Immersive interfaces for art education teaching and learning in mixed reality virtual and real world environments

Grenfell, Janette 2011, Immersive interfaces for art education teaching and learning in mixed reality virtual and real world environments, in InSEA 2011 : Proceedings of the World Congress 2011, Magyar Rajztanárok Országos Egyesülete (Hungarian Art Teachers’Association)., Budapest, Hungary., pp. 1-8.

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Title Immersive interfaces for art education teaching and learning in mixed reality virtual and real world environments
Author(s) Grenfell, Janette
Conference name International Society for Education through Art. Congress (33rd : 2011 : Budapest, Hungary)
Conference location Budapest, Hungary
Conference dates 27-30 Jun. 2011
Title of proceedings InSEA 2011 : Proceedings of the World Congress 2011
Editor(s) [Unknown]
Publication date 2011
Conference series International Society for Education through Art Congress
Start page 1
End page 8
Total pages 8
Publisher Magyar Rajztanárok Országos Egyesülete (Hungarian Art Teachers’Association).
Place of publication Budapest, Hungary.
Keyword(s) e-learning
art education
virtual worlds
simulations
e-technologies
learning communities
Summary Selected ubiquitous technologies encourage collaborative participation between higher education students and educators within a virtual socially networked e-learning landscape. Multiple modes of teaching and learning, ranging from real world experiences, to text and digital images accessed within the Deakin Studies Online learning management system and a constructed virtual world in which the user’s creative imagination transports them to the “other side” of their computer screens is discussed in this paper. These constructed environments support interaction between communities of learners and enable multiple simultaneous participants to access graphically built 3D environments, interact with digital artifacts and various functional tools and represent themselves through avatars, to communicate with other participants and engage in collaborative art learning. A narrative interpretative research approach was used to profile the 21st century higher education student learner, to investigate the lived experience and multiple art learning perspectives documented in student visual journal entries and art educator observations to ascertain if an e-technology rich augmented learning environment resulted in the establishment of more effective e-learning communities of practice.
Language eng
Field of Research 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category E1.1 Full written paper - refereed
HERDC collection year 2011
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051672

Document type: Conference Paper
Collection: School of Education
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Created: Mon, 25 Mar 2013, 17:06:11 EST by Janette Grenfell

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