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

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

What Video Games Have to Teach Us about Learning and Literacy

Online survey data were collected from 30,000 users of Massively Multi-User On-line Role-Playing Games (MMORPGs) over a three year period to explore users' demographics, motivations, and derived experiences. Not only do MMORPGs appeal to a broad age range (Mage = 26.57, range = 11-68), but the appeal is strong (on average 22 hours of usage per week) across users of all ages (r = -.04). An exploratory factor analysis revealed a five factor model of user motivations-- Achievement, Relationship, Immersion, Escapism, and Manipulation--illustrating the multifaceted appeal of these online environments. Male players were significantly more likely to be driven by the Achievement and Manipulation factors, while female players were significantly more likely to be driven by the Relationship factor. Also, the data indicated that users derived meaningful relationships and salient emotional experiences, as well as real-life leadership skills from these virtual environments. MMORPGs are not simply a pastime for teenagers, but a valuable research venue and platform where millions of users interact and collaborate using real-time 3D avatars on a daily basis.

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The demographics, motivations, and derived experiences of users of massively multi-user online graphical environments

Empirical studies and theory suggest that educational dialogue can be used to support learners in the development of reasoning, critical thinking and argumentation. This paper presents an educational design for synchronous online peer discussion that guides student dialogue in ways that lead to improved argumentation and collaborative knowledge development. This design includes a mediating interface – or tool, linked to a broader set of online educational activities – a designed local context, where the latter aims to provide conditions that support argumentation. The approach is based on collaborative working and dialogue game approaches to discussion. Preliminary findings with UK Open University students showed the argumentation process was more coherent, varied, deeper and extended when using our interaction design compared with the use of a simple unstructured interface.

Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC

Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social Web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2005) implies in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.

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Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning.

In this article, I shall consider research and development in e-learning in terms of learning processes and interactions that are stimulated, supported and favoured by innovative educational technologies I examine relationships between learning theory and interaction design by reviewing and critiquing a relevant selection of work that has been undertaken in the last 50 years Implicit in this review is the development of an argument that emphasises the role of collaborative dialogue and discourse in the learning process, with particular reference to Vygotsky’s theory of the development of higher mental processes In evaluating the roles that computers can play in supporting effective educational interaction, the importance of dialogue models and dialogue games is proposed; and the implications which these paradigms hold for how we actually conceive of design are articulated E-learning: half a century of design The notion that ‘electronic learning’ is a recent initiative is a popular misconception Arguably, electronic learning (hereafter e-learning) started in the 1950s We should be mindful of this and initiatives since then when we consider the current feverish interest and activity in exploiting maturing Internet technologies, particularly in the context of open and distance learning (ODL) and to design virtual learning environments (VLEs), on-line courses, virtual universities and the like Are these initiatives properly exploiting the highly interactive, communicative and participative possibilities provided by contemporary technologies? Or are we simply replicating or augmenting ‘conventional’ approaches to teaching and learning, locally or at a distance, in ways that downplay the opportunity to re-evaluate ‘what it actually takes to learn’ and thus ignoring ways of developing more innovative and improved pedagogical practices I suggest that we should step back from the more practical and institutional concerns for a moment and focus on more fundamental issues concerning the learning processes and interactions that are, or can be, supported by innovative educational technologies This focus is relevant to all levels of education I argue

Designing E-learning Interactions in the 21st Century: revisiting and rethinking the role of theory

Social software, Web 2.0 and learning: status and implications of an evolving paradigm

This paper will present a review of design-based research conducted over the past 10 years that has modeled and promoted students’ reasoning, conceptual change and argumentative dialogue processes and practices through designing a number of digital dialogue games. This line of work was inspired by some challenges and insights that emerged during projects dealing with conceptual change in science. Since then, the dialogical and pedagogical requirements for improved reasoning, knowledge development and conceptual understanding in a range of contexts have been addressed through projects that have designed and evaluated intelligent and highly interactive dialogue game tools, such as CoLLeGE (Computer-based Laboratory for Language Games in Education), AcademicTalk and InterLoc (Collaborative Interaction through scaffolding Locutions). This article will review this line of work through justifying and describing the rationale for its trajectory before presenting ongoing work that synthesizes and operationalizes its findings and insights. The ongoing work emphasizes an inclusive and personalized approach to learning dialogue that stimulates reasoning, collaborative thinking and the development of argumentative dialogue practices. This is arguably relevant to most learning contexts, and especially to contemporary science education. Finally, conclusions are drawn about the role of dialogue in learning in the digital age.

Andrew Ravenscroft

Papers

Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC

Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning.

Designing E-learning Interactions in the 21st Century: revisiting and rethinking the role of theory

Social software, Web 2.0 and learning: status and implications of an evolving paradigm

Promoting thinking and conceptual change with digital dialogue games