Embodied Education e Musei Virtuali: Prospettive Pedagogiche Onlife
Parole chiave:
ECS;, Musei virtuali;, Inclusione;Abstract
Nell'attuale scenario socio-culturale, caratterizzato da ritmi procedurali e dalla centralità della produttività, in quella che viene definita spesso la quarta rivoluzione (Floridi, 2017), l'Embodied Education emerge come approccio scientifico cruciale per la comprensione dell'esperienza umana e della sua relazione con la tecnologia. L'era onlife (Floridi, 2016) richiede una rinnovata attenzione al corpo come fulcro dell'acquisizione cognitiva e principio etico (Leung et al., 2018). Questo abstract esplora l'applicazione dell'EE, con particolare riferimento al paradigma dell'Embodied Cognition, nella creazione di musei virtuali, che, progettati nell’ottica dell’inclusione e dell’accessibilità, offrono opportunità uniche per creare esperienze multisensoriali adatte a una vasta gamma di abilità e bisogni (Hayashi & Baranauskas, 2017). In questo contesto, il modello della Flipped Inclusion (De Giuseppe & Corona, 2020) si rivela particolarmente efficace, in quanto promuovIe la partecipazione attiva e la co-creazione di significato da parte dei visitatori. Il museo virtuale inclusivo, incorporando elementi come feedback aptico, audio spaziale e interfacce personalizzabili, può fornire un'esperienza più immersiva e significativa (Campitiello & altri, 2022) e favorire un senso di presenza (Sylaiou et al., 2009) e interazione sociale (Bertrand et al., 2021), contribuendo in ultima analisi a un'esperienza culturale più equa e arricchente per individui di tutti i contesti e abilità (Disability and Inclusion, 2014).
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