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Remix Viralia. For a Reality of the Imaginary Re-imagined. Art and Education in the Era of Covid-19

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Extended Reality Usage During COVID 19 Pandemic

Part of the book series: Intelligent Systems Reference Library ((ISRL,volume 216))

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Abstract

There is a before and there is an after. Let's start with the after. The outbreak of Covid-19 forced cultural institutions to explore alternative digital spaces with online exhibits and the use of virtual, augmented, and mixed reality. The educational world, such as colleges and universities, has also had to rethink a new way of communicating and collaborating. New technologies have re-mediated creating a different degree of participation and connection. In this essay I will argue, on one side, about the art system some concrete examples of extended reality. On the other hand, through the educational system, I will analyze how the interface between teachers and students has radically changed the relationship within an artificial and immersive environment. During the pandemia we have witnessed both the hybrid nature of the spect-actor-in the fruition of the work of art in the museum system, and a convergence towards distance learning where the relationship between teacher and student has been rethought with the help of some technological tools (Oculus, Gear VR) and distance education services (#iorestoacasa). But it is not the tool that is the main factor of this essay, but its instrumental proxy, that is, the quality (affordance) of rethinking it in an ecosystemic direction, giving us a different methodology, a choral art (#restacorale) to capture this variation of the Real, re-imagine the imaginary and remix every degree of reality.

Teaching does not produce learning but rather “creates a context in which learning occurs”.

Etienne Wegner

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Notes

  1. 1.

    Etymologically, “syndemia” is derived from the Greek συν (together) and δήμος (people), with “νόσημα” (pathology) implied. The hallmark of a syndemic is indeed the presence of two or more concomitant pathologies, which interact negatively, unfavorably affecting the specific course of each and increasing vulnerability. A “syndemic approach” examines the health consequences of interactions between diseases and the social, environmental, or economic factors that promote that interaction and worsen the disease. See online: http://www.nbst.it/822-pandemia-covid-19-%C3%A8-anche-sindemia-disuguaglianze.html (last access 13rd January 2021). See online: https://www.thelancet.com/series/syndemics (last access 13rd January 2021).

  2. 2.

    See online: https://www.scientificamerican.com/article/the-biggest-psychological-experiment-in-history-is-running-now1/ (last access 13rd January 2021).

  3. 3.

    Proxemics wants to be a semiology of space as it identifies in it a real channel of communication and, in the different ways of its being organized, it discovers a series of messages that can be interpreted with an anthropological code that, by establishing rules of equivalence between meanings and signifiers, attributes to the various distances a different semantic value, on which affect certain ethnological and psychosociological conditions. In this sense, it can be argued that proxemics recognizes, alongside the three known dimensions of space, the existence of a fourth dimension of a cultural nature.

  4. 4.

    In many countries, the first effects of these new proxemics rules are beginning to be felt. This is how Interior Minister Horste Seehofer decided to shake hands with Chancellor Angela Merkel during a meeting on immigration in Berlin, or how new alternative greetings are proliferating: no handshake, better to touch with the foot. The greeting seems to have been devised by Tanzanian President John Magufuli during the palace welcome to opposition leader Maalim Seif Sharif Hamad. The “foot” salute was promptly renamed the “Wuhan Shake.” Obviously also in China the greetings have been downsized so much so that they have returned to Bao Quan Li, the classic martial arts greeting (closed fist in open hand with bow), which does not involve physical contact. In the American culture, instead, it seems to be more in vogue, as a substitute of the classic handshake, a contact between elbows (elbow bump) already adopted in 2006, at the time of the avian flu.

  5. 5.

    Zoom-bombing is when an uninvited guest gate-crashes a virtual meeting and takes control of it, perhaps even sharing inappropriate content.

  6. 6.

    Covidiot is a slang insult for a person who disregards safety measures or goes against public health advice amid the pandemic. Covidiot is a blend of COVID-19 and idiot.

  7. 7.

    A staycation or holistay is a period in which an individual or family stays home and participates in leisure activities within day trip distance of their home and does not require overnight accommodation.

  8. 8.

    See online: https://classmill.com/ (last access 13rd January 2021).

  9. 9.

    See online: https://new.edmodo.com/ (last access 13rd January 2021).

  10. 10.

