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We are entering into the next great world technological revolution. The metaverse is a virtual world that replicates reality, seeking to expand social connections. In the very near future, the boundaries between the physical and the virtual will slowly dissolve. In the metaverse, we will be able to go to work, attend concerts, meet friends, study and do practically everything else we currently do in the physical world. This book explores concepts, reflections, examples of use, platforms, applications, devices, new marketing techniques, pedagogical activities and many other contents related to this new virtual world, seeking to introduce education professionals to a subject that, despite still being so controversial, is extremely important for our understanding of the future.
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Seitenzahl: 97
Veröffentlichungsjahr: 2023
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Francisco Tupy Gomes Corrêa
Francisco Tupy Gomes Corrêa holds a master’s and a doctoral degree and is a researcher investigating the convergence of the application of video games in Education and Communications with the Escola de Comunicação e Artes da Universidade de São Paulo [School of Communications and Arts of the University of São Paulo] (ECA/USP). He also holds a bachelor’s degree and a teaching degree in Geography from Faculdade de Filosofia, Letras e Ciências Humanas [School of Philosophy, Languages, and Human Sciences] (FFLCH/USP), and a degree in Teaching and Learning from the Krishnamurti Foundation of America/UCSB (California, United States).
A professor who has held lectures in several countries, his speeches at the Ministries of Education in Nicaragua and the United Arab Emirates stand out. He is an ambassador to the Kakuma Education Project (a refugee camp in Kenya).
He is the author of the book School Gamification—Pocket Edition.
A game designer, he is the author of a number of projects related to games and gamification, as well as the creator of the game development kit.
He is responsible for the pedagogical plan of the #HistoryBlocks project, of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the ad agency Africa, which uses Minecraft and is present in more than 100 countries. In 2018, he was nominated for the Darcy Ribeiro Award.
He is a two-time winner of the E2—Education Exchange Event. One in Seattle, USA, in 2015 (lesson plan pitching category), and one in Budapest, in 2016 (interactive lecture category).
In addition, he is trained in the martial arts, skateboards, and reads comic books.
Helena Poças Leitão
Helena Poças Leitão has been working in the education industry for over twenty years.
She is the founder of the startup Sua Escola Ideal, Brazil’s largest search engine for basic education schools, and of Ideal Consultoria & Marketing.
She was nominated for the 2022 Globant Women that Build Awards, in the category "Tech Entrepreneur: innovative and disruptive women who founded a technology-based startup."
She is a columnist writing for the blog of Educação magazine and the author of the book School Marketing—Pocket Edition, and also a lecturer in Education, Innovation, and Marketing.
She has a degree in journalism from Anhembi Morumbi University (São Paulo, Brazil) and a graduate degree in Business Management with an emphasis in Marketing from Escola Superior de Propaganda e Marketing de São Paulo [Superior School of Advertising and Marketing of São Paulo] (ESPM/SP).
She was a Marketing Manager at the publishing houses Gente, Ática, Scipione, Saraiva, Leya, and Instituto Brasileiro de Edições Pedagógicas (IBEP) and is currently a Marketing and Market Intelligence Manager at Editora do Brasil.
Summary
COVER
TITLEPAGE
ABOUT THE AUTHORS
INTRODUCTION
1 WHAT IS THE METAVERSE?
1.1 Understanding the word metaverse
1.2 The relationship between the metaverse and Meta
1.3 What the metaverse makes possible
1.4 How we can understand the metaverse
2 PRESENT, PAST, AND FUTURE: THE INERTIA OF TECHNOLOGICAL DEVELOPMENT UP TO THE METAVERSE
2.1 The path the metaverse is taking
2.2 The technological context of which the metaverse is part
2.3 The trend of metaverse expansion
3 SCHOOL MANAGEMENT: WHAT CHANGES WITH THE METAVERSE?
3.1 The metaverse in education and the Brazilian reality
3.2 Generation Z students
3.3 The school inside the metaverse
3.4 How to access the metaverse?
3.4.1 The Internet
3.4.2 Platforms and applications
3.4.3 Avatars
3.4.4 Virtual reality glasses
3.5 Student recruitment and enrollment campaigns
3.6 Hybrid education
3.7 School books
3.8 Faculty training
3.9 The future of advertising and marketing
3.9.1 Virtual influencers
3.9.2 Advertisement
3.9.3 Social media
3.9.4Institutional website
3.9.5 The metaverse as a research tool
4 PEDAGOGICAL APPLICATIONS
4.1 The metaverse and its relationship with teaching-learning
4.2 Form and function: interaction with content
4.3 Creating a lesson to address the topic of the metaverse
4.4 The professions of the future and the metaverse
5 REFERENCES TO BETTER UNDERSTAND THE METAVERSE
5.1 Books
5.2 Series and movies
5.3 Articles and reports
5.4 Videos
CONCLUSION: FOOD FOR THOUGHT
GLOSSARY
BIBLIOGRAPHICAL REFERENCES
COPYRIGHT PAGE
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Landmarks
Cover
Title Page
Table of Contents
Copyright Page
Bibliography
Glossary
INTRODUCTION
What is real? How do you define “real”? If you are talking about what you can feel, smell, taste, and see, then real is simply electrical signals interpreted by your brain. So says the character Morpheus, played by Laurence Fishburne in the movie The Matrix.1
Thinking about what is or is not real, let’s talk about the metaverse. This new buzzword started to be used recently. In general terms, it is a virtual environment in which we can interact with other people and obtain information, products, and services. The term first appeared in the 1990s, originating in science fiction. It later became a genre, used to classify a type of game. More recently, it has become a harbinger pointing to a major transformation.
