Basics of qualitative research: Grounded theory procedures and techniques

From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

The power of feedback.

This 1966 paperback edition of a publication which first appeared in 1963 has by now been widely reviewed as a worthy contribution to the sociological study of deviant behavior. Its current appearance as a paperback is a testimonial both to the quality of the work and to the prominence of deviant behavior in this generation. In general the author places deviance in perspective, identifies types of deviant behavior, considers the role of rule makers and enforcers, and some of the problems in studying deviance. In addition, he develops a sequential model of deviance relying on the concept of career, a concept originally developed in studies of occupations. In his study of a particular kind of deviance, the use of marihuana, the author posits and tests systematically an hypothesis about the genesis of marihuana use for pleasure. The hypothesis traces the sequence of changes in individual attitude

Outsiders Studies in the Sociology of Deviance.

https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

This special issue deals with three areas. Learning design is the practice of devising effective learning experiences aimed at achieving defined educational objectives in a given context. Teacher inquiry is an approach to professional development and capacity building in education in which teachers study their own and their peers' practice. Learning analytics use data about learners and their contexts to understand and optimise learning and the environments in which it takes place. Typically, these three-design, inquiry and analytics-are seen as separate areas of practice and research. In this issue, we show that the three can work together to form a virtuous circle. Within this circle, learning analytics offers a powerful set of tools for teacher inquiry, feeding back into improved learning design. Learning design provides a semantic structure for analytics, whereas teacher inquiry defines meaningful questions to analyse. [ABSTRACT FROM AUTHOR]

Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action

Designing for Change in Networked Learning Environments

In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self-regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog.



The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students’ reflection on both their own learning and access to other’s reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation.

Self-Regulated Learning and Open Writing.

Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called 'emerging learning objects' (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on 'missions' that are guided by socio-scientific questions (for example 'How can we design a CO2-friendly house?'). Fulfilling SCY missions requires a combination of knowledge from different content areas (eg, physics, mathematics, biology, as well as social sciences). While on a SCY mission, students perform several types of learning activities that can be characterised as productive processes (experiment, game, share, explain, design, etc), they encounter multiple resources, collaborate with varying coalitions of peers and use changing constellations of tools and scaffolds. The configuration of SCY-Lab is adaptive to the actual learning situation and may provide advice to students on appropriate learning activities, resources, tools and scaffolds, or peer students who can support the learning process. The SCY project aims at students between 12 and 18 years old. In the course of the project, a total of four SCY missions will be developed, of which one is currently available. [ABSTRACT FROM AUTHOR]

Learning by creating and exchanging objects: The SCY experience

1.1 Representational tools and the transformation of learning.- 1.2 How sensing and mobile technologies can enhance collaborative learning in classrooms and museums.- 2.1 Comparing graphical and textual preparation tools for collaborative argumentation-based learning.- 2.2 Computer-supported collaborative learning in the space of debate.- 2.3 Assessing and scaffolding knowledge building: Pedagogical knowledge building principles and electronic portfolios.- 2.4 Primeclimb: Designing to facilitate mediated collaborative inquiry.- 2.5 Problematizing the problem: A single case analysis in a dPBL meeting.- 2.6 A quartet in E: Investigating collaborative learning and tutoring as knowledge creation processes.- 2.7 Developmental trajectory in knowledge building: An investigation.- 2.8 Categorisation in knowledge building: Task specific argumentation in a co-located CSCL environment.- 2.9 Grounding in electronic discussion: Standard (threaded) versus anchored discussion.- 2.10 Supporting emergence of threaded learning conversations through augmenting interactional and sequential coherence.- 3.1 Supporting historical reasoning in CSCL.- 3.2 Collaborative modelling of rational numbers.- 3.3 Students' collaborative use of computer-based programming tools in science: A descriptive study.- 4.1 Promoting interaction in large classes with computer-mediated feedback.- 4.2 Some experiences with collaborative exercises.- 4.3 New breed of computer supported student contests: Learning by and for tele-collaboration.- 5.1 Towards lifelong learning environments: Agents supporting the collaborative construction of knowledge in virtual communities.- 5.2 Designing pedagogical agents for Cscl.- 5.3 Integrating software agents with.- 6.1 Validating a representational notation for collaborative problem solving.- 6.2 Deictic roles of external representation in face-to-face and online collaboration.- 7.1 Supporting awareness to facilitate collaborative learning in an online learning environment.- 7.2 Framework for scaffolding the development of problem representations by collaborative design.- 7.3 Instructional support for computer-mediated collaboration: Results from process analyses.- 7.4 Group skill usage: the accuracy and impact of self-assessment and feedback.- 7.5 Influence of feedback on distributed problem based learning.- 8.1 From face-to-face to virtual space.- 8.2 Practices of collaborative authoring with video episodes.- 8.3 CoVase: Collaborative visualization for constructivist learning.- 8.4 Sdr: networking.- 8.5 Digital-EE II: RV-augmented interface design for networked collaborative environmental learning.- 8.6 Role of icons and chat boxes in computer supported collaborative learning.- 9.1 Full-contact poetry: Creating space for poetic collaboration.- 9.2 Solving Meno's paradox: Task sematics and narratives in multimediated educational environments.- 9.3 Situating historical events through mixed reality.- 9.4 Epro2: Design of a system and a curriculum to support group learning for school children.- 10.1 Individual behaviors and social structure in the development of communication networks of self-organizing online discussion groups.- 10.2 Measuring the perceived quality of social space in distributed learning groups.- 10.3 Developing tools for analyzing Cscl process.- 10.4 How social network analysis can help to measure cohesion in collaborative distance learning.- 11.1 Extending the scope of the current discussion on metadata towards situated models.- 11.2 A critical analysis of Ims learning design.- 11.3 Analysis methods for collaborative models and activities.- 11.4 Towards an Xml-based representation of collaborative action.- 12.1 The organisation of interaction in ditributed collaborative learning.- 12.2 Sharing perspectives in virtual interaction: Review of methods of analysis.- 12.3 Designing networked environments to support dialogical learning.- 12.4 A study on heterogeneity during real-time collaborative problem solving.- 12.5 Stimulating questioning behaviour: a study on learning and understanding in video-based design teams.- 12.6 Nonverbal signs in virtual environments.- 12.7 Is synchronous computer mediated collaborative problem-solving 'justified' only when by distance? 'Teacher's points of view and interventions with co-located groups, during everyday class activities.- 12.8 A participant experience method for illustrating individuals' experiences in the course of an evolving virtual learning community.- 12.9 Designing for divergence.- 13.1 From lecture recording towards personalized collaborative learning.- 13.2 The activeclass project: Experiments in encouraging classroom participation.- 13.3 Supporting face-to-face learning with handheld devices.- 14.1 Scientific principles in Pasteur's quadrant: Integrating goals of understanding and use in learning environments research.- 14.2 Moving toward a theory of CSCL.- 14.3 A new conceptual framework for CSCL.- 14.4 Meaning and interpretation in collaboration.

Designing for change in networked learning environments : proceedings of the International Conference on Computer Support for Collaborative Learning 2003

Barbara Wasson

Papers

Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action

Designing for Change in Networked Learning Environments

Self-Regulated Learning and Open Writing.

Learning by creating and exchanging objects: The SCY experience

Designing for change in networked learning environments : proceedings of the International Conference on Computer Support for Collaborative Learning 2003