Intelligence, expertise, ability and talent, as these terms have traditionally been used in education and psychology, are socially agreed upon labels that minimize the dynamic, evolving, and contextual nature of individual–environment relations. These hypothesized constructs can instead be described as functional relations distributed across whole persons and particular contexts through which individuals appear knowledgeably skillful. The purpose of this article is to support a concept of ability and talent development that is theoretically grounded in 5 distinct, yet interrelated, notions: ecological psychology, situated cognition, distributed cognition, activity theory, and legitimate peripheral participation. Although talent may be reserved by some to describe individuals possessing exceptional ability and ability may be described as an internal trait, in our description neither ability nor talent are possessed. Instead, they are treated as equivalent terms that can be used to describe functional transactions that are situated across person-in-situation. Further, and more important, by arguing that ability is part of the individual–environment transaction, we take the potential to appear talented out of the hands (or heads) of the few and instead treat it as an opportunity that is available to all although it may be actualized more frequently by some.

ABSTRACT: One of the primary challenges facing designers today is how to design curricular innovations that are appealing and useful to teachers and at the same time bring about transformative practices. While we as a learning sciences community are relatively adept at facilitating innovative case examples, we need more empirical work that examines how curricular innovations become implemented across multiple classrooms. In this paper we examine a series of four teachers implementing our technology-rich, project-based curriculum. We then analyze and discuss each of the four cases across two themes by (a) examining how the project-level question was contextualized to meet local needs and (b) examining the cultural context that surrounded the implementation of the curriculum. Our interpretations suggest that contextualizing the curriculum is ultimately a local phenomenon that arises as a result of a number of factors, including students ’ needs, students ’ goals, teachers ’ goals, local constraints, and teacher’s pedagogical values. These cases illuminate the importance of school and classroom cultures in the learning process. Ultimately, curriculum designers need to acknowledge that their designs are not self-sufficient entities; instead, during

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This article compares and contrasts 2 summer camps. Future Camp 97 is based on assumptions consistent with constructionism and Scientists Apprentice Camp 97 consistent with legitimate peripheral participation. These 2 learning environments create an opportunity to do an empirical, as opposed to a strictly theoretical, comparison of what has been frequently lumped under the term constructivism. The goal of this article is twofold: First, to move the discourse away from comparing constructivist learning environments solely to traditional learning environments. The 2nd goal is to move away from talking of a single constructivist learning environment, and instead to explore the nuances of learning environments based on different theoretical assumptions. Toward these ends, we analyze 2 summer camps in terms of theoretical assumptions, community and groups, participant roles, practices, and other evidence of learning. We conclude with a discussion of similarities and distinctions between these 2 learning environments, highlighting issues of ownership, authenticity, power, and task structure. Using constructivist and situated notions of what it means to know and learn, many educators are suggesting the creation of learning environments that support the nat-Correspondence and requests for reprints should be sent to Kenneth E. Hay, 611 Aderhold, Learning

This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. We first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, we demonstrated that teachers with augmented social perception (i.e., receiving visual warnings alerting them to students not receiving enough teacher eye gaze) were able to

Abstract: Construction managers are decision makers who administer nontrivial processes. The replacement of highly experienced construction managers and other construction professionals is a laborious process for the industry. This paper introduces a conceptual framework for the construction management practice that serves as the foundation for the development of situational simulations. Situational simulations are temporally dynamic clinical exercises with the objective of exposing participants to rapidly unfolding events and the pressure of decision making. The application of situational simulations provides construction managers and other decision makers the opportunity of experiencing and responding to risky events without endangering the success of real projects, further enhancing their decision-making skills. The construction management conceptual framework includes a process, a product, and an information model. The analysis of a basic mathematical representation of the process model is the focus of this paper.

The model used in this report focuses on the analysis of ship waiting statistics and stock fluctuations under different arrival processes. However, the basic outline is the same: central to both models are a jetty and accompanying tankfarm facilities belonging to a new chemical plant in the Port of Rotterdam. Both the supply of raw materials and the export of finished products occur through ships loading and unloading at the jetty. Since disruptions in the plants production process are very expensive, buffer stock is needed to allow for variations in ship arrivals and overseas exports through large ships. Ports provide jetty facilities for ships to load and unload their cargo. Since ship delays are costly, terminal operators attempt to minimize their number and duration. Here, simulation has proved to be a very suitable tool. However, in port simulation models, the impact of the arrival process of ships on the model outcomes tends to be underestimated. This article considers three arrival processes: stock-controlled, equidistant per ship type, and Poisson. We assess how their deployment in a port simulation model, based on data from a real case study, affects the efficiency of the loading and unloading process. Poisson, which is the chosen arrival process in many client-oriented simulations, actually performs worst in terms of both ship delays and required storage capacity. Stock-controlled arrivals perform best with regard to ship delays and required storage capacity. In the case study two types of arrival processes were considered. The first type are the so-called stock-controlled arrivals, i.e., ship arrivals are scheduled in such a way, that a base stock level is maintained in the tanks. Given a base stock level of a raw material or ...

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In this article we examine educational assessment in the 21st century. Digital learning environments emphasize learning in action. In such environments, assessments need to focus on performance in context rather than on tests of abstracted and isolated skills and knowledge. Digital learning environments also provide the potential to assess performance in context, because digital tools make it possible to record rich streams of data about learning in progress. But what assessment methods will use this data to measure mastery of complex problem solving—the kind of thinking in action that takes place in digital learning environments? Here we argue that one way to address this challenge is through evidence-centered design 1 —a framework for developing assessments by systematically linking models of understanding, observable actions, and evaluation rubrics to provide evidence of learning. We examine how evidence-centered design can address the challenge of assessment in new media learning environments by presenting one specific theory-based approach to digital learning, known as epistemic games

In this article, we provide the nontechnical reader with a fundamental understanding of the components of virtual reality (VR) and a thorough discussion of the role VR has played in social science. First, we provide a brief overview of the hardware and equipment used to create VR and review common elements found within the virtual environment that may be of interest to social scientists, such as virtual humans and interactive, multisensory feedback. Then, we discuss the role of VR in existing social scientific research. Specifically, we review the literature on the study of VR as an object, wherein we discuss the effects of the technology on human users; VR as an application, wherein we consider real-world applications in areas such as medicine and education; and VR as a method, wherein we provide a comprehensive outline of studies in which VR technologies are used to study phenomena that have traditionally been studied in physical settings, such as nonverbal behavior and social interaction. We then present a content analysis of the literature, tracking the trends for this research over the last two decades. Finally, we present some possibilities for future research for interested social scientists.