Presence Pedagogy
Presence pedagogy explains a approach to teaching and leaning which was designed to gain worth through social affordances in Virtual worlds. This was formed of the conception that these reflective communities supported a greater number of students where development was the goal.
PRESENCE
Presense is the sense of “being there” in a effective immersive space. It is explained that through this sense of presence in a space we can also sense others within the space. This is a representation of how we interpret presense in the corporeal world. The explanation of presence pedagogy demonstrates that we can reproduce social facilitation in simulations of space. The term is used directly in location to virtual reality learning environments, however is also attributed to simulations of corporeal space.
“Too often, we hamstring ourselves when considering the effectiveness of innovations by judging their worth using assessment and evaluation models ill-suited to reflecting accurately any change that may have occurred. That is, we accept that changing the way we do something is a reasonable approach to achieving new results; however, we generally are more reticent when asked to consider a change in the way we investigate, measure, and value these results.”
-This describes to me that the measure of results in virtual space may have to be adjusted rather than relying on the way we measure results in corporeal environments. If for example one might feel a response to the virtual environment they are being presented with, it is likely to not transfer simultaneously to the way they might react to the lived experience. This does not however mean that results are not being made.
“Presence pedagogy emanates from a close examination of the ways teachers and students approach learning in virtual environments. Its philosophical foundations lie with Vygotsky (1978) and Wenger (1998), and provide a constructivist backdrop for learning in community. Its elements encompass not only pedagogical approaches, but design considerations such as the
ways in which resources are made available and activities are structured to maximize collaborative learning.”
W. Cheney, Amelia, and Stephen Bronack. “Presence Pedagogy as Framework for Research in Virtual Environments.” IJGCMS3 (January 1, 2011): 79–85. https://doi.org/10.4018/jgcms.2011010106.
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