scholarly journals Digital Broadcasting Moving toward 21st Century. Digital Broadcasting of Next Generation. Services and Content Production of Integrated Services Digital Broadcasting: ISDB.

1997 ◽  
Vol 51 (9) ◽  
pp. 1370-1376 ◽  
Author(s):  
Akio Yanagimachi
Keyword(s):  
21St Century ◽  
Integrated Services ◽  
Next Generation ◽  
Digital Broadcasting

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

Cinema and New Media Possibilities in the Pandemic

2021 ◽  
Author(s):  
Burcu Kavas
Keyword(s):  
New Media ◽  
21St Century ◽  
Digital Publishing ◽  
Screening Process ◽  
Movie Theaters ◽  
Media Technologies ◽  
Global Cinema ◽  
The World ◽  
Digital Broadcasting ◽  
Collective Production

Cinema, which started to digitalize in the 20th century, continues to be integrated with digital publishing platforms that emerged with the development of new media technologies in the 21st century. With the coronavirus pandemic that affected the whole world in 2019, digital broadcasting platforms became popular as an alternative cinema event in the quarantine process. Various precautions have been taken around the world for the coronavirus pandemic. As a result of the quarantine precaution, the local and global cinema industry was negatively affected. Cinema industry which is a collective production and screening process, has been interrupted by the suspension of the filming and the closing of the movie theaters during the quarantine. New media created a movement area for the cinema industry in this process. In this sense, the aim of this study is examining the researches on the effect of the coronavirus pandemic on the cinema and the effect of new media tools and opportunities on the cinema sector.

Designing Curricular Games

2018 ◽  
pp. 213-232
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Critical Thinking ◽  
Video Games ◽  
21St Century ◽  
Video Game ◽  
Game Design ◽  
Teaching And Learning ◽  
Business Leaders ◽  
Next Generation ◽  
Video Game Design ◽  
Teaching Video

Most teachers only dream of their students spending the amount of motivation, attention, passion, and critical thinking on their classes that some do playing video games. Many teachers have thought “How can I compete with that?” as they confiscate a hand-held gaming device from a student. However, more and more teachers are incorporating video games into their curriculum, instead of banning them. This chapter argues that it is not just video games that can transform teaching, video game techniques can as well. By using video game design principles such as game stories and quests, teachers can restructure their teaching so students do not just learn the curriculum, they experience it. This chapter explores the research on using game-based teaching and learning with the Next Generation including how game-based teaching can be used to achieve 21st century goals as outlined by business leaders within 21st century educational constraints.

James Dean

2014 ◽  
Author(s):  
Kurt Hemmer
Keyword(s):  
New York ◽  
21St Century ◽  
Cultural Landscape ◽  
Next Generation ◽  
Cultural Icon ◽  
Short Lifetime ◽  
The World ◽  
Lee Strasberg ◽  
Initial Work ◽  
Car Accident

James Dean (b. 1931–d. 1955), along with the actors Montgomery Clift and Marlon Brando, ushered onto the American silver screen a type of acting often called the “Method,” which was inspired by the teachings of the Russian director Constantin Stanislavsky. Although a great deal of debate exists over what the Method actually is, it can generally be described as “reacting” rather than “acting,” in order to create a more naturalistic and internally derived style. To what extent Dean absorbed the Method through classes he took with James Whitmore in California and Lee Strasberg in New York, or whether his style of acting was simply “natural,” is a matter of debate. What is indisputable is that his name and reputation are connected to this technique that had a tremendous influence on the New York stage via the Actors Studio before coming in front of Hollywood cameras. Although Dean starred in only three films—East of Eden (1955), Rebel Without a Cause (1955), and Giant (1956)—he is still considered one of the major influences on contemporary acting with actors from his own generation (Paul Newman, Steve McQueen, and Dennis Hopper) to the next generation (Jack Nicholson, Al Pacino, and Robert De Niro) and the following generation (Sean Penn, River Phoenix, Brad Pitt, Leonardo DiCaprio, and Johnny Depp) being inevitably compared to him. Many biographies, journalism, and documentaries have accumulated over the years since Dean’s death, in forms often exploitive and sensational, dealing with his sexuality and psychology. Much vigorous scholarship on the true worth of his acting skills and his place in the cultural landscape of his time and in the 21st century can still be done. Unlike Clift and Brando, Dean did not spend much time refining his craft on the stage and did much of his initial work on television. What makes Dean unique is his position as a cultural icon, largely the result of his tragic death in a car accident on 30 September 1955. His image is recognized throughout the world as a signifier readily filled by several types of, often contradictory, iconography: teenager, rebel, all-American, cowboy, biker, punk, homosexual, among others. Born in Marion, Indiana, and later raised in Fairmount, Indiana, by his aunt and uncle after his mother died when he was nine, Dean achieved in his short lifetime what he claimed was most important to him—immortality.

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