Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

The Theory of Communicative Action, Vol. 1, Reason and the Rationalization of Society

Barney Dalgarno is a research fellow with the Centre for Research in Complex Systems (CRiCS), Charles Sturt University, and an associate professor with the School of Education at the same university. His research interests lie in desktop virtual reality learning environments, as well as constructivist computerassisted learning theories, techniques and tools. Dalgarno’s PhD work examined the characteristics of 3-D environments and their potential contributions to spatial learning, and he is now studying the application of brain imaging though Functional Magnetic Resonance Imaging (fMRI) to interactive multimedia research. Mark J. W. Lee is an adjunct senior lecturer with the School of Education, Charles Sturt University. Previously, he worked in a variety of teaching, instructional design, and managerial roles within the private vocational education and higher education sectors. He has published approximately 50 refereed book chapters, journal articles, and conference papers in the areas of educational technology, e-learning, and innovative pedagogy in tertiary education. Lee is the Chair of the New South Wales Chapter of the IEEE Education Society and serves as founding Editor-in-Chief of Impact:Journal of Applied Research in Workplace E-learning, in addition to being on the editorial boards of a number of international journals. Address for correspondence: Mark J. W. Lee, School of Education, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia. Email: malee@csu.edu.au

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-8535.2009.01038.x

What are the learning affordances of 3-D virtual environments?

This paper addresses many of the key issues facing designers of web-based university level courses. Drawing from experience in distance education and web-based design, we develop a set of key components to be addressed when creating an ideal online course. Such an analysis forces a consideration of what constitutes good online teaching as well as good use of the technologies that are more and more present in our instructional environments.

The Ideal Online Course

This paper addresses many of the key issues facing designers of web-based university level courses. Drawing from experience in distance education and web-based design, we develop a set of key components to be addressed when creating an ‘ideal’ online course. Such an analysis forces a consideration of what constitutes good online teaching as well as good use of the technologies that are more and more present in our instructional environments.

The ideal online course

Instructional-Design Theories and Models Volume III

Instructional-Design Theories and Models, Volume III : Building a Common Knowledge Base

Introduction - Alison A. Carr-Chellman Online Education in Asia: An Analysis of China, Taiwan, and India - Alison A. Carr-Chellman China's Online Education: Rhetoric and Realities - Ke Zhang The Gap Between E-Learning Availability and E-Learning Industry Development in Taiwan - Jiang Jia qi The Distance in Education and Online Technologies in India - Priya Sharma Online Education in Europe: An Analysis of Ireland, UK, Turkey and International Study Circles - Alison A. Carr-Chellman Online Learning and Differential Participation in a Democratic Society: Ireland as a Case Study - Sarah Fitzpatrick & Paul Conway E-Learning Democracy and Social Exclusion-Issues of Access and Retention in the UK - Ormond Simpson International Study Circles - Ben Salt A Critical Look at Distance Education in Turkey - Husra Gursoy Online Education in North America: An Analysis of the U.S. and Canadian Contributions - Alison A. Carr-Chellman Canada's SchoolNet: Wiring Up Schools? - Leslie R. Shade & Diane Y. Dechief The New Frontier: Web-Based Education in US Culture - Alison A. Carr-Chellman Online Education Down Under: An Analysis of Aotearoa/New Zealand and Australia - Alison A. Carr-Chellman New Zealand: Is Online Education a Highway to the Future? - Bill Anderson Towards Borderless Virtual Learning in Higher Education - Colin Latchem Online Education in Africa: An Analysis of Namibia and Sub-Saharan Africa - Alison A. Carr-Chellman Development and Democracy in Namibia: The Contribution of Information and Communication Technologies (ICTs) - R. Kavena Shalyef & Hilda Nakakuwa Can You Lead From Behind? Critical Reflections on the Rhetoric of E-Learning, Open Distance Learning and ICTs for Development in Sub-Saharan Africa (SSA) - Wayne Mackintosh Stalled: E-Learning as Thwarted Innovation - Robert Zemsky & William F. Massy Conclusion - Alison A. Carr-Chellman

Alison A. Carr-Chellman

Papers

The Ideal Online Course

The ideal online course

Instructional-Design Theories and Models Volume III

Instructional-Design Theories and Models, Volume III : Building a Common Knowledge Base

Global Perspectives on E-Learning: Rhetoric and Reality.