience that should take into cognizance the affordances of these novel arenas in the design of both content and the environment(s) in which this content is to be implemented/enacted. While VLEs do seem to address the requirements of well-structured learning endeavours, the boundaries of which are clearly defined, they are challenged where complex learning material in which boundaries are less easily defined, as is the case in art/creativity education, are concerned. Given that the learning content of the creative fields is ‘open ended’ by its very nature and as such does not seem to readily lend itself to an implementation within the structure of present-day, two dimensional virtual learning environments, can such an environment/methodology be developed in the open-ended three-dimensional structure of a metaverse, based upon the critical examination of a real-life, historic precedent?