The Educational Approach of Virtual Science Centers

2011 ◽  
pp. 393-422
Author(s):  
Roxane Bernier
Keyword(s):  
Learning Environments ◽  
Scientific Community ◽  
Ethical Issues ◽  
Public Understanding ◽  
Science Centers ◽  
Educational Approach ◽  
Interactive Exhibits ◽  
Hands On ◽  
E Learning ◽  
Community Science

This chapter looks at ways of examining informal e-learning environments to address innovative pedagogy, from two well-known institutions, where the theme of science is promoted within virtual centers, in a manner that is motivating for both online and onsite visitors. The author argues that real-time interactions such as Web casting act as a focus that enriches the people’s interest and thus enhances the notion of Public Understanding of Research (PUR), while “being socialized” through the scientific community. Science centers have recently expanded their mission beyond hands-on interactive exhibits, by adopting a reflective perspective drawn from a multidisciplinary approach to technological progress; that is, covering sociological, political, historical, philosophical and even ethical issues through online conferences and live demonstrations for visitors to become involved in topical debates. This allows them to form their own viewpoints on contemporary concerns ranging from genetic engineering and sustainability to space exploration. Within the diversity of educational resources offered by virtual science centers, it is suggested that museologists should emphasize a comprehensive description of scientific-related matters, tackling subjects, people and places, rather than objects themselves in order to genuinely fulfill a social need and arouse the audience’s curiosity.

Web Casts as Informal E-Learning for Scientific Centers

2011 ◽  
pp. 1184-1193
Author(s):  
Roxane Bernier
Keyword(s):  
Online Education ◽  
Innovative Technology ◽  
Science Centers ◽  
Education Resources ◽  
Interactive Exhibits ◽  
Scientific Institutions ◽  
Hands On ◽  
E Learning ◽  
Multidisciplinary Perspective ◽  
Self Learning

The advent of global digital networking, chiefly the Internet, broadened access to cultural portals with various remote online education resources, providing a unique behind-the scenes view of knowledge, and therefore re-established the visitor’s own ability of self-learning. Science centers capitalized on that development, as they expanded their mission beyond lab assessments and hands-on interactive exhibits using Web casting with explainers; the most recent innovative technology for real-time demonstrations involve real and virtual scientific institutions. Hence, adopting a multidisciplinary perspective covering both the humanities and natural sciences such as biology, heritage, physics, civilization, informatics, theology, medicine, anthropology, and even law for visitors have become involved in topical debates. Web casting allows individuals to form their viewpoints on contemporary concerns ranging from genetic engineering and sustainability to space exploration.

Ultrasound education for medical students using e-learning and self-directed hands-on training

2016 ◽  
Vol 37 (S 01) ◽  
Author(s):  
N Stauffert ◽  
D Hempel ◽  
J Schleifer ◽  
F Recker ◽  
T Schröder ◽  
...  
Keyword(s):  
Medical Students ◽  
Ultrasound Education ◽  
Hands On ◽  
E Learning

Culturally-Sensitive E-Learning Practices for Library Education

2013 ◽  
Author(s):  
Leslie Farmer
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Culturally Sensitive ◽  
Cultural Dimensions ◽  
Educational Model ◽  
Cultural Impact ◽  
Online Learning Environments ◽  
Library Education ◽  
Learning Practices ◽  
E Learning

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

scholarly journals Transdisciplinary AI Observatory—Retrospective Analyses and Future-Oriented Contradistinctions

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 6
Author(s):  
Nadisha-Marie Aliman ◽  
Leon Kester ◽  
Roman Yampolskiy
Keyword(s):  
Ethical Issues ◽  
Descriptive Analysis ◽  
Research Direction ◽  
Short Term ◽  
Safety Critical ◽  
Safety Research ◽  
Hands On ◽  
Near Term ◽  
Ai Safety

In the last years, artificial intelligence (AI) safety gained international recognition in the light of heterogeneous safety-critical and ethical issues that risk overshadowing the broad beneficial impacts of AI. In this context, the implementation of AI observatory endeavors represents one key research direction. This paper motivates the need for an inherently transdisciplinary AI observatory approach integrating diverse retrospective and counterfactual views. We delineate aims and limitations while providing hands-on-advice utilizing concrete practical examples. Distinguishing between unintentionally and intentionally triggered AI risks with diverse socio-psycho-technological impacts, we exemplify a retrospective descriptive analysis followed by a retrospective counterfactual risk analysis. Building on these AI observatory tools, we present near-term transdisciplinary guidelines for AI safety. As further contribution, we discuss differentiated and tailored long-term directions through the lens of two disparate modern AI safety paradigms. For simplicity, we refer to these two different paradigms with the terms artificial stupidity (AS) and eternal creativity (EC) respectively. While both AS and EC acknowledge the need for a hybrid cognitive-affective approach to AI safety and overlap with regard to many short-term considerations, they differ fundamentally in the nature of multiple envisaged long-term solution patterns. By compiling relevant underlying contradistinctions, we aim to provide future-oriented incentives for constructive dialectics in practical and theoretical AI safety research.

