자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

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

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Qualitative research for education: An introduction to theories and methods

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

Although massive open online courses (MOOCs) are seen to be, and are in fact designed to be, stand-alone online courses, their introduction to the higher education landscape has expanded the space of possibilities for blended course designs (those that combine online and face-to-face learning experiences). Instead of replacing courses at higher education institutions, could MOOCs enhance those courses? This paper reports one such exploration, in which a Stanford University Machine Learning MOOC was integrated into a graduate course in machine learning at Vanderbilt University during the Fall 2012 semester. The blended course design, which leveraged a MOOC course and platform for lecturing, grading, and discussion, enabled the Vanderbilt instructor to lead an overload course in a topic much desired by students. The study shows that while students regarded some elements of the course positively, they had concerns about the coupling of online and in-class components of this particular blended course design. Analysis of student and instructor reflections on the course suggests dimensions for characterizing blended course designs that incorporate MOOCs, either in whole or in part. Given the reported challenges in this case study of integrating a MOOC in its entirety in an on-campus course, the paper advocates for more complex forms of blended learning in which course materials are drawn from multiple MOOCs, as well as from other online sources.

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Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning

Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages

We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students’ multimodal codemeshing practices. Through analysis of students’ digital products and retrospective design interviews, we found that students meshed linguistic and modal resources to engage multiple audiences, convey multidimensional and nuanced meanings, and (re)voice their subjects’ experiences. We conclude with pedagogical implications for practitioners seeking to incorporate students’ multilingual and multimodal meaning-making resources in the classroom.

Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom

Although the shift from page to screen has dramatically redefined conceptions of writing, very little is known about how youth compose with multiple modes in digital environments. Integrating multimodality and multiliteracies theoretical frameworks, this comparative case study examined how urban twelfth-grade students collaboratively composed across three multimodal projects when responding to and analyzing literature. Data sources included screen capture and video observations, student design interviews, written reflections, and multimodal products. Findings revealed that multimodal composing was a complex, dynamic, and varied process mediated by the interaction of multiple factors. Students exhibited modal preferences when working with open and flexible digital tools – spending a majority of time working with that particular mode and relying on it to carry the communicative weight of their compositions. The development of multimodal composing timescapes for this study provided new insights into ...

Composing across modes: a comparative analysis of adolescents’ multimodal composing processes

This review synthesizes and critically interprets the empirical research on adolescents’ multimodal composition practices across contexts. Along with presenting descriptive statistics characterizing the 76 studies reviewed (e.g., research designs, contexts, and types of multimodal products), qualitative coding revealed six main themes in research focusing on adolescents and multimodal composition. Sequenced according to prevalence, research has found that multimodal composition is: 1) engaging for adolescents, 2) a collaborative, social process, 3) particularly beneficial to “marginalized” adolescents, 4) involves overt instruction, 5) is scaffolded in a variety of ways, and 6) is a complex, recursive process. At a time when notions of composition are expanding—educators are trying to catch up and researchers have just begun to understand and theorize multimodal composition—this review offers a comprehensive look at what has been learned thus far and suggests implications for research and practice.

Blaine E. Smith

Papers

Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning

Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages

Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom

Composing across modes: a comparative analysis of adolescents’ multimodal composing processes

Beyond words: A review of research on adolescents and multimodal composition