Design Learning for Inclusion in Virtual World Through Cognitive Enhancement and the Feuerstein MLE's Perspective

Abstract

The process of inclusion (understood not only as the inclusion of special needs) passes through the elements of a psychological-relational and cognitive character, or behaviors mediated by cognition and metacognition. Therefore, the role of the teacher is crucial in designing learning environments that promote inclusion through the development of relational, cognitive and metacognitive potential of students and in seeking the means to appreciate their added value. This paper focuses on models that allow the analysis of the pedagogical affordances (especially cognitive) of the VW and proposes the use of the assumptions of Feuerstein's Mediated Learning Experience (MLE); the goal is to help the teacher/ mediator to foster in the student the development of cognitive potential and make her find strategies and behavior transferable in the natural world. All this in order to promote the growth of young people interested in caring mankind and the world.