E-Learning-Inclusivo (Mashup)

The latest McKinsey research shows that the Metaverse has the potential to generate $5 trillion in value by 2030. It can’t be denied that virtual reality isn’t going anywhere. 

The Metaverse is the yet-unsettled Wild West of the digital world. Its potential for brands to reach new audiences in unprecedented ways is unmatched. 

It’s crucial that your plans for 2024 include a content strategy in Metaverse marketing initiatives.

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https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Blogging

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Une série de mondes virtuels 3D interconnectés dans lesquels il sera possible de travailler, de se divertir, de créer et d’apprendre : voilà la promesse du métavers. Le chemin pour y arriver s’annonce sinueux, mais le voyage pourrait valoir la peine.

De toutes les innovations digitales du XXIe siècle, le métavers est sans doute l’une des plus faciles à comprendre pour le grand public. La fiction a préparé les esprits depuis longtemps à ces univers virtuels où les esprits se rencontrent dans une proximité numérique, tandis que les corps restent assis sur leur chaise sous un casque futuriste. Mais les métavers sont-ils mûrs pour la formation ? La nouvelle génération de digital learning réunira-t-elle en ligne les avatars de nos collaborateurs ? La perspective se rapproche.

Herein, we bring you a list of 25 education metaverse startups you must explore.

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https://www.scoop.it/topic/21st-century-innovative-technologies-and-developments/?&tag=Metaverse

Les métavers offrent la possibilité de se connecter virtuellement avec des personnes physiques du monde entier, dans des représentations de n’importe quel univers, de manière beaucoup plus disruptive et immersive qu’une visioconférence Zoom. Les opportunités commerciales pour les marques sont très vite apparues évidentes.

Actuellement, ce sont les développeurs qui mènent encore le jeu. Ils construisent les mondes virtuels qui vont offrir tout ce que l’on peut désirer, où les marques s'entrechoquent et où les moyens de divertissement fusionnent. Attirés par un potentiel commercial à priori illimité, des entreprises de tous bords s’empressent d’annoncer leur intention de rejoindre ces métavers. 

Et ce n’est probablement qu’un début. Car d’un point de vue marketing, les métavers apportent aux marques une occasion intéressante d'entrer en contact avec des consommateurs auxquels elles avaient auparavant accès (ou pas) par des canaux plus traditionnels.

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As metaverse mania continues, three things appear true.

First, innovation theory suggests that the early successful instances that apply elements of the metaverse will be proprietary in nature. They will be optimized initially to maximize the performance and reliability of an immature technology at the expense of scale and interoperability. That immediately suggests a problem. Many of the instances that are called a metaverse won’t meet a key criterion of Ball’s definition: interoperability. Indeed, much of what passes for metaverse hype right now is still virtual reality clothed in new marketing language.

This may not be a bad thing, however, given concerns about whether the metaverse will be a safe and healthy place for children. Experiences in walled-off gardens—think Prodigy and America Online, not the whole of the World Wide Web—could be safer, at least initially, even though that might temporarily undermine the vision of innovating instruction or skill development through the blockchain or decentralized autonomous organizations.

Second, the metaverse seems more of a sustaining than a disruptive innovation for full-time virtual schools. Unlike disruptions, sustaining innovations improve the performance of an existing product or service to better serve users who already exist. Full-time virtual schools that have sometimes struggled to engage students would likely benefit from a more immersive, social experience. Combining their programs with the metaverse, as well as with in-person learning pods, could create a more robust and accessible schooling experience. Alongside the flexible models of learning that took root during the pandemic, such as pods and hybrid online and in-person programs, a socially rich, immersive metaverse could, eventually, disrupt traditional, brick-and-mortar schools.

Finally, metaverse applications can create educational experiences that are otherwise impossible in a traditional environment. Virtual reality can bring content alive with dynamic images and hands-on digital exploration. It can bring real people and knowledge from other parts of the world into classrooms everywhere. Consider the potential for science labs, language learning, internships, cultural exchanges, and field trips (see “The Educational Value of Field Trips,” research, Winter 2014

The learning industry has come a long way from the PC internet boom that gave rise to eLearning in the late 1990s. The second wave of mobile computing and social media ushered in microlearning through shorter, video-based learning on demand. Industry watchers are now suggesting that the third era of computing is upon us. Flat static pages on the PC and phone will be replaced by a metaverse of digital 3D spaces, where we interact as lifelike avatars. The metaverse is an embodied internet where you’re never alone. Unlike a Zoom call that is scheduled and disappears when you’re done, the metaverse is “always on” and affords social interactions with peers. This transition has profound implications for capability-building and learning.

What can the metaverse provide to the learning and teaching environment.

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Le métavers est susceptible d’enrichir considérablement les parcours de formation multimodaux… Toutes les dimensions de l’apprenance sont touchées : acquisition des savoirs, engagement des apprenants, mise en application, « collaborative learning »… Sans oublier l’intérêt économique de cette approche. Le métavers, c’est pour tout de suite ?