Learning through the virtual

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dc.contributor.author Cole, David en_US
dc.contributor.editor en_US
dc.date.accessioned 2012-02-02T11:05:34Z
dc.date.available 2012-02-02T11:05:34Z
dc.date.issued 2005 en_US
dc.identifier 2009002460 en_US
dc.identifier.citation Cole David 2005, 'Learning through the virtual', University of Victoria, vol. 5, no. 1, pp. 1-11. en_US
dc.identifier.issn 1190-9153 en_US
dc.identifier.other C1UNSUBMIT en_US
dc.identifier.uri http://hdl.handle.net/10453/16034
dc.description.abstract This paper seeks to explore the virtual states that may be represented through educational practice. On one side of the equation, these states are part of a system philosophy that introduces technology into the learning process, and therefore creates mediated spaces through which we may develop our mental capacities (virtualities). On the other lies our individual proclivity to virtualise or imagine states that may relate to each other in complex, abstract manners (virtual reality). I have turned to the work of Gilles Deleuze in order to pick our way through these educational possibilities. His ideas offer a complex understanding of virtual states, and one which may be applied to the ambiguous presentations of virtual reality as a uniform and trouble free educational resource. en_US
dc.language en_US
dc.publisher University of Victoria en_US
dc.title Learning through the virtual en_US
dc.parent CTHEORY en_US
dc.journal.volume 5 en_US
dc.journal.number 1 en_US
dc.publocation Vancouver en_US
dc.identifier.startpage 1 en_US
dc.identifier.endpage 11 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 130200 en_US
dc.personcode 104016 en_US
dc.percentage 100 en_US
dc.classification.name Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords NA en_US
dc.staffid en_US
dc.staffid 104016 en_US


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