Learning Environments for 21st Century Adult Lifelong Learners

2015 ◽  
pp. 1683-2130
Author(s):  
Sabrina Leone
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Lifelong Learners

Integrating Augmented Reality Into the Workshop Model Remote Learning Classroom

2021 ◽  
pp. 181-191
Author(s):  
Patience Ndidi Onyegwara
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Environments ◽  
21St Century ◽  
Decision Makers ◽  
Lifelong Learners ◽  
Effective Utilization ◽  
Global Pandemic ◽  
Workshop Model ◽  
Problem Solvers

The global pandemic has forced schools across the globe to go to online learning environments. This chapter describes the potential of integrating augmented reality technologies into a virtual immersive workshop model of instruction. Effective utilization and integration of these immersive tools in the workshop model has the potential to develop learners' 21st century skills to be decision makers, problem solvers, lifelong learners, creators, innovators, and to think critically in solving problems.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

1995 Presidential Address: What Sociologists are Learning about the Next Generation of Students: Are We Prepared to Teach in the 21st Century?

1996 ◽  
Vol 39 (4) ◽  
pp. 437-446 ◽  
Author(s):  
Jane E. Prather
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Collective Behavior ◽  
Presidential Address ◽  
Value Added ◽  
School Age Children ◽  
School Age ◽  
Educational Crisis ◽  
Educational Challenges ◽  
University Level

Predicting that by the 21st century the majority of students will not be prepared for university level curricula, this address raises a major challenge to sociologists: what action are we willing to take now to improve the preparation of future students? Smelser's value-added theory of collective behavior provides the framework for examining this educational crisis. Analyses of the learning environments of the very young and school-age children and of the school difficulties of teenagers provide evidence that an educational crisis is imminent. In closing, I suggest actions sociologists can advocate to meet the educational challenges of the next century.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

iPad Usage and Appropriate Applications

2017 ◽  
pp. 185-212
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

scholarly journals Affective Characteristics for 21st Century Learning Environments: Do They Matter?

2020 ◽  
Vol 14 (12) ◽  
pp. 186
Author(s):  
Su Luan Wong
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Current Literature ◽  
Education System ◽  
Student Behavior ◽  
Formal Education ◽  
Positive Impact ◽  
21St Century Learning ◽  
First Century ◽  
Affective Characteristics

<p class="0abstract">Twenty-first century learners are media-centric and heavily reliant on technology. Internet-accessible resources are always at the students’ finger-tips and they learn through such resources anywhere, anytime. Unfortunately, formal education in most part of Asia remains largely examination focused given the immense pressure to obtain paper qualifications. Our challenge today is how do we make students learn on their own volition? How do we then sustain learning when the education system is still very much examination-centric? Success in learning is not always dependent on the ways students are taught in the classroom or the tools they use to learn but can be very much affected by the learners’ affective characteristics. This paper highlights two selected affective characteristics — attitudes and interest, as previous and current literature continue to suggest their positive impact on student behavior including learning.</p>

scholarly journals Lifelong Learning: A Review

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Mina Khatibi ◽  
Mahbobeh Fouladchang
Keyword(s):  
Lifelong Learning ◽  
21St Century ◽  
Review Article ◽  
Lifelong Learners ◽  
Left Behind ◽  
The Past ◽  
Google Search

“Lifelong learning” has become a popular topic over the past several years. A Google search of the term “lifelong learning” resulted in 11,000,000 hits. There have been thousands of papers on lifelong learning published in recent years and there are several journals devoted either entirely or in part on lifelong learning (Fischer, 2000). Learning can no longer be dichotomized into a place and time to acquire knowledge (school) and a place and time to apply knowledge (the workplace). Today’s citizens are flooded with more information than they can handle, and tomorrow’s workers will need to know far more than any individual can retain (Bosco, 2007).Our world is changing around us in such a frantic pace that if we do not continue to grow and develop,we will soon be left behind. In the 21st century, we all need to be lifelong learners. We need to continually keep our skills sharp and up to date so that we have an edge in all we do. Of course, we all have a natural desire to learn for adapting to change, enriching and fulfilling our lives (Claxton and Lucas, 2009). This review article is an attempt to present the main advantages which follow lifelong learning.

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