Re/membering Pedagogical Spaces

2013 ◽  
pp. 1-13
Author(s):  
Erica McWilliam ◽  
Charlie Sweet ◽  
Hal Blythe
Keyword(s):  
21St Century ◽  
Academic Environment ◽  
Pedagogical Model ◽  
21St Century Classroom ◽  
Educational Spaces ◽  
The World ◽  
Open Debate ◽  
The Creation ◽  
Use Of Knowledge

Educational spaces across the world largely continue to be designed with little variance from the traditional industrial classroom model, and pedagogies seem stuck somewhere between the Sage-on-the-Stage, lecture-dominated paradigm, and the Guide-on-the-Side, in which the instructor acts primarily as an aide watching, encouraging, and monitoring students working on projects individually or in groups. Rather than “reinventing the wheel,” the authors argue for an academic environment based on the British coffee house or French café of the 18th and 19th centuries. Not only should this 21st-century classroom offer an innovative melding of space and technology but also introduce a new pedagogical model. The Meddler-in-the-Middle model repositions the teacher and students as co-facilitators in the creation and use of knowledge in an environment where bodies move seamlessly in and out of collegial collaborations filled with free-to-fail open debate.

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

scholarly journals Reforming Police: Opportunities, Drivers and Challenges

2005 ◽  
Vol 38 (2) ◽  
pp. 167-180 ◽  
Author(s):  
Philip C. Stenning ◽  
Clifford D. Shearing
Keyword(s):  
20Th Century ◽  
19Th Century ◽  
21St Century ◽  
Special Issue ◽  
Quiet Revolution ◽  
The World ◽  
The Creation ◽  
The 19Th Century ◽  
Different Parts

A few years ago, David Bayley and Clifford Shearing (1996) argued that at the end of the 20th century we were witnessing a ‘watershed’ in policing, when transformations were occurring in the practices and sponsorship of policing on a scale unprecedented since the developments that heralded the creation of the ‘New Police’ in the 19th century. In this special issue of the journal, we and our fellow contributors turn our attention to a somewhat neglected aspect of this ‘quiet revolution’ in policing (Stenning & Shearing, 1980), namely the nature of the opportunities for, and challenges posed by, the reform of policing in different parts of the world at the beginning of the 21st century. Our attention in this issue is particularly focused on the opportunities, drivers and challenges in reforming public (state-sponsored) police institutions.

scholarly journals PEDESTRIAN BRIDGES AS ELEMENTS OF THE NEW URBAN IDENTITY OF CITIES

2021 ◽  
Vol 12 (22) ◽  
pp. 14-28
Author(s):  
Željka Jurković ◽  
◽  
Željko Koški ◽  
Danijela Lovoković ◽  
◽  
...  
Keyword(s):  
21St Century ◽  
Infrastructure Projects ◽  
Original Design ◽  
Urban Identity ◽  
Pedestrian Bridge ◽  
Pedestrian Bridges ◽  
The World ◽  
The Creation ◽  
The City

By the start of the 21st century, the majority of the world’s population was living in cities. Therefore, a top priority has been solving the problem of connecting parts of the city divided by traffic infrastructure in the shortest possible manner by using pedestrian paths. The aim of this study was to analyze, systematize, and typologically define the specific types of structures that make this possible, specifically pedestrian bridges located above roads and railway corridors. The primary and secondary requirements that must be met when designing a pedestrian bridge were identified, and an analysis and comparison of examples of constructed pedestrian bridges in Croatia and the world are herein presented. The results of this study enable the conclusion that, in recent times, in the age of the spectacle society and spectacle architecture, pedestrian bridges are simultaneously deemed architecture, engineering, and infrastructure projects. They are becoming new elements in a city’s image and contribute to the creation of a new urban identity. The original design of pedestrian bridges fosters the use of different construction systems and materials in accordance with technical and technological advancements in construction.

scholarly journals Paladsrevolutioner

1970 ◽  
pp. 25
Author(s):  
Lars Morell
Keyword(s):  
21St Century ◽  
Modern Art ◽  
Art Museum ◽  
Museum Of Modern Art ◽  
Processes Of Change ◽  
The World ◽  
The Creation

Palace-revolutions When a collection is established, one must find, in the process of collecting, a balance between the uniqueness of objects and being able to demonstrate their mutual connection. When old pictures of the world break down, new connections between the objects emerge and the exhibitions must be re-edited. The essay examines three processes of change: the creation of the historically ordered museum, the formation of the museum of modern art and the change of the art museum on the eve of the 21st century. 

