<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The universality of the educational activities must be in agreement with a series of systems that involve the universality of the subjects who learn and their physical, mental, belief, race and religion differences. The possibilities promoted by an immersive education —made of stimuli aimed at transformation through the use of virtual environments and tools for the use of 3D 360° —are constituted as tools that better interpret the empathic and neurocognitive characteristics of the subjects and therefore the substratum an apprentice on which the cultural dimension is placed, this finding crosses the Universal Design for Learning. Proceeding towards the organization of modular and modular three-dimensional virtual environments responds to all the needs connected to the subject’s formation and constitutes a surprising integrative and inclusive tool in the explanation of the implicit processes of knowledge. We intend to start an experimental phase of study for the possibilities offered verification by this integration, using Federico 3DSU virtual platform to create in its interior, virtual environments involving nine guidelines in CAST in 2008, as well as check out the possibilities pedagogical-didactic.</p></abstract>

The universality of the educational activities must be in agreement with a series of systems that involve the universality of the subjects who learn and their physical, mental, belief, race and religion differences. The possibilities promoted by an immersive education —made of stimuli aimed at transformation through the use of virtual environments and tools for the use of 3D 360° —are constituted as tools that better interpret the empathic and neurocognitive characteristics of the subjects and therefore the substratum an apprentice on which the cultural dimension is placed, this finding crosses the Universal Design for Learning. Proceeding towards the organization of modular and modular three-dimensional virtual environments responds to all the needs connected to the subject’s formation and constitutes a surprising integrative and inclusive tool in the explanation of the implicit processes of knowledge. We intend to start an experimental phase of study for the possibilities offered verification by this integration, using Federico 3DSU virtual platform to create in its interior, virtual environments involving nine guidelines in CAST in 2008, as well as check out the possibilities pedagogical-didactic.

Universal Design for Learning: the relationship between subjective simulation, virtual environments, and inclusive education

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The universality of the educational activities must be in agreement with a series of systems that involve the universality of the subjects who learn and their...

Universal Design for Learning: the relationship between subjective simulation, virtual environments, and inclusive education

Publié en ligne: 02 mars 2019

Pages: 42 - 48

DOI: https://doi.org/10.1515/rem-2018-0006

Mots clés
Inclusive Education, Teaching and Learning, Universal Design for Learning, virtual environments, subjective education

© 2018 Alessandro Ciasullo, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Universal Design for Learning: the relationship between subjective simulation, virtual environments, and inclusive education

Publié en ligne: 02 mars 2019

Pages: 42 - 48

DOI: https://doi.org/10.1515/rem-2018-0006

Mots clésInclusive Education, Teaching and Learning, Universal Design for Learning, virtual environments, subjective education

© 2018 Alessandro Ciasullo, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
Inclusive Education, Teaching and Learning, Universal Design for Learning, virtual environments, subjective education