From Looking Environment to Learning Environment: The Networked Aquarium of the 21st Century

2001 ◽  
Vol 35 (1) ◽  
pp. 48-59 ◽  
Author(s):  
Tom Hennes ◽  
Ilan Chabay
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Life Experiences ◽  
Visitor Experience ◽  
Inquiry Based Learning ◽  
Rich Variety ◽  
On Demand ◽  
The Individual

To live up to their goals of education and conservation, as well as to richen the visitor experience, aquariums in the 21st century must become more effective at promoting informal, inquiry-based learning within and surrounding their exhibits. We examine a number of ways of using the technology of networking to further those goals. The methods discussed fall into six broad categories of use: orientation, delivering information on demand, tailoring the experience to the individual, viewing and observing the simulated aquarium habitat, connecting simulated habitats to their wild counterparts, and extending the experience beyond the aquarium visit. Within this context, we also examine the role of graphical and robotic simulations in the aquarium. The networked aquarium concept, applied within the context of a rich variety of live exhibits and activities, has the potential to enhance visitors' primary experiences in the aquarium by making connections among successive exhibit experiences, and supporting connections between the aquarium experience and visitors' further life experiences. By enhancing such linkages, a network should foster its users' ability to build fundamental ideas in and around the aquarium setting and more easily apply them in other circumstances; the hallmark of real learning. It further allows the aquarium to attract and serve its visitors more effectively.

scholarly journals The Crisis of Japanese Identity in the 21st Century and Watsuji Tetsurō’s Ethics

Asian Studies ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 129-144 ◽  
Author(s):  
Kristýna VOJTÍŠKOVÁ
Keyword(s):  
Interpersonal Relationships ◽  
21St Century ◽  
Contemporary Problem ◽  
Japanese Society ◽  
Point Of View ◽  
Early 20Th Century ◽  
Japanese Identity ◽  
The Individual ◽  
The Relationship

 According to some thinkers, in the 21st century, the Japanese society is facing a crisis of values. The postmodern approach to the individual and society may be one of the causes of this problem. In this point of view, an inadequate grasp of the relationship between the individual and the society seems to play an important role. The problem of this relationship was elaborated by the early 20th century philosopher Watsuji Tetsurō who endeavoured to re-define the role of an individual in the society. This paper attempts to examine the contemporary problem of Japanese identity from the perspective of Watsuji’s conception of interpersonal relationships. 

The Future of Assessment for Personalized Naturalistic Learning

2019 ◽  
pp. 2053-2066
Author(s):  
Lauren Reinerman-Jones ◽  
Martin S. Goodwin ◽  
Benjamin Goldberg
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Intelligent Tutoring ◽  
Virtual Learning Environments ◽  
Open Architecture ◽  
Learning Paradigm ◽  
Tutoring Systems ◽  
On Demand ◽  
New Learning

Education in general has transcended boundaries of a physical classroom and given rise to the phenomenon of ubiquitous learning (u-learning) and the ability to access knowledge on-demand. To understand the effect of learning as it is evolving, the present chapter puts forth a framework of formal, non-formal, and informal virtual learning environments discussed on the basis of nine components. As the learning environment changes, the role of assessment within this new learning paradigm must be reconsidered. The chapter concludes with a discussion of integrating assessment into intelligent tutoring systems and the importance of designing such systems as open architecture for accommodation of a variety of domains.

Assessing collaborative learning

2006 ◽  
Vol 23 (1) ◽  
pp. 75-89 ◽  
Author(s):  
Desmond Hunter
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Independent Learning ◽  
Guiding Principle ◽  
Good Learning ◽  
The Individual

This paper is informed by one clear guiding principle: collaborative learning provides the platform on which independent learning is nurtured. The nature of collaborative learning in musicology as well as performance is considered. The focus is on learning rather than achievement, on process rather than presentation, on how students are encouraged to develop good learning habits. It will be argued that the assessment of a group endeavour needs to be integral to rather than detached from the learning. The centrality of the group endeavour in the learning environment does not diminish the role of the individual. The integrity of an individual's contribution to a group endeavour is validated by the group.

The Role of Developmental Factors in Susceptibility to Disease

1974 ◽  
Vol 5 (4) ◽  
pp. 367-376 ◽  
Author(s):  
Robert Ader
Keyword(s):  
Early Life ◽  
Disease Susceptibility ◽  
Life Experiences ◽  
Disease Process ◽  
Research Literature ◽  
Developmental Factors ◽  
The Individual ◽  
Development Result ◽  
Environmental Demands

An attempt is made to provide a perspective within which to view the role of developmental processes in the pathogenesis of disease. Given the presence of potentially pathogenic stimuli, conditions would be optimal for the development of manifest disease if there exists a biologic “vulnerability,” changes in the psychosocial environment are perceived as “stressful,” and the individual is unable to cope with the altered environmental demands. Experiences that occur during early life represent only one of the factors that could contribute to the manner in which the individual perceives and adapts to changes within his environment. Examples from the animal research literature illustrate the potential of events occurring during the course of development to alter specific sensory capacities in the adult exposed to extraordinary environmental demands, and to modify psychophysiological function and ultimate disease susceptibility. Experientially determined differences in disease susceptibility, however, depend upon the nature of the disease process under study. In the case of experimentally-induced gastric lesions, early life experiences interact with subsequent social factors to decrease susceptibility even in animals genetically predisposed to the development of such lesions. It is suggested that events occurring during the course of development result in chronic changes which contribute to the psychophysiological background upon which potentially pathogenic stimulation is superimposed.

