Savin-Baden, Maggi and Falconer, L. (2016) Learning at the Interstices; Locating Practical Philosophies for Understanding Physical/virtual Inter-spaces. Interactive Learning Environments, 24 (5). pp. 991-1003. ISSN Print: 1049-4820 Online: 1744-5191
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Abstract
Virtual worlds are relatively recent developments, and so it is tempting to believe that they need to be understood through newly developed theories and philosophies. However, humans have long thought about the nature of reality and what it means to be “real.” This paper examines the three persistent philosophical concepts of Metaxis, Liminality and Space that have evolved across more than 2000 years of meditation, contemplation and reflection. Our particular focus here is on the nature of the interface between the virtual and the physical: at the interstices, and how the nature of transactions and transitions across those interfaces may impact upon learning. This may, at first, appear to be an esoteric pursuit, but we ground our arguments in primary and secondary data from research studies in higher education.
Item Type: | Article |
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Additional Information: | Staff and students at the University of Worcester can access the published version via the UW online Library Search. External users should check availability with their local library or Interlibrary Requests Service. |
Uncontrolled Discrete Keywords: | virtual worlds, metaxis, liminality, space, place, situated learning |
Subjects: | L Education > L Education (General) |
Divisions: | College of Arts, Humanities and Education > School of Education |
Related URLs: | |
Depositing User: | Maggi Savin-Baden |
Date Deposited: | 01 Jul 2016 09:22 |
Last Modified: | 17 Jun 2020 17:11 |
URI: | https://eprints.worc.ac.uk/id/eprint/4554 |
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