Bøger af Maggi Savin-Baden

Accompanying The Metaverse: A Critical Introduction in CRC Press' new The Metaverse Series, this book explores the ways in which the Metaverse can be used for education and learning, as well as how it is different from VR application development. For example, institutions and tutors can make use of the Metaverse space to represent themselves in it or create their own content and share experiences, while students can access a wider range of material, learn within appropriate settings and create content to support their own and others' learning. Key Features: - Provides practical advice from the authors' collective three decades of work and experience in VR and Metaverse learning and education- Examines different approaches to learning that are relevant in a VR and Metaverse context, including theoretical and practical approaches to pedagogy- Suggests different approaches to learning that might be used and explores learning in practice in the metaverse - from early versions such as computer-supported collaborative learning and action learning though to more recent practices such as games and gamification and the use of problem-based learning in virtual worlds.- Examines a number of advantages of learning in the metaverse such as the opportunity to be inclusive towards different approaches to learning, the value of affordances, peer-to-peer learning and genres of participation This book is aimed primarily at practitioners in the learning and education field, and those who set policy and commission work. It may also be of interest to parents, managers, other interested professionals, students, researchers, and lay readers.

Rethinking Problem-based Learning for the Digital Age provides grounded, evidence-based strategies for teaching faculty, academic developers, and educational technologists who are changing their problem-based learning modules and programmes from face-to-face to online. Given today's rapid advancements in learning and curriculum development specific to online and blended modes, there is considerable potential to introduce new forms of problem-based learning in higher education. This book applies fundamental and cutting-edge research, including original scholarship by the authors, toward innovative PBL practices and realistic tasks that can be brought to life through digital environments, teamwork, and resources. Whether recontextualizing PBL practices for newly online/blended instruction or seeking fresh PBL approaches for existing digital education environments across disciplines, readers will be guided to construct active, highly motivating, learner-centered experiences using simulations, games, virtual reality, multimedia, and other complex innovations.

This book is about the relationships between technologies and the content of religious belief and practice. A number of models are now starting to emerge, but each of these depends on the theological or philosophical framework within which the debate is set. At at the same time, there are dilemmas operating at different ends of the spectrum.For example, at one end there is a tendency towards subsuming the digital within the divine, and at the other an instrumental stance relating to how technology is deployed. Either of these stances could be said to ignore rather than acknowledge that the human itself is being changed as a result of the interactions with the digital. The book explores the following areas: * Where is God to be found or present in the postdigital condition? * What are the implications of the postdigital condition for spirituality and indeed for the activity of God through the Holy Spirit? * How do concepts of transhumanism or posthumanism effect understandings of the incarnation? * Does the doctrine of the Trinity need revisiting in the light of the digital as medium of relationship? * Does Creation now include the postdigital? * What of the Kingdom of God now that the kingdom of the Tech giants is so powerful all-consuming?