F. M. DOSTOEVSKY AND V. S. SOLOVYOV ON THE ROLE OF PERSONALITY IN SOCIAL PROGRESS

2021 ◽  
pp. 8-10
Author(s):  
O. V. Ekshibarova ◽  
Keyword(s):  
Comparative Analysis ◽  
19Th Century ◽  
21St Century ◽  
Social Progress ◽  
Russian Philosophy ◽  
Philosophy And Literature ◽  
200Th Anniversary ◽  
The Individual ◽  
The 19Th Century

The article is dedicated to the 200th anniversary of the birth of the classic of Russian philosophy and literature Fyodor Mikhailovich Dostoevsky. It presents a comparative analysis of the works of two great Russian thinkers of the 19th century F.M. Dostoevsky and V.S. Soloviev. They are among those philosophers who were able to create a doctrine about the possibilities of the individual in social progress, express a number of ideas that can give impetus to philosophical research in the 21st century.

Health Promotion for Older Americans in the 21st Century

2000 ◽  
Vol 14 (6) ◽  
pp. 371-379 ◽  
Author(s):  
Meredith Minkler ◽  
Helen Schauffler ◽  
Kristen Clements-Nolle
Keyword(s):  
Older Adults ◽  
Health Promotion ◽  
Social Environment ◽  
21St Century ◽  
Physical Environment ◽  
Behavioral Risk ◽  
Older Americans ◽  
The Social ◽  
The Individual

Objectives. To provide a broad overview of the role of the individual, the physical environment, and the social environment on health and functioning in older adults (65 and older), and to highlight interventions and recommendations for action on each of these levels. Data Sources. Published studies and government reports on health and functioning in older Americans and on the individual, social, and physical environmental contributors to health were identified through journal and government documents review and computer library searches of medical and social science data bases for 1980–1999. Study Selection. Preference was given to published studies and government reports that focused specifically on behavioral and environmental contributors and barriers to health promotion in Americans 65 and older and/or that highlighted creative interventions with relevance to this population. Both review articles and presentations of original research were included, with the latter selected based on soundness of design and execution and/or creativity of intervention described. Data Extraction. Studies were examined and their findings organized under three major headings: (1) behavioral risk factors and risk reduction, including current government standards for prevention and screening; (2) the role of the physical environment; and (3) the role of the social environment in relation to health promotion of older adults. Data Synthesis. Although most attention has been paid to the role of behavioral factors in health promotion for older adults, a substantial body of evidence suggests that physical and social environmental factors also play a key role. Similarly, interventions that promote individual behavioral risk reduction and interventions targeting the broader social or physical environment all may contribute to health in the later years. Conclusions. With the rapid aging of America's population, increased attention must be focused on health promotion for those who are or will soon be older adults. Promising intervention strategies addressing the individual, the physical environment, and the social environment should be identified and tested, and their potential for replication explored, as we work toward a more comprehensive approach to improving the health of older Americans in the 21st century.

The Future of Assessment for Personalized Naturalistic Learning

2017 ◽  
pp. 225-238
Author(s):  
Lauren Reinerman-Jones ◽  
Martin S. Goodwin ◽  
Benjamin Goldberg
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Intelligent Tutoring ◽  
Virtual Learning Environments ◽  
Open Architecture ◽  
Learning Paradigm ◽  
Tutoring Systems ◽  
On Demand ◽  
New Learning

Education in general has transcended boundaries of a physical classroom and given rise to the phenomenon of ubiquitous learning (u-learning) and the ability to access knowledge on-demand. To understand the effect of learning as it is evolving, the present chapter puts forth a framework of formal, non-formal, and informal virtual learning environments discussed on the basis of nine components. As the learning environment changes, the role of assessment within this new learning paradigm must be reconsidered. The chapter concludes with a discussion of integrating assessment into intelligent tutoring systems and the importance of designing such systems as open architecture for accommodation of a variety of domains.

scholarly journals Penyusunan Unit Pembelajaran Inquiry Based Learning Berorientasi Kemampuan Abad 21

2021 ◽  
Vol 5 (2) ◽  
pp. 312-319
Author(s):  
Feriansyah Sesunan ◽  
Abdurrahman ◽  
Novinta Nurulsari ◽  
Hervin Maulina
Keyword(s):  
High School ◽  
21St Century ◽  
Teaching And Learning ◽  
Physics Teachers ◽  
Inquiry Based Learning ◽  
High School Physics ◽  
Context Of Learning ◽  
Almost All ◽  
Technical Guidance

The context of learning in the 21st century directs teachers to think whether they will continue to play the role of "sage-on-the-stage". In connection with teacher competencies and the implementation of inquiry-based learning (IBL), in the teaching and learning process Physics teachers should be able to make learning designs suitable for inquiry learning in the 21st century. However, the form of IBL tools compiled by Physics teachers is not yet oriented towards 21st century abilities needed by students. Based on the results and discussion, it is known that 1) high school physics teachers in Bandar Lampung already know and have knowledge of the IBL model, 2) almost all high school physics teachers have applied IBL-based science learning even though they have not fully understood each IBL syntax and are not yet oriented 21st century skills, 3) there is an increase in teacher knowledge about IBL after the implementation of technical guidance, and 4) the need for further assistance in overcoming teacher obstacles in making IBL-based learning units or devices oriented towards 21st century abilities.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Sign in / Sign up

Export Citation Format

Share Document