Transformation of Self and Society with Virtual Learning

2017 ◽  
pp. 1-12
Author(s):  
Andrew G. Stricker
Keyword(s):  
Social Interactions ◽  
Ways Of Knowing ◽  
Virtual Learning ◽  
The Mind ◽  
Physical Spaces

The transformation of human experiences with virtual learning enables unprecedented forms of communication, connection, interaction, and mobility supporting news forms of selfhood and society. The ways people perceive, think and interact across virtual and physical spaces are fundamentally changing the mind, identity, social interactions, intellectual boundaries, and ways of knowing and learning in society. This chapter introduces and explores philosophical claims for helping to interpret and shape the transformation of self and society with virtual learning.

Transformation and Development of Identity and Society With Virtual Learning

2019 ◽  
pp. 1-26
Author(s):  
Andrew G. Stricker ◽  
Cynthia Calongne
Keyword(s):  
Social Interactions ◽  
Ways Of Knowing ◽  
Virtual Learning ◽  
Development Of Identity ◽  
The Mind ◽  
Physical Spaces

The transformation of human experiences with virtual learning enables unprecedented forms of communication, connection, interaction, and mobility supporting new forms of selfhood and society. The ways people perceive, think, and interact across virtual and physical spaces are fundamentally changing the mind, identity, social interactions, intellectual boundaries, and ways of knowing and learning in society. This chapter introduces and explores philosophical claims for helping to interpret and shape the transformation and development of identity and society with virtual learning.

scholarly journals Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

2020 ◽  
Vol 8 (6) ◽  
pp. 190-204
Author(s):  
Jacqueline Mayumi Akazaki ◽  
Leticia Rocha Machado ◽  
Ketia Kellen Araújo da Silva ◽  
Patricia Alejandra Behar
Keyword(s):  
Social Interactions ◽  
Undergraduate Students ◽  
Social Relations ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Pedagogical Strategies ◽  
The Social ◽  
Visualization Of Data

Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.

Expanding God’s Redemptive Fractal: Spirit-Centered Counseling and the Transformative Wisdom of Jesus

2021 ◽  
Vol 1 ◽  
pp. 29-54
Author(s):  
Bill Buker
Keyword(s):  
Systems Theory ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Second Order ◽  
Conventional Wisdom ◽  
Order Change ◽  
Way Of Knowing ◽  
Second Order Change ◽  
The Mind

Using the image of a fractal, a Spirit-centered approach to counseling is proposed that conceptualizes the Spirit’s activity as seeking to replicate the patterns of God’s redemptive story throughout creation by facilitating deep second-order change. Involving an epistemological shift from ways of knowing shaped by the conventional wisdom of culture to a renewed mind grounded in the transformative wisdom of Jesus, this deep change is explored from the perspectives of science and Scripture. Integrating findings from systems theory with the ministry and message of Jesus, this approach to counseling emphasizes relational premises and values believed to be characteristic of the mind of the Spirit. Defined as the capacity to know and see in ways that are consistent with the passion and purposes of God, cultivating the mind of the Spirit is viewed as the essence of Spirit-centered counseling. Presumed to be seen most clearly in the life of Jesus, this model focuses on his distinctive way of knowing and seeing by examining what can be learned about the epistemological facets of perception and meaning-making when comparing his Way with the patterns of this world. It is proposed that Spirit-centered counseling is guided by the premises and patterns contained in Jesus’ transformative wisdom.

Being social in a 3D collaborative virtual learning environment : a case study of youth with autism spectrum disorder learning social competence in iSocial

2014 ◽  
Author(s):  
◽  
Xianhui Wang
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interaction ◽  
Social Competence ◽  
Social Interactions ◽  
Social Presence ◽  
Virtual Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Reciprocal Social Interaction

