Online Games for 21st Century Skills

2009 ◽  
pp. 1400-1426
Author(s):  
Lisa Galarneau ◽  
Melanie Zibit
Keyword(s):  
20Th Century ◽  
21St Century ◽  
21St Century Skills ◽  
Online Games ◽  
Dynamic Processes ◽  
Educational Systems ◽  
Natural Development ◽  
The Future

20th century visionaries foresaw that mastery of the dynamic processes underpinning the acquisition and manipulation of knowledge would be critical in the 21st century. Formal educational systems have not yet changed to facilitate the development of these necessary capabilities, and so people of all ages are developing them through a variety of digitally mediated mechanisms. Online games offer one area in which to examine patterns of spontaneously occurring phenomena that represent the natural development of such capabilities. This chapter reviews the character of, and need for, 21st century skills. It also illuminates existing digital domains in which these skills develop organically. Peering through the window of the present into the future, we see that envisioning change in education means taking a long look at what activity produces those skills, regardless of whether that activity is taking place in a formal setting or within entertainment-based worlds where the skills are learned incidentally through play.

Online Games for 21st Century Skills

2011 ◽  
pp. 1874-1900 ◽  
Author(s):  
Lisa Galarneau ◽  
Melanie Zibit
Keyword(s):  
20Th Century ◽  
21St Century ◽  
21St Century Skills ◽  
Online Games ◽  
Dynamic Processes ◽  
Educational Systems ◽  
Natural Development ◽  
The Future

20th century visionaries foresaw that mastery of the dynamic processes underpinning the acquisition and manipulation of knowledge would be critical in the 21st century. Formal educational systems have not yet changed to facilitate the development of these necessary capabilities, and so people of all ages are developing them through a variety of digitally mediated mechanisms. Online games offer one area in which to examine patterns of spontaneously occurring phenomena that represent the natural development of such capabilities. This chapter reviews the character of, and need for, 21st century skills. It also illuminates existing digital domains in which these skills develop organically. Peering through the window of the present into the future, we see that envisioning change in education means taking a long look at what activity produces those skills, regardless of whether that activity is taking place in a formal setting or within entertainment-based worlds where the skills are learned incidentally through play.

Online Games for 21st Century Skills

2011 ◽  
pp. 59-88 ◽  
Author(s):  
Lisa Galarneau ◽  
Melanie Zibit
Keyword(s):  
20Th Century ◽  
21St Century ◽  
21St Century Skills ◽  
Online Games ◽  
Dynamic Processes ◽  
Educational Systems ◽  
Natural Development ◽  
The Future

As foreseen by visionaries in the 20th century, mastery of the dynamic processes that underpin the acquisition and manipulation of knowledge is quickly becoming a critical capability in the 21st century. Our formal educational systems do not tend to facilitate the development of these capabilities, yet people of all ages are developing them via a variety of digitally-mediated mechanisms. Online games offer one area of exploration for spontaneously-occurring phenomena that represent the natural development of such literacy. This chapter reviews the need for 21st-century skills and illuminates existing digital domains in which these skills develop organically. Peering through the window of the present into the future, we present a view that envisioning change means taking a long look at what is working now, regardless of whether that activity is taking place in a formal setting or within entertainment-based worlds where the skills are mandatory for mastery, but learned incidentally through play.

scholarly journals Upper Colorado River Basin 20th century droughts under 21st century warming: Plausible scenarios for the future

2021 ◽  
Vol 21 ◽  
pp. 100206
Author(s):  
Connie A. Woodhouse ◽  
Rebecca M. Smith ◽  
Stephanie A. McAfee ◽  
Gregory T. Pederson ◽  
Gregory J. McCabe ◽  
...  
Keyword(s):  
20Th Century ◽  
River Basin ◽  
21St Century ◽  
Colorado River ◽  
Colorado River Basin ◽  
Upper Colorado River Basin ◽  
The Future

Technology and Disabilities in the Century Ahead

2011 ◽  
pp. 2077-2081
Author(s):  
Ray Kurzweil
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Current Level ◽  
Rate Of Change ◽  
The World ◽  
The Future ◽  
The Disabled ◽  
Speed Up ◽  
Technology Trends ◽  
Over Time

I have been involved in inventing since I was five, and I quickly realized that for an invention to succeed, you have to target the world of the future. But what would the future be like? To find out, I became a student of technology trends and began to develop mathematical models of different technologies: computation, miniaturization, evolution over time. I have been doing that for 25 years, and it has been remarkable to me how powerful and predictive these models are. Now, before I show you some of these models and then try to build with you some of the scenarios for the future—and, in particular, focus on how these will benefit technology for the disabled—I would like to share one trend that I think is particularly profound and that many people fail to take into consideration. It is this: the rate of progress—what I call the “paradigmshift rate”—is itself accelerating. We are doubling this paradigm-shift rate every decade. The whole 20th century was not 100 years of progress as we know it today, because it has taken us a while to speed up to the current level of progress. The 20t h century represented about 20 years of progress in terms of today’s rate. And at today’s rate of change, we will achieve an amount of progress equivalent to that of the whole 20th century in 14 years, then as the acceleration continues, in 7 years. The progress in the 21st century will be about 1,000 times greater than that in the 20th century, which was no slouch in terms of change.

