Performing art-based methodology to improve online learning experiences

The recent breakthroughs of Embodied Cognition Science reaffirm the centrality and inseparability of the cognitive, bodily and emotional dimension within learning processes. Considering this, the constitutive paradigms of teaching have been revisited to design distance learning within a new Umwelt, a spatial environment that, even in the distance and with the presence of new technologies, establishes itself as a relational environment that is capable of generating empathetic processes. The necessary properties useful for creating a learning environment capable of generating the perception of the empathic relationship reside in the quality of the atmosphere and in the consideration of almost things. Much of what happens in the course of our interpersonal relationships would be the result of the ability to create a we-centric space, the result of the activity of embodied simulation. As Gallese [3] argues, when human beings observe the behavior of others they are exposed to a variety of expressions. These expressions are not resolved solely in the typology of the observed actions, but also include the emotions and sensations that accompany these actions, automatically creating an interpersonal affective bond endowed with meaning.