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Over the past decade 3D collaborative virtual learning has gained increasing attention from researchers and practitioners in educational technology. Learners experience of presence in collaborative activities and social interactions among learners are identified as key constructs for the social dimensions of 3D collaborative virtual learning. 3D Collaborative Virtual Learning Environments (CVLEs) are beginning to be used to support learning in a variety of disciplines, including social skills learning for individuals with Autism Spectrum Disorder (ASD). This case study explores 11 youth with ASD's experience of embodied social presence and reciprocal social interaction while learning social competence in a 3D CVLE-iSocial. The findings describe youth with ASD's 1) levels of embodied presence, embodied copresence, and embodied social presence; and 2) verbal and nonverbal reciprocal social interactions across the variety of Naturalistic Practice activities in iSocial. In addition, the results of this case study inform future design by indicating associations of design features of iSocial 3D CVLE with youth with ASD's experience of embodied social presence and characteristics of reciprocal social interaction.

scholarly journals Symmetrization, Mirroring and External Reality: An ‘Inner’ Perspective

2020 ◽  
pp. 1-16
Author(s):  
Rosapia Lauro Grotto
Keyword(s):  
Social Interactions ◽  
Clinical Evidence ◽  
Human Mind ◽  
Emotional States ◽  
Neural Basis ◽  
External Reality ◽  
Psychoanalytic Literature ◽  
Different Types ◽  
Neuro Imaging ◽  
The Mind

In the last two decades, mirroring systems have been detected in the monkey and in the human brain. The mirroring mechanisms have been considered as the neural basis for social cognition and interpersonal reactivity, and they have been assumed to support imitation, sharing of emotional states and empathy. Here I would like to compare ‘mirroring phenomena’ to ‘symmetrization phenomena’. In psychoanalytic literature, the construct of symmetrization has been proposed in the context of the Bi-Logic theory by Matte Blanco in 1975, on the basis of clinical evidence obtained in the psychoanalytical setting and following a theoretical analysis derived from the Freudian distinction between Primary and Secondary Processes. I will consider two different types of behaviours, empathic social interactions and the creation of transitional objects and spaces as defined by Winnicott in order to argue that symmetrization, in Matte Blanco’s terms, cannot be reduced to mirroring. I will then sketch a hypothesis on the interplay between the symmetric aspects of the mind and external reality in the development of higher relational functions of humans, also taking playing, arts and creativity into account. Finally I will describe the paradigmatic shift in neuro-imaging studies that was introduced with the discovery of the ‘Default Mode Network’ and its potential relevance in the research on the symmetric and asymmetric aspects of the human mind.

scholarly journals New Governance Through Digital Platforms and the Old Urban Planning Process in Italy

2021 ◽  
Author(s):  
Cinzia Bellone ◽  
Fabio Naselli ◽  
Fabio Andreassi
Keyword(s):  
Social Interactions ◽  
Planning Process ◽  
Radical Change ◽  
New Governance ◽  
Digital Platforms ◽  
Global Pandemic ◽  
Spatial Dimensions ◽  
Spatial Reorganization ◽  
Physical Spaces ◽  
The Relationship

Current acceleration in digital innovations, unexpected challenges in our social interactions, acceleration to virtualization, limitation in our physical spaces, and unpredictable changes in our Old lifestyles - as originated from the COVID-19 global pandemic 2020 - continue to provide us with a framework, rapidly updating under our eyes, of the modifications our world is undergoing by pursuing into a New “digital age”. Or, as many scholars say nowadays, into the New Normal! These are shared and deep changes that concretely stress their effects on how ideally a city should function. Forcing us to reflect on the capability to achieve shared choices and visions for the future by taking vantage from both the New digital platforms and New suddenly opened paths. In the pages of this article authors, through different but shared viewpoints, propose an answer to the topic of "Governance 3.0", addressing the attempt of a radical change of those paradigms, now consolidated, within which the spatial dimensions, in which we live and act, are shaped. Also analyzing the relationship between Technocracy and Democracy as defined by Khanna, it is argued that it is possible to realize new forecasts and acquire a more democratic and participatory (inclusive) dimension of Governance, also thanks to new digital technologies, by exploring the general unconscious "feeling" of people, through anonymous data collection and without any direct or indirect interference with it. The analysis of the "Sentiment", already developed in other fields but easily exportable within the urban discipline, can be considered as the beginning of hybrid practices where digital and analogic find a compromise to make the "Urbs" more attractive and inclusive, while the "Civitas", connected to the Internet, can contribute to the optimization of services, of the "Polis" and a new social/spatial reorganization.