Our goal here is to introduce the subject, to offer a basis for addressing trends and taking advantage of them, especially in the school environment (whether in relation to teaching and learning, benchmarking issues, or strategic positioning from the point of view of the institution’s marketing practices). What we have here is a technological application that, even if it is not fully understood, will impact (and already impacts) humankind in a way that no other technology has ever been able to. We can say that the metaverse and the ecosystem of technologies that ensure its existence within the context of Web3 may represent an evolution and can have a greater impact than that of the emergence and popularization of the Internet.
It is thus necessary to have a general understanding of the metaverse, so that we can situate ourselves and interact using this new trend. By developing the capacity for reflection and adaptation, we gain the power to decide on and avoid being ensnared by passing fads.
When we talk about reflection and adaptation, we must think about education. What will be the consequences of the metaverse in this field? What will be its impact?
Consider how the metaverse will affect issues such as: teaching, learning, perception of reality, the school environment, the interaction with classroom topics, the production of content for this type of media, school management, and how old and new problems will be faced amid this new form of social interaction, for example. For this reason, our idea here is to anticipate these issues, so that we can reflect on them and have support to deal with our educational context in the best possible way.
We have therefore organized the chapters in such a way as to guide the construction of the understanding of the metaverse, as follows.
Chapter 1—The metaverse: origin, concepts, and trends.
In this chapter, we introduce the topic, presenting its history, its relationship with other technologies, and what we can expect from it.
Chapter 2—The technological evolution until the metaverse.
Here we approach the development of technologies and practices throughout human history. We aim to show an evolutionary inertia or an evolution in the media/technological process and the information and entertainment support that resulted in the metaverse.
Chapter 3—School management: what changes with the metaverse?
This chapter addresses how schools will have to modernize themselves to keep their business alive. We discuss everything schools need to enter the metaverse and offer some insights about what we can expect in the future. We also present cases and tips on how to use the metaverse in marketing strategies.
Chapter 4—Pedagogical applications.
In this chapter, we discuss the topic in the school context, analyzing reasons and possibilities for teaching and assessing when and how to use it. We also suggest the use of the topic in the classroom, so that, through transdisciplinary examples and in a practical way, it can be adapted and applied to each school’s distinctive reality.
Chapter 5—References for a better understanding of the metaverse.
This chapter provides references we have used as well as other references to better understand what the metaverse is. In addition to bibliography, we present audiovisual works to broaden the cultural repertoire for this understanding.
Chapter 6—Food for thought.
Here we present ideas regarding attention points beyond the matter of technology, from a critical point of view.
Chapter 7—Glossary.
The main terms that may need clarification.
1THE MATRIX. Directed by Lana Wachowski and Lilly Wachowski. Australia; USA: Silver Pictures, Dark Castle Entertainment, 1999 (136 min.).
1 WHAT IS THE METAVERSE?
“A speech with magical force. Nowadays, people don’t believe in these kinds of things. Except in the Metaverse, that is, where magic is possible. The metaverse is a fictional structure made out of code. And code is just a form of ‘speech’—the form that computers understand.”
(Neal Stephenson, author of Snow Crash,2 the first person to use the term metaverse)
1.1 Understanding the word metaverse
To understand metaverse at first is to look for the formal explanation for understanding the word. The dictionary3 defines it as a noun used in digital technology:
1. (in science fiction) a shared, realistic, immersive computer simulation of the real world or other possible worlds, in which people participate as digital avatars.
2. a theoretical or emergent networked online space with digitally persistent environments that people inhabit, as avatars, for synchronous interactions and experiences, accessing the shared virtual space through virtual reality, augmented reality, game consoles, mobile devices or conventional computers.
Based on this definition, we can understand the metaverse as an environment that allows us to interact in various ways, as follows.
Browse through the proposed spaces, whether they are 100% virtual or with virtual elements that overlap with reality;
Through the information presented, using the exclusive feature of the metaverse, which influences the way in which the content will be conveyed;
Socially, ranging from casual encounters to professional meetings, classes, and events, for example;
Economically, to offer or acquire products and services.