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

scholarly journals Drama in Ho Chi Minh City literature and art life

2015 ◽  
Vol 18 (4) ◽  
pp. 47-60
Author(s):  
Thuy Trung Luu
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Performance Art ◽  
Early Time ◽  
High Time ◽  
Ho Chi Minh City ◽  
Late 20Th Century ◽  
Early 21St Century ◽  
The Future ◽  
History Of

In the history of Vietnamese drama, Saigon was one of the places absorbing Western drama from the early time. Although drama in Saigon-Ho Chi Minh City didn’t develop in a smooth and straight way, it was a continuous and unbroken process. This process brought in strong development of drama in Ho Chi Minh city in two decades of the late 20th century and the early 21st century. However, in recent years, drama in Ho Chi Minh City seems to proceed slowly, which reflects some irrational aspects from drama script, performance art to performance operation. Therefore, it’s high time to review the whole history of drama in Saigon-Ho Chi Minh City to collect experiences for the steady development of drama in this City in the future.

scholarly journals Drought assessment and trends analysis from 20th century to 21st century over China

2015 ◽  
Vol 371 ◽  
pp. 89-94 ◽  
Author(s):  
X. L. Yang ◽  
L. L. Ren ◽  
R. Tong ◽  
Y. Liu ◽  
X. R. Cheng ◽  
...  
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Climate Models ◽  
Local Economic Development ◽  
Standardized Precipitation Index ◽  
Cmip5 Models ◽  
Climate Projections ◽  
Future Period ◽  
Drought Assessment ◽  
The Future

Abstract. Droughts are becoming the most expensive natural disasters in China and have exerted serious impacts on local economic development and ecological environment. The fifth phase of the Coupled Model Intercomparison Project (CMIP5) provides a unique opportunity to assess scientific understanding of climate variability and change over a range of historical and future period. In this study, fine-resolution multimodel climate projections over China are developed based on 7 CMIP5 climate models under RCP8.5 emissions scenarios by means of Bilinear Interpolation and Bias Correction. The results of downscaled CMIP5 models are evaluated over China by comparing the model outputs with the England Reanalysis CRU3.1 from 1951 to 2000. Accordingly, the results from the output of downscaled models are used to calculate the Standardized Precipitation Index (SPI). Time series of SPI has been used to identify drought from 20th century to 21st century over China. The results show that, most areas of China are projected to become wetter as a consequence of increasing precipitation under RCP8.5 scenarios. Detailed examination shows that the SPI show a slightly increasing trend in the future period for the most parts of China, but drought in Southwest region of China will become the norm in the future RCP8.5 scenarios.

scholarly journals Data-Driven Identification of Skills for the Future: 21st-Century Skills for the 21st-Century Workforce

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402091590 ◽  
Author(s):  
Alvin Vista
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Data Driven ◽  
Theoretic Approach ◽  
Graph Theoretic ◽  
Graph Theoretic Approach ◽  
The World ◽  
The Future ◽  
Occupational Transitions

The world is rapidly changing, and the systemic shifts have the potential to affect the nature of work. To prepare the workforce, it is crucial to develop the skills that will be necessary for the unpredictable landscape of the future. Before these skills can be developed, however, they have to be identified and quantified through some form of valuation. It is important that the approach to skills valuation is empirically defensible. This article presents an approach to skills valuation that focuses on the extent to which a skill facilitates occupational transitions as its measure of value. This valuation metric is then developed using a graph-theoretic approach. Results show that this valuation reflects skills-importance that aligns with existing skills valuation in the literature. Limitations of this approach and its potential extensions are discussed.

21st Century Skills and Competences

2021 ◽  
pp. 1-16
Author(s):  
Regina Celia Baptista Belluzzo ◽  
Marcia Rosetto
Keyword(s):  
20Th Century ◽  
21St Century ◽  
21St Century Skills ◽  
Social Impact ◽  
Three Dimensional ◽  
Information Communication ◽  
Digital World

It is remarkable how quickly social and technological transformations have been occurring since the end of the 20th century, evolving in different stages and subsequently expanded in this 21st century. These changes have been promoting new social and behavioral structures and require different skills and competences to deal with the impacts and challenges that result from them. The chapter presents a brief discussion on the importance and relevance of what skills and competencies are required in the 21st century, the definitions and concepts found in the literature, and proposes a three-dimensional view that consists of the dimensions of information, communication, and ethics and their social impact in the digital world.

The Four C's, Constructivism, and Digitizing Curriculum

2021 ◽  
pp. 65-86
Author(s):  
Amy Earl ◽  
Vicki Anne Carbee ◽  
Karina Becerra-Murillo ◽  
Amanda Marie Evans
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Industrial Revolution ◽  
Educational Systems ◽  
Educational Practices ◽  
Fourth Industrial Revolution ◽  
Global Workforce ◽  
The World ◽  
Integrate Technology

It is estimated that by 2055 humans will have entered the fourth industrial revolution, a period where technology devices will replace or redefine the human workforce. In preparation, countries around the world have transitioned their educational practices to address the needs of the ever-changing global economy and technology advancements. This shift towards preparing a technology literate workforce is frequently referred to as 21st century skills, the implementation of curriculum which meets the projected needs of learners in the future workforce. Although educators are encouraged to integrate technology in training to better equip the learner in navigating the continuously evolving digital workspace, how this is done is less clear. The purpose of this chapter is to share an inclusive method of how educational systems can digitize constructivism with 21st century skills to ensure all students are prepared for the global workforce.

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