scholarly journals Social interactions in a virtual learning environment

2018 ◽  
Vol 6 (9) ◽  
pp. 23-41
Author(s):  
Gislaine Rossetti Madureira Ferreira ◽  
Leticia Rocha Machado ◽  
Patricia Alejandra Behar
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Social Interactions ◽  
Group Dynamics ◽  
Participant Observation ◽  
Group Formation ◽  
Group Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Right

This article deals with different strategies for group development in a virtual learning environment (VLE). For this purpose, we sought to investigate the organization and social interactions of students, during group dynamics that occurred in a distance education course. The methodology used in the research was qualitative and quantitative, with descriptive approach, classified as a case study. For data collection, we used the VLE ROODA communication tools (Forum, Contacts and Social Map), the environmental sociometry tool (Social Map), as well as participant observation and questionnaires. Thus, we analyzed the application of three group-formation strategies: random, chosen by the teacher and free choice. Interaction data categorization occurred within the virtual learning environment and was accomplished through the group development stages suggested by McClure. This study allowed us to determine that all three strategies are efficient for distance education, as long as the right time in class for the application of the strategy by the teacher is observed. This study aimed to elucidate the importance of using group work in distance education, especially for integrating students and enabling a greater number of social interactions in the virtual environment. Thus, the results confirm that the use of formation strategies can be effective for Distance Education, since the development of collective activities depends on cohesion and the mediation of conflicts between members of the group.

scholarly journals Culture in Mind

2020 ◽  
pp. 273-300
Author(s):  
Florence Passy ◽  
Gian-Andrea Monsch
Keyword(s):  
Social Networks ◽  
Social Movements ◽  
Social Interactions ◽  
Theoretical Conclusion ◽  
The Mind

Chapter 7 wraps up the book’s main findings and highlights our main theoretical conclusion: The interplay between the mind and social interactions helps explain the process behind sustained commitment. But what does our conclusion imply for the study of social movements and activism more generally? We begin by emphasizing the necessity to bring the mind back in all its complexity. Second, we argue for the need to take into account considerations regarding the interpretative dimensions of social networks. Third, we advocate a better integration of culture in the study of social movements, as this places an emphasis on the role of culture in shaping a person’s mind, and ultimately provides for finer theories of mobilization. Finally, as with any research, this study faces limits; we expose these in this final chapter, providing us with the opportunity to suggest avenues for further research.

scholarly journals Gender as Embedded Social Cognition

2021 ◽  
Author(s):  
Amanda Diekman ◽  
Toni Schmader
Keyword(s):  
Gender Differences ◽  
Social Cognition ◽  
Social Interactions ◽  
Social Cognitive ◽  
Social Systems ◽  
The Self ◽  
And Gender ◽  
Gender Categories ◽  
The Mind ◽  
Gendered Expectations

We examine gender as a cultural construct enacted through social cognitive processes that are embedded within the self, social interactions, and societal institutions. The embeddedness perspective elaborates how the binary gender categorization can create quite real gendered outcomes and experiences even if gender differences are not biologically essential. These categories take on a reality outside of the mind of perceivers because the meanings attached to gender categories are shared by others in the culture, enacted in social interactions, internalized into self-views, and maintained by social systems. Societal institutions explicitly and implicitly organize around gender, producing gendered norms, roles, and expectations. These norms, roles, and expectations shape the nature of interpersonal interactions both within and across gender lines and an individual’s self-selected experiences. Critically, these social interactions and personal choices in turn create behavioral and cognitive confirmation of the gendered expectations of others. Gendered expectations and experiences become internalized into the self, including one’s own self-concept and gender identity. We close by examining implications of this perspective for gender differences and similarities in social cognition, as well as malleability and stability in gender cognitions and outcomes.

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