Being a Post-Learner With Virtual Worlds

2019 ◽  
pp. 185-204 ◽  
Author(s):  
Ferhan Şahin ◽  
Ezgi Doğan
Keyword(s):  
21St Century ◽  
Virtual Worlds ◽  
Learning Transfer ◽  
Human Life ◽  
Learning Processes ◽  
Artificial Organs ◽  
Learning Context ◽  
3 Dimensional

Transhumanism, which emerges as a movement of thought, stands out with the developments such as artificial organs, brain-to-brain knowledge and learning transfer and smart robots in the 21st century. One of these technologies, where we see early applications with the goal of reaching the post-human, is the virtual worlds. Some features of the post-humans, which can now be experienced through 3 dimensional immersive virtual worlds in a certain scale, also reveal the fact that the existing virtual worlds are a limited simulation of a transhumanist future. While the virtual worlds and transhumanism perspective is expected to be effective in various areas of human life, it will be inevitable for these effects to manifest themselves in learning processes. In this sense, evaluation of surrounding learning by virtual worlds is the main objective of this chapter. For this purpose, virtual worlds in transhumanism age were tried to be evaluated under learning context by using anime series and film samples which are yet considered as sci-fi.

Odyssey without Nostos, or, From Globe to Planet

2018 ◽  
Vol 9 (1) ◽  
pp. 147-156
Author(s):  
Hans-Christian von Herrmann
Keyword(s):  
21St Century ◽  
Human Life ◽  
Science And Technology ◽  
Ancient Greek ◽  
Cosmic Scale

We are witnessing a return of cosmology in 20th and 21st century thinking. It is cosmology in the ancient greek sense of the word which addressed the entirety of what surrounds and carries us. Another term for this ongoing transformation is the ›planetary‹ which isn’t simply a synonym for the ›global‹. The planetary means a kind of boundless pervasion based on science and technology and transposing planet earth and human life from a culture-historical to a cosmic scale.

Some Anthropological Consequences of the Pandemic: Easter Release, Wet Markets, Invisible Victims and Violence Issues

2020 ◽  
pp. 81-87
Author(s):  
A. Asmolov ◽  
G. Soldatova ◽  
S. Sorokina
Keyword(s):  
21St Century ◽  
Human Life ◽  
Cross Cultural ◽  
Mutual Assistance ◽  
New Look

Experience in cross-cultural monitoring of pandemic and infodemic images. The new look of “Witches of the 21st Century”: virus vs religion. “We are in the same boat”: the rhetoric of mutual assistance, and not the opposition “friends or foes”. Visible and invisible victims. Deferred Risk Strategy: Help Only the “Visible Victim”. The dangers of temptation are simple solutions. A pandemic situation — a situation of destruction of public rules? The value of human life as a factor in preventing violence.

scholarly journals Ten Famous Composers of the Romantic Era and their Cause of Death

2021 ◽  
Author(s):  
Ernest K.J. Pauwels
Keyword(s):  
Medical Research ◽  
Cause Of Death ◽  
21St Century ◽  
Causes Of Death ◽  
Human Life ◽  
Modern Medicine ◽  
Expression Of Emotion ◽  
The World ◽  
Romantic Era ◽  
Clinically Significant

The musical composers in the Romantic Era (1800-1910) strived for compositions that expressed human life, including happiness, harmony and despair. They lived in a period in which freedom of thinking, expression of emotion and inspiration by nature predominate. During this period, intensive trading with other parts of the world brought new microorganisms along, which made infections and epidemics very common. This article serves to address the cause of death and relevant biographic data of a number of well- known Romantic composers. Primarily, this review refers to clinically significant findings using reports that were retrieved from Pubmed, Embase and Google over the 19th, 20th and 21st century till 14th June 2021. Here, this text dwells on diseases and the cause of death of ten composers, namely Mozart, Beethoven, Chopin, Schubert, Schumann, Mendelssohn, Brahms, Liszt, Mahler and Bruckner. It is evident that, in the sight of modern medicine, symptoms and forensic facts are not complete, but witnesses' reports and recent medical research have provided passable and plausible clarity. Although many questions will remain unanswered, it appears that the diseases of these composers and their causes of death have their origins in alcohol abuses, age, epidemics (like tuberculosis) and syphilis.

scholarly journals Exploring Liminal Practices in Art, Technology, and Science

2018 ◽  
pp. 65-83
Author(s):  
Denise Doyle
Keyword(s):  
Virtual Worlds ◽  
Human Life ◽  
Science And Technology ◽  
Digital Object ◽  
Time And Space ◽  
New Approach

This chapter interrogates the notion of the liminal in relation to the virtual and the imaginary through a consideration of the field of art, science, and technology and current creative practices in virtual worlds and avatar-mediated space. In particular, the art project Meta-Dreamer (2009) is considered through the manifestation of the avatar as digital object. In its attempt to explore the experience of “living between worlds,” it reflects the concerns of contemporary arts practice exploration of time and space relationships. The art project is re-examined in light of key arguments in the provocative text Liminal Lives (Squier, 2004) that advocates a new approach to the liminal in light of current biomedicine and the shifting and emergent qualities of contemporary human life.