Implementation of an E-Learning Academic Elective for Hands-On Basic Surgical Skills to Supplement Medical School Surgical Education

2020 ◽  
Author(s):  
Kevin C. McGann ◽  
Rachel Melnyk ◽  
Patrick Saba ◽  
Julian Joseph ◽  
Roan J. Glocker ◽  
...  
Keyword(s):  
Medical School ◽  
Surgical Education ◽  
Surgical Skills ◽  
Hands On ◽  
E Learning

scholarly journals Ethical issues relating to qualitative research

2005 ◽  
Vol 61 (1) ◽  
Author(s):  
J. Jelsma ◽  
S. Clow
Keyword(s):  
Qualitative Research ◽  
Health Research ◽  
Ethical Issues ◽  
Ethical Principles ◽  
Ethical Review ◽  
Paper Briefly ◽  
Ethical Problems ◽  
Scientific Rigour ◽  
Hands On

Qualitative research or naturalistic research has moved from the sidelines into the mainstream of health research and an increasing number of qualitative research proposals are being presented for ethical review Qualitative research presents ethical problems that which are unique to the intensive hands-on paradigm which characterises naturalistic research. This paper briefly outlines the most common methodologies used in this research. The four ethical principles of benevolence, non-maleficence, autonomy and justice will be used as a framework to explore specific ethical issues related to this form of inquiry. The need for scientific rigour will also be explored as research that is scientifically unsound can never be ethical.

Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab

2014 ◽  
Vol 76 (8) ◽  
pp. 518-523
Author(s):  
Matthew L. Holding ◽  
Robert D. Denton ◽  
Amy E. Kulesza ◽  
Judith S. Ridgway
Keyword(s):  
Scientific Inquiry ◽  
Scientific Community ◽  
Introductory Biology ◽  
Fundamental Component ◽  
Hands On ◽  
Education Levels ◽  
Recent Trends ◽  
Science Curricula ◽  
Biology Lab ◽  
Student Inquiry

A fundamental component of science curricula is the understanding of scientific inquiry. Although recent trends favor using student inquiry to learn concepts through hands-on activities, it is often unclear to students where the line is drawn between the content and the process of science. This activity explicitly introduces students to the processes of science and allows the classroom to become a scientific community where independent studies are performed, shared, and revised. We designed this activity to be relatively independent of the chosen content, allowing instructors to utilize the presented framework for classes of various disciplines and education levels.

scholarly journals A Critical Review about Different Vaccines against Classical Swine Fever Virus and Their Repercussions in Endemic Regions

Vaccines ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 154
Author(s):  
Liani Coronado ◽  
Carmen L. Perera ◽  
Liliam Rios ◽  
María T. Frías ◽  
Lester J. Pérez
Keyword(s):  
Infectious Diseases ◽  
Classical Swine Fever Virus ◽  
Critical Review ◽  
Global Economy ◽  
Scientific Community ◽  
Ethical Issues ◽  
Control Measure ◽  
Classical Swine Fever ◽  
Current Review ◽  
Available Information

Classical swine fever (CSF) is, without any doubt, one of the most devasting viral infectious diseases affecting the members of Suidae family, which causes a severe impact on the global economy. The reemergence of CSF virus (CSFV) in several countries in America, Asia, and sporadic outbreaks in Europe, sheds light about the serious concern that a potential global reemergence of this disease represents. The negative aspects related with the application of mass stamping out policies, including elevated costs and ethical issues, point out vaccination as the main control measure against future outbreaks. Hence, it is imperative for the scientific community to continue with the active investigations for more effective vaccines against CSFV. The current review pursues to gather all the available information about the vaccines in use or under developing stages against CSFV. From the perspective concerning the evolutionary viral process, this review also discusses the current problematic in CSF-endemic countries.

Reply to “Comment on ‘Which Earthquake Accounts Matter?’ by Susan E. Hough and Stacey S. Martin” by David J. Wald

2021 ◽  
Author(s):  
Susan E. Hough ◽  
Stacey S. Martin
Keyword(s):  
Scientific Community ◽  
Recent Article ◽  
Geological Survey ◽  
Data Sets ◽  
Macroseismic Data ◽  
Education Programs ◽  
Socioeconomic Groups ◽  
Science Projects ◽  
Community Science ◽  
The U.S

Abstract We thank David Wald (Wald, 2021; henceforth, W21) for his interest in our recent article (Hough and Martin, 2021; henceforth, HM21). Although different perspectives are vital in science, we are concerned that W21 misrepresents HM21 as an oblique criticism of the U.S. Geological Survey “Did You Feel It?” (DYFI) system, calling for HM21 to be retracted. Readers who are interested in the issues raised by HM21 and the statements made by us therein are referred to that article. In this brief reply, we respond to specific accusations made by W21 and return to the focus of HM21, calling attention to the extent to which macroseismic data sets and inferences drawn from them can be shaped by a lack of representation among individuals whose observations are available to science. HM21 never questioned the benefits of the community science DYFI project to science. HM21 noted, however, and we reiterate here, that community science also potentially benefits the community. Whether or not it matters for science, if participation in community science projects is unrepresentative across socioeconomic groups, it underscores the need for the scientific community to be proactive in its efforts to reach out to groups that have been underserved by current outreach and education programs. We appreciate this opportunity to continue the important conversation about representation.

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