Everyone have to ask himself: what is my ‘learning identity’ and the training direction should have clear the expected learning identity and how to improve it. Gee (2004) developed a theory of ‘tripartite’ identity , based on experiences of video gaming comprising:
1. The real identity: who we are in the physical word
2. The virtual identity: who we are in the virtual space. Where virtual self should be able to ‘inherit’ some of our real attributes
3. The projected identity: which is developed through engaging with the character, trough the interaction of the first two identities.
Some authors talk about the creation of an AVATAR moving toward its project, as in the Second Life.
This clearly means for the didactic staff to help the learners to ‘extend’ their own self moving on the ‘projected identity’: the ‘career plan’ in the ASVI-TSM methodology, is a good example: the ‘dream’ is the extension and the plan the way to go toward changes in one’s identity.
There are some important feature in the learning identity: one of the most important is considering oneself as a LEARNING RESOURCE FOR THE OTHERS. So one must be transparent in front of peer and tutor. We are going on ‘networked learning communities’ (Simons and Wenger, 2006), where the traditional teacher-tutor-student relationship is under tension and role confusion may occur.
What are ASVI-TSM main points concerning the ‘learning identity’ expected by our ‘worldwide’ students? A lot, but the most important is the ‘TRANSFORMATIONAL ATTITUDE’ (do you remember ASVI – TSM is an organization for social ‘transformation ?).
What are the ingredients part of it?