    See online: https://www.fidenia.com/ (last access 13rd January 2021).

  11. 11.

    See online: https://www.weschool.com/. (last access 13rd January 2021).

  12. 12.

    See online: https://library.weschool.com/ (last access 13rd January 2021).

  13. 13.

    See online: https://classroom.google.com/u/0/ (last access 13rd January 2021).

  14. 14.

    See online: https://meet.google.com/ (last access 13rd January 2021).

  15. 15.

    See online: https://zoom.us/it-it/meetings.html (last access 13rd January 2021).

  16. 16.

    https://otus.com (last access 13rd January 2021).

  17. 17.

    https://www.microsoft.com/it-it/education/products/office (last access 13rd January 2021).

  18. 18.

    https://www.schoology.com/ (last access 13rd January 2021).

  19. 19.

    https://www.socloo.org/ (last access 13rd January 2021).

  20. 20.

    https://editionsatplay.withgoogle.com/#!/ (last access 13rd January 2021).

  21. 21.

    https://www.arbibook.com/?lang=en (last access 13rd January 2021).

  22. 22.

    http://aurasmaproject.weebly.com/getting-started.html (last access 13rd January 2021).

  23. 23.

    https://studio.gometa.io (last access 13rd January 2021).

  24. 24.

    https://assemblrworld.com/ (last access 13rd January 2021).

  25. 25.

    https://mixedreality.mozilla.org/firefox-reality/.x\ (last access 13rd January 2021).

  26. 26.

    https://hubs.mozilla.com/ (last access 13rd January 2021).

  27. 27.

    https://www.oculus.com/rift/ (last access 13rd January 2021).

  28. 28.

    https://www.vive.com/us/ (last access 13rd January 2021).

  29. 29.

    https://arvr.google.com/daydream/ (last access 13rd January 2021).

  30. 30.

    https://arvr.google.com/intl/it_it/cardboard/get-cardboard/ (last access 13rd January 2021).

  31. 31.

    https://edu.google.com/intl/it_it/ (last access 13rd January 2021).

  32. 32.

    https://artsandculture.google.com/ (last access 13rd January 2021).

  33. 33.

    https://crosslesson.com/ (last access 13rd January 2021).

  34. 34.

    Flipped teaching is an educational methodology that in recent years has been positively spreading especially in the world of education. The literal translation of the term flipped classroom means a mode of teaching (and learning) supported by digital content where the timing and pattern of work are reversed compared to traditional methods. The latter, in fact, provides a first moment of explanation, where the teacher gives a lecture in the classroom to the class, followed by a second moment where students do their homework individually. The flipped classroom produces a reversal of roles between teachers and students, where pedagogical control of the process shifts decisively from the teacher to the students. In other words, in assuming centrality in the process of learning, students are called upon to assume greater autonomy and responsibility for their own educational success, while the teacher assumes the task of guiding them along their educational path.

  35. 35.

    Students are those curious creatures who spend much of the morning hiding behind a desk, which they quickly manage to repurpose as if it were a trench of sorts. Their living space behind which they feel safe. If I had to describe a day in the classroom with them, I'd say it's a mix between riding a roller coaster and the Ramones' Rock N' Roll High School video (you know the part where they say “I don’t care about history, because I wouldn’t want to be here”)? There, that might give you the idea. D. Leonori, TEDX, Ascoli 2020. https://www.youtube.com/watch?v=_P7KIwLw06M&fbclid=IwAR2H1jHdPkQPSttkFo-JpO8GYquFvFcTMYdYqhkxgdjmVrxYun8McGioT30.

  36. 36.

    The term Onlife was coined by Luciano Floridi to represent the experience that man lives in hyperhistoric societies where “he no longer distinguishes between online or offline”, and even where “it is no longer reasonable to ask whether one is online or offline”. The word explains the fusion of the digital in the analogue caused by information and communication technologies (ICTs), demarcating the historical period from the hyperhistorical one; in fact “[…] we are probably the last generation to experience a clear difference between offline and online” in fact “the obvious dichotomies such as those between real and digital or human and machine are no longer sustainable in a clear way”.

  37. 37.

    https://www.louvre.fr/en/visites-en-ligne (last access 13rd January 2021).

  38. 38.

    https://www.moma.org/calendar/groups/58 (last access 13rd January 2021).

