3D environments as social learning tools

Abstract

convivial interfaces" deploying ICT to pursue the building of a convivial society [Guimarães Pereira and O'Connor 1999]. New forms of dialogue and new mechanisms for introducing scientific issues to non-scientific audiences call for radical design of interfaces between the scientific processes and products and the audiences. In VIRTU@LIS we have explored further the use of "convivial interfaces" through the concept of games. These tools stimulate self-reflection, discussion and possibly negotiation to enhance the relations with the rest of the community, trying to promote awareness and responsibility among citizens and grounds for personal decisional power and social learning. V GAS and FISHU@LIS are presented as examples of such tools. They may be used individually or in a context of debate about empowerment and lifestyles strategies, and in educational contexts, as an instrument to raise issues and deploy discussions. The first one relates lifestyles with Climate Change, while the second relates personal consumptions with sustainable fisheries.

MONITORING GAS AND WATER CONSUMPTION THROUGH ICTs FOR IMPROVED USER AWARENESS

“…An example of this approach can be found in the Social Learning on EnVIRonmental Issues with the InTeractive Information and CommUnicAtion TechnoLogIeS (VIRTU@LIS) project experience (De Sousa Pedrosa et al 2005). The project was funded by the European Commission and its goal was the development of computerbased learning tools on natural resources and ecosystems.…”

“…Utilizing the domains of agricultural pollution, climate change, fresh-water resources and marine capture fisheries as examples, VIRTU@LiS created learning tools for improving citizen awareness of environmental management and risks. V GAS (De Sousa Pedrosa et al 2005) is one of these tools. It consists of a set of models (Guimarães Pereira 2001) that relate lifestyles to the emissions of three greenhouse gases: carbon dioxide, methane and nitrous oxide.…”