Discussions on the metavars of higher education, a virtual space for connecting students through digital incarnations, are becoming more common. According to Ray Schroeder, a senior fellow at the University Professional and Continuing Education Association, Inside higher ed Blogger and former vice chancellor for online education at the University of Illinois at Springfield, “Display and networking technologies have reached standards that enable a seamless virtual experience that can support mobile virtual and augmented reality. Complex simulations can be provided that fit the student’s needs. “
But while people hope that virtual reality can solve some of the real-life problems of higher education, the implementation of virtual reality education requires careful consideration. Colleges and universities need to think now and take practical steps to prepare them for this new type of education. One of the most important considerations is to teach students how to build a virtual identity.
Virtual identities like online personalities are shaped by social media posts, photos, comments and other digital artifacts across various technology platforms. One of the primary goals of any Metaverse is to streamline platforms, activities and works of art, creating an e-portfolio of one’s own identity. But with streaming comes visibility, and we’ve all heard stories of real-life consequences because of their virtual nature. Students need skills to curate their aspects with time and space
Indeed, like other aspects of virtual reality, such as educational video games, the results of using e-portfolios in higher education have been mixed for almost a decade. In other words, the e-portfolio demands new attention.
Its authors Field guide in portfolio Lament that e-portfolios are “often defined by technology that makes the idea a reality.” They recommend defining e-portfolios as “an idea”, not just as a material form, but as an idea and practice for teaching and learning – which can work in multiple technologies. As a transferable pedagogy, Kathleen Blake Yancey argues for an e-portfolio approach that connects:
- Distributed curriculum or instructional design;
- Living curriculum or prior knowledge; And
- Students’ engagement with experienced curriculum or instruction.
Undergraduate college students leave home, enter new communities, encounter new ideas and grow up and change their identities. Directly inviting students to connect their living experiences with the content involves not only their learning experience, but also the relevance of the content to the student’s identity. People always make virtual decisions based on the “live curriculum”, and that’s because online avatars “give more hints than you think about your personality.” Metaverse offers us a place to be our honest souls and imagine ourselves as the other potential. What this education offers and what e-portfolio documents.
In general, a portfolio combines works of art that showcase successful skills, ideas, and knowledge in a variety of contexts to tell a story about who we are. Portfolio users creatively design e-portfolios, like a Wix website, to express a personal and social connection between virtual and real. Education in the vicinity of the e-portfolio can help chart the new world of learning in Metaverse.
Based on Yanci’s structure, we reviewed the literature for emerging themes that could serve as a compass, despite the ambiguity of multiple contexts and e-portfolio definitions. We have reviewed studies in e-portfolios that prioritize students’ life experiences, engagement with content, and reflection of desired identities. What we found was the need to use a successful e-portfolio:
- Shared ownership between students and faculty over processes and products, including critical and creative decisions;
- Practice reflection so that students know how to choose patterns for inclusion and evaluate how they fit into specific contexts;
- A clear purpose for why and how someone would use an e-portfolio; And
- Co-curricular support from multiple stakeholders for both collaboration and support in developing student e-portfolios.
This theme, it turns out, is also a successful metaverse shape. After all, Metaverse is a huge social network. So how can higher education integrate high-impact social networks that can easily translate into metaverse?
It has been helpful to think of e-portfolios as a collection, as they combine different experiences, ideas, people and places. Assembly Conscious Ecology, “Emergence[ing] Through a complex network of interconnections, depending[ent] Adaptation, fluidity, and the constant flow of different rhetoric and discourse. “E-portfolio is an opportunity for students to connect with each other. Students can use the e-portfolio to express their fears and challenges around their coursework. Teachers, academic instructors or other students Can respond constructively to e-portfolios, build support networks even if e-portfolios take shape.
Then, after successful coursework, students can revisit those works of art and reflect on helpful strategies. These strategies will demonstrate student strengths to potential employers, as well as serve as a guide for other students. The more social e-portfolios there are, the more attractive they will be. Perhaps the same psychological forces that influence our eating on Instagram before eating can stimulate our reflection of learning before submitting assignments.
In other words, e-portfolios should encourage a collection of works of art that can be created to tell a digital story of learning itself. A number of organizations are already using the e-portfolio method for this purpose, which is helping to provide virtual connections across the basis, time and space of Metaverse. The University of Waterloo provides helpful examples of e-portfolio educational possibilities. These examples, when served for a variety of purposes, all display a reflective identity, as well as evidence of learning. They also come together for a public audience, making learning visible to important stakeholders outside of the teacher.
LaGuardia Community College hosts a virtual e-portfolio showcase that allows students to showcase their accomplishments as well as interact with authentic visitors. This initiative reinforces the importance of environmental support that provides clear guidance on building an e-portfolio as a reflective process and a specific technology. At LaGuardia, e-portfolio templates are custom made for each head, allowing ownership of each discipline to be shared. Counselors use the e-portfolio to help students plan their degrees and career choices. Technical support is also readily available.
The University of Mary Washington offers an open-access digital storytelling hub where students learn to combine different texts and media into one e-portfolio. Since it is an open-access hub, students from anywhere can start assembling a digital story related to any other course or project to meet their creative or professional needs.
Before waiting for Metavers to work in full gear, social networks and processes should be practiced. University-wide collaboration leads to critical and creative thinking among students. Establishing an e-portfolio pedagogical culture is central to students’ success in understanding the purpose and value of the e-portfolio as well as the process and presentation of their virtual soul through them. Without group shopping, students lack the necessary support and are less likely to value the skills and knowledge that come with e-portfolios.
Indeed, successful e-portfolio design and presentation can help higher education move into its virtual future. Academics may consider examining different departments across their universities and collaborating between them to better help students build their e-portfolio, especially when they want to create the desired student identity in both real and virtual worlds.