  39. 39.

    https://www.metmuseum.org/art/online-features/met-360-project (last access 13rd January 2021).

  40. 40.

    https://www.rijksmuseum.nl/en/from-home (last access 13rd January 2021).

  41. 41.

    https://naturalhistory.si.edu/visit/virtual-tour (last access 13rd January 2021).

  42. 42.

    https://ivrpa.org/panorama/vienna-state-opera/ (last access 13rd January 2021).

  43. 43.

    https://www.kunstihoone.ee/en/ (last access 13rd January 2021).

  44. 44.

    https://zacheta.art.pl/en (last access 13rd January 2021).

  45. 45.

    http://www.bangabandhusbangladesh.ca/virtual-museum (last access 13rd January 2021).

  46. 46.

    https://www.visitsingapore.com/editorials/covid19-guide/explore-museums-at-home/ (last access 13rd January 2021).

  47. 47.

    http://data.moc.gov.bh/vt/VR/nationail_museum/bnm.html (last access 13rd January 2021).

  48. 48.

    https://joyofmuseums.com/museums/americas-museums/brazil-museums/sao-paulo-museums/sao-paulo-museum-of-art/ (last access 13rd January 2021).

  49. 49.

    http://virtual.vizen.cn/ (last access 13rd January 2021).

  50. 50.

    https://www.youtube.com/user/Kunstsenteret (last access 13rd January 2021).

  51. 51.

    https://www.youtube.com/channel/UCkB2xFSR7r8iu6nbUdP0EZQ (last access 13rd January 2021).

  52. 52.

    https://soundcloud.com/gamec_bergamo (last access 13rd January 2021).

  53. 53.

    https://www.nma.gov.au/visit-us (last access 13rd January 2021).

  54. 54.

    https://www.nma.gov.au/whats-on/tours-and-experiences/virtual-gallery-tours (last access 13rd January 2021).

  55. 55.

    https://zeitzmocaa.museum/ (last access 13rd January 2021).

  56. 56.

    https://www.montereybayaquarium.org/for-educators/learning-at-home/crafts-and-printables/be-a-sea-searcher (last access 13rd January 2021).

  57. 57.

    https://www.clevelandart.org/categories/building-project (last access 13rd January 2021).

  58. 58.

    https://www.tiktok.com/@uffizigalleries?lang=it (last access 13rd January 2021).

  59. 59.

    https://www.mooc.org/ (last access 13rd January 2021).

  60. 60.

    https://www.moma.org/research-and-learning/classes (last access 13rd January 2021).

  61. 61.

    https://www.centrepompidou.fr/en/the-centre-pompidou-school/different-ways-of-learning-and-training (last access 13rd January 2021).

  62. 62.

    https://www.abamc.it/mostre-e-eventi/item/restacorale-restatrascendente. Cipolletta [6]. In https://www.arshake.com/intervista-luigi-pagliarini-arte-corale-pt-i/. Cipolletta [5]. https://www.arshake.com/intervista-luigi-pagliarini-arte-corale-pt-2/ (last access 13rd January 2021).

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Webography

    Pandemic Literature

    1. http://www.nbst.it/822-pandemia-covid-19-%C3%A8-anche-sindemia-disuguaglianze.html

    2. https://www.thelancet.com/series/syndemics

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    School Tools

    1. https://classmill.com/

    2. https://new.edmodo.com/

    3. https://www.fidenia.com/

    4. https://www.weschool.com/

    5. https://library.weschool.com/

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    Authors and Affiliations

    1. Macerata, Italy

      Giorgio Cipolletta

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    1. Giorgio Cipolletta
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    Editors and Affiliations

    1. Hindustan Institute of Technology and Science, Chennai, Tamil Nadu, India

      Anitha S. Pillai

    2. University and Research, Ministry of Education, TOLENTINO, Macerata, Italy

      Giuliana Guazzaroni

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    Cipolletta, G. (2022). Remix Viralia. For a Reality of the Imaginary Re-imagined. Art and Education in the Era of Covid-19. In: Pillai, A.S., Guazzaroni, G. (eds) Extended Reality Usage During COVID 19 Pandemic. Intelligent Systems Reference Library, vol 216. Springer, Cham. https://doi.org/10.1007/978-3-030-91394-6_4

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