Spotlight: 21st Century Skills in Latin America and the Caribbean

2021 ◽  
Author(s):  
Christopher Petrie ◽  
Clara García-Millán ◽  
María Mercedes Mateo-Berganza Díaz
Keyword(s):  
Latin America ◽  
21St Century ◽  
21St Century Skills ◽  
Economic Conditions ◽  
Development Bank ◽  
Learning Context ◽  
Long Run ◽  
The World ◽  
The Caribbean ◽  
Insight Into

There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.

Unraveling a Progressive Inquiry Script in Persistent Virtual Worlds

2016 ◽  
pp. 610-647
Author(s):  
Nikolaos Pellas
Keyword(s):  
Virtual Worlds ◽  
Three Dimensional ◽  
Cognitive Learning ◽  
Learning Processes ◽  
Learning Theories ◽  
Instructional Format ◽  
Teaching Models ◽  
Knowledge Practices ◽  
Collaborative Processes ◽  
Progressive Inquiry

The radical utilization of collaborative learning processes in Three-Dimensional (3D) multi-user virtual worlds has been widely investigated. However, a study to delineate a comprehensive pedagogical model aimed at facilitating the same productive-argumentative knowledge practices is still lacking. This chapter presents the most reliable principles of contemporary socio-cognitive learning theories and teaching models. These socio-cognitive constructs can reinforce the majority of collaborative social-cultural students' pursuits and capabilities in the learning process in order to better handle their cohesion or coordination with other peers in 3D multi-user virtual worlds. Consequently, with the adaptation of the Progressive Inquiry (PI) teaching model, this chapter proposes a novel framework for the implementation of this model in online collaborative processes that can be held in 3D multi-user virtual worlds. Educational implications for a reputable instructional format with the conjunction of the PI model and further suggestions are also discussed.

3D Virtual Worlds

2013 ◽  
pp. 194-213 ◽  
Author(s):  
Sean Goggins ◽  
Matthew Schmidt ◽  
Jesus Guajardo ◽  
Joi L. Moore
Keyword(s):  
Virtual Worlds ◽  
Physical Space ◽  
Environment Design ◽  
Distributed Work ◽  
Gaming Industry ◽  
3 Dimensional ◽  
Tool Evaluation ◽  
3D Virtual Worlds ◽  
The Individual ◽  
Collaboration Technologies

Teams meet in 3D virtual worlds more frequently than ever before, yet the tools for evaluating 3D collaboration environments are underdeveloped. To close the 3D collaboration tool evaluation gap, the authors integrate lessons from the gaming industry and distributed work research. They develop two complementary approaches. First, the individual user’s perspective using eye-tracking (ET) is addressed, and second, the collaborative experience of the group using a technique called All-Views-Qualitative-Analysis (AVQA) is evaluated. The latter integrates the points-of-view of all subjects in a small group collaborating on a creative work task in a 3 dimensional virtual world. The authors show how these techniques enable evaluation of 3D environment design from the perspective of human computer interaction theory and theories related to distributed work. The paper discusses why designers should seek ways to leverage the advantages of 3D collaboration technologies and avoid recreating mirrors of physical space in these environments.

Games for Learning and Learning Transfer

2010 ◽  
pp. 113-126 ◽  
Author(s):  
Gearóid Ó Súilleabháin ◽  
Julie-Ann Sime
Keyword(s):  
Deep Learning ◽  
Video Games ◽  
Learning Transfer ◽  
Learning Processes ◽  
Research Practice ◽  
Research Subjects ◽  
Game Play ◽  
Games For Learning ◽  
Extended Practice ◽  
Research Findings

Research findings are at best mixed with regard to the effectiveness of computer and video games in promoting learning transfer or learning, but much of this research makes use of the same unsuccessful methods of classic transfer experiments which offered research subjects limited initial practice in the learning to be transferred. Learning transfer however, like expertise, may need to be based on extended practice, an idea supported by studies of habitual or expert game players and recent non-game related developments in transfer research. Practice however must be joined to a certain kind of game complexity and cognitive or experiential game fidelity before deep learning and instances of significant transfer can be facilitated. Implications of these transfer conditions for the design of games for transfer are discussed as well as the need for research with regard to the various learning processes underlying the game-play behaviour of expert and habitual gamers.

Community music-based structures of learning (CoMu-Based SL): Pedagogical framework for the nurturance of future-ready habits of mind

2019 ◽  
Vol 37 (3) ◽  
pp. 346-369 ◽  
Author(s):  
Pamela Costes-Onishi
Keyword(s):  
Music Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Habits Of Mind ◽  
Community Music ◽  
The Arts ◽  
New Challenges ◽  
Studio Thinking ◽  
Actual Teaching

The landscape in which music is experienced in the 21st century has dramatically changed and scholarship in music education calls for classrooms in which teaching and learning are responsive to the new challenges. Furthermore, within the broader concerns of the place of the arts in the curriculum, the literature calls for empirical evidences grounded in the actual teaching and learning processes in the arts, in order to support claims that they nurture future-ready habits of mind and enhance academic performance. This study responds to these gaps by: (a) adapting the studio thinking framework of Hetland, Winner, Veneema and Sheridan to extract, through grounded theory methods, community music-based structures of learning and observe their corresponding pedagogies to nurture artistic thinking; (b) providing evidence for specific claims of community music such as inclusiveness through evidence of engagement across learner abilities; (c) demonstrating partnerships between community musicians, teachers and researchers; and (d) showing community music’s potential to develop students’ critical musicality.

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