Introduction

Abstract

How can real and virtual space interactions generate novel forms of communicative, creative and social practices in global connected communities? Is it possible to avoid unleashing the seemingly inevitable dichotomies in humankind constructing and destroying at the same time? My personal interest in further contributing to the complexity of this discussion is to offer some examples of how the dynamic interplay between technology, culture and sciences calls for novel pedagogical forms and strategies that seek to foster student-centered, self-regulated, participatory, interactive, and immersive learning.