Preparing Teachers to Immerse Students in Multimodal Digital Writing Opportunities

2014 ◽  
pp. 499-519
Author(s):  
Rachel Karchmer-Klein ◽  
Valerie Harlow Shinas ◽  
Sohee Park
Keyword(s):  
Teacher Education ◽  
Writing Instruction ◽  
21St Century ◽  
Teacher Educators ◽  
Writing Skills ◽  
Digital Writing ◽  
Graduate Course ◽  
21St Century Classroom ◽  
The World ◽  
Pedagogical Approaches

Writing instruction in the 21st century must attend to ways that the multimodal nature of digital texts transforms consumption and production of text. With that in mind, the purpose of this chapter is to forward a framework for multimodal writing instruction that informs teacher education. In this chapter, the authors provide an overview of multimodality and suggest pedagogical approaches to prepare educators to teach digital writing skills. Second, they discuss a graduate course on multimodality, illustrating a pedagogical framework for teaching educators to recognize and apply multimodality in their teaching. Understanding gleaned from this chapter will illuminate the ways that teachers and teacher educators can approach writing instruction for the 21st century classroom that takes into account the literacy demands of the workplace and the world in which we live.

Psychology from Egyptian, Arab, and Islamic Perspectives

1997 ◽  
Vol 2 (4) ◽  
pp. 356-365 ◽  
Author(s):  
Fouad A-L.H. Abou-Hatab
Keyword(s):  
Professional Identity ◽  
21St Century ◽  
The West ◽  
Islamic Perspective ◽  
National Heritage ◽  
Western Psychology ◽  
The World ◽  
The One

This paper presents the case of psychology from a perspective not widely recognized by the West, namely, the Egyptian, Arab, and Islamic perspective. It discusses the introduction and development of psychology in this part of the world. Whenever such efforts are evaluated, six problems become apparent: (1) the one-way interaction with Western psychology; (2) the intellectual dependency; (3) the remote relationship with national heritage; (4) its irrelevance to cultural and social realities; (5) the inhibition of creativity; and (6) the loss of professional identity. Nevertheless, some major achievements are emphasized, and a four-facet look into the 21st century is proposed.

Dancing Across the World Wide Web: Advocacy in the 21st Century

2009 ◽  
Author(s):  
Blair Williams Cronin ◽  
Ty Tedmon-Jones ◽  
Lora Wilson Mau
Keyword(s):  
World Wide Web ◽  
21St Century ◽  
World Wide ◽  
The World

Examining age and experience differences in use of knowledge in the world in everyday technology interactions

2011 ◽  
Author(s):  
Marita A. O'Brien ◽  
Kristin Weger ◽  
Mary E. DeFour ◽  
Sarah M. Reeves
Keyword(s):  
The World ◽  
Use Of Knowledge

Globalization and interconfessional communications

2001 ◽  
pp. 13-17
Author(s):  
Serhii Viktorovych Svystunov
Keyword(s):  
21St Century ◽  
Global Economy ◽  
Modern World ◽  
The World ◽  
Target Set ◽  
Almost All ◽  
Over Time ◽  
Rapid Appearance

In the 21st century, the world became a sign of globalization: global conflicts, global disasters, global economy, global Internet, etc. The Polish researcher Casimir Zhigulsky defines globalization as a kind of process, that is, the target set of characteristic changes that develop over time and occur in the modern world. These changes in general are reduced to mutual rapprochement, reduction of distances, the rapid appearance of a large number of different connections, contacts, exchanges, and to increase the dependence of society in almost all spheres of his life from what is happening in other, often very remote regions of the world.

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