Learning Coding Through Gaming

This chapter begins by arguing that computational thinking and coding should be included as two more C's in the Partnership for 21st Century Learning's list of essential skills. It does so by examining how coding and computational thinking can be used to manipulate people. It argues that gaming uses all the C's, including the two new ones proposed. It then explores connections between playing video games and computer programming. It claims that game-based learning would be an optimal way to leverage these connections to teach coding and describes ways in which to do so, including specific challenges that could be included in game-based learning and a sequence of introducing them so students can “level up.” It briefly examines different coding games and describes ways in which educators can create their own coding games. It concludes by arguing that educators can make the connections between gamer thinking and computational thinking visible, use games designed to teach coding, or create their own coding games to take advantage of near transfer.

Tectonics of cartography

Probably by dint of seductive appearances and overflowing passion for cartography, by dint of instant accessibility to all kind of maps and any graphic representations commonly called ‘maps’ and finally by dint of confusions between what is an IMAGE and what is a DATA, everyone forgets that, at the dawn of a cartographic project, ‘THE MAP STILL DOESN’T EXIST’. For it to exist, a scope of collective work and essential skills are necessary. First of all, the aim of a mapping project must be identified. Its specifications, statement of requirements, its schedule of conditions must be sealed by a contract between an orderer and a cartographer.The objective of this presentation is to recall how a keyboard is neither a magic thought nor a magic wand. Clicking on it will never finalize our work without us, cartographers, but engages us to follow series of timeless execution process over the entire duration of the cartographic production, in anticipating each action.Our work consists in making every effort, by all the necessary technical and human means, to gather the knowledge of a subject (or several) to ‘Map-draw’ with the ultimate goal of returning this acquired knowledge to the readers. Their eye has to find at first glance the information sought. Indeed, the more beautiful and easier to grasp the map is, the more it will be consulted with pleasure.Through a range of cartographic memories, the following characteristic examples of out-of-standard cartographic productions will detail the pertinence of this meticulous cartographical articulation.

Essential Skills for Ecuadorian Entrepreneur´s Success

This article presents a study that determines the skills considered essential for entrepreneurs from a theoretical and practical point of view. For the development of this research, two phases were developed, the first was oriented to the analysis of the existing agreement between Ecuadorian entrepreneurs on the skills that, according to the analyzed literature, contribute to the success of a business; and the second to verify the agreement in the results obtained and validate the skills identified. The study involved 10 experts and 400 entrepreneurs, considered successful, to identify what they considered to be essential skills for the success of a venture based on skills recognized in the literature. The results made it possible to consistently identify the essential entrepreneurial skills in the Ecuadorian context with high statistical significance, which leads to suggest that these skills should be enhanced in the training of incipient entrepreneurs already consolidated in the market. Through the research, it was conclusively revealed that the entrepreneurs studied consider that these skills are facilitators of the success of their businesses, so their mastery could contribute to reduce the mortality rate of both new and established businesses.

Youth Programs Are Important Spaces for Emotional Learning

Emotional skills are now widely recognized to be essential skills for young people to survive and thrive across all aspects of their lives. Teens become able to develop powerful new skills for understanding and managing their emotions. They also are able to learn skills for using the valuable functions of emotions. But this learning isn’t automatic; it depends on experience. In this commentary, we highlight key elements of youth programs that make them important contexts for youth’s active engagement in emotional learning. We present examples from research on how program staff facilitate youth development of skills to manage and use emotions. We conclude with suggestions on practices and policies that support emotional learning.

Simulation and practice: a repeated measurements perspective

La simulación puede brindar oportunidades poderosas para el desarrollo de habilidades esenciales en un entorno seguro que no tiene consecuencias para los pacientes. Sin embargo, para comprender los efectos de la simulación en la práctica clínica, necesitamos un diseño que nos permita medir sistemáticamente una o más variables de interés repetidamente durante y después de la simulación y, cuando sea posible, también antes de la simulación. Aunque este tipo de investigación a menudo se asocia con muestras más grandes de participantes, a través de un ejemplo simulado este artículo demuestra que este tipo de diseño se puede utilizar incluso en entornos donde solo hay un participante. Un uso más frecuente de este tipo de diseño puede ayudarnos a comprender los efectos de la simulación en la práctica a corto y largo plazo y cómo estos efectos dependen del contexto en el que se lleva a cabo la simulación. Simulation can provide powerful opportunities for the development of essential skills in a safe environment that has no consequences for patients. However, to understand the effects of simulation on clinical practice, we need a design that allows us to systematically measure one or more variables of interest repeatedly during and after the simulation and where possible also before the simulation. Although this kind of research is often associated with larger samples of participants, through a simulated example this article demonstrates that this type of design can be used even in settings where there is only one participant. An increased use of this kind of design may help us to understand the effects of simulation on practice on the short and long term and how these effects may depend on the context in which simulation takes place.

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

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.