Following social constructivism, the Metaverse can be seen as a “boundary object,” allowing “interpretative flexibility” across communities while maintaining a “common identity” to facilitate interactions and consensus. Understanding the social construction of the Metaverse requires acknowledging diverse perspectives that shape the discourse surrounding it. This research employed an internet-based Q methodology study to examine such “boundaries” within the Metaverse discourse. The study involved 46 participants from 14 countries and diverse sectors within the global Metaverse industry, who engaged in online card ranking exercises using statements covering five essential aspects of the Metaverse: Terminology, Cultural Values, Societal Impact, Economics, and Regulation. The factor analysis revealed four prominent frames of perspective: 1) Debating Liberal Globalism; 2) Critiques of the Metaverse as a Threat to Humanity; 3) The Metaverse as Neoliberalization; and 4) the New Prometheans: Techno-Optimism in the Digital Revolution. These frames underscore polarized perceptions related to the political-economic aspects of Metaverse development, particularly concerning affordability, infrastructure limitation, and digital literacy, all crucial for preventing global divisions. The findings contribute to policy dialogues focused on the social impact of technology innovation. Additionally, this research provides hands-on experience in designing and implementing a digitalized Q methodology, resulting in more systematic and transparent Q exercise procedures.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
DOCUMENT
At this critical moment in time, April 2020, when we are living with the cataclysmic event of Covid-19, television – a medium declared almost dead at the beginning of this millennium – has become a vital resource for solace, daydreaming, social ritual, knowledge and storytelling. In conditions of lockdown, we turn towards television, not away from it (Ellis, 2020; Negra, 2020). We are checking news on national channels, and tuning to live broadcasting for campaigns to help the health services and communities in need, such as with the globally broadcast One World: Together At Home special. We are curling up on the sofa to engage with gripping drama, like Ozark streaming on Netflix, re-watching favourite series from the beginning, such as Buffy or Breaking Bad, and taking part in television quiz shows like Pointless, even watching repeats, to recreate a pub quiz atmosphere in the living room. On a darker note, we are also overloaded with corona news; the ritual evening news bulletin can be a source of anxiety and a cause of sleeplessness. Television infrastructure can break down, from broken satellite dishes to lost remote controls, which are tricky to fix when technicians are not so readily available to help; and television can be an economic burden. The cost of streaming Breaking Bad can push the limits of monthly contracts and data packages. Television both lightens and darkens the mood of domestic spaces and social relations in lockdown culture.
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