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

A program denotes computations in some universe of objects. Abstract interpretation of programs consists in using that denotation to describe computations in another universe of abstract objects, so that the results of abstract execution give some information on the actual computations. An intuitive example (which we borrow from Sintzoff [72]) is the rule of signs. The text -1515 * 17 may be understood to denote computations on the abstract universe {(+), (-), (±)} where the semantics of arithmetic operators is defined by the rule of signs. The abstract execution -1515 * 17 → -(+) * (+) → (-) * (+) → (-), proves that -1515 * 17 is a negative number. Abstract interpretation is concerned by a particular underlying structure of the usual universe of computations (the sign, in our example). It gives a summary of some facets of the actual executions of a program. In general this summary is simple to obtain but inaccurate (e.g. -1515 + 17 → -(+) + (+) → (-) + (+) → (±)). Despite its fundamentally incomplete results abstract interpretation allows the programmer or the compiler to answer questions which do not need full knowledge of program executions or which tolerate an imprecise answer, (e.g. partial correctness proofs of programs ignoring the termination problems, type checking, program optimizations which are not carried in the absence of certainty about their feasibility, …).

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Abstract interpretation: a unified lattice model for static analysis of programs by construction or approximation of fixpoints

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

How we Think

There has been a recent increase in the number of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. This article describes the use of modifying, or modding, existing games as a means to learn computer science, mathematics, physics, and aesthetic principles. We describe two exploratory case studies of game modding in classroom settings to illustrate skills learned by students as a result of modding existing games. We also discuss the benefits of learning computer sciences skills (e.g., 3D graphics/mathematics, event-based programming, software engineering, etc.) through large design projects and how game design motivates students to acquire and apply these skills. We describe our use of multiple game modding environments in our classes. In addition, we describe how different engines can be used to focus students on the acquisition of particular skills and concepts.

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Learning through game modding

Objective: To develop clinical practice guidelines for the use of restraining therapies to maintain physical and psychological safety of adult and pediatric patients in the intensive care unit. Participants: A multidisciplinary, multispecialty task force of experts in critical care practice was convened from the membership of the American College of Critical Care Medicine (ACCM), the Society of Critical Care Medicine (SCCM), and the American Association of Critical Care Nurses (AACN). Evidence: The task force members reviewed the published literature (MEDLINE articles, textbooks, etc.) and provided expert opinion from which consensus was derived. Relevant published articles were reviewed individually for validity using the Cochrane methodology (http://hiru.mcmaster.ca/cochrane/ or www.cochrane.org). Consensus Process: The task force met as a group and by teleconference to identify the pertinent literature and derive consensus recommendations. Consideration was given to both the weight of scientific information within the literature and expert opinion. Draft documents were composed by a task force steering committee and debated by the task force members until consensus was reached by nominal group process. The task force draft then was reviewed, assessed, and edited by the Board of Regents of the ACCM. After steering committee approval, the draft document was reviewed and approved by the SCCM Council. Conclusions: The task force developed nine recommendations with regard to the use of physical restraints and pharmacologic therapies to maintain patient safety in the intensive care unit. (Crit Care Med 2003; 31:2665‐2676)

Clinical practice guidelines for the maintenance of patient physical safety in the intensive care unit: use of restraining therapies--American College of Critical Care Medicine Task Force 2001-2002.

In this research, we investigated whether a learning process has unique information searching characteristics. The results of this research show that information searching is a learning process with unique searching characteristics specific to particular learning levels. In a laboratory experiment, we studied the searching characteristics of 72 participants engaged in 426 searching tasks. We classified the searching tasks according to Anderson and Krathwohl's taxonomy of the cognitive learning domain. Research results indicate that applying and analyzing, the middle two of the six categories, generally take the most searching effort in terms of queries per session, topics searched per session, and total time searching. Interestingly, the lowest two learning categories, remembering and understanding, exhibit searching characteristics similar to the highest order learning categories of evaluating and creating. Our results suggest the view of Web searchers having simple information needs may be incorrect. Instead, we discovered that users applied simple searching expressions to support their higher-level information needs. It appears that searchers rely primarily on their internal knowledge for evaluating and creating information needs, using search primarily for fact checking and verification. Overall, results indicate that a learning theory may better describe the information searching process than more commonly used paradigms of decision making or problem solving. The learning style of the searcher does have some moderating effect on exhibited searching characteristics. The implication of this research is that rather than solely addressing a searcher's expressed information need, searching systems can also address the underlying learning need of the user.

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Using the taxonomy of cognitive learning to model online searching

BGuILE: Stragtegic and conceptual scaffolds for scientific inquiry in biology classrooms

Glucometers measure the accumulation of glucose in the bloodstream and are essential for avoiding health complications related to diabetes. Despite their value as tools to record and present physiological data, they lack the ability to capture the behaviors that cause fluctuations in blood glucose levels, activities that ultimately need to be understood and managed in order to maintain good health. In this paper, we describe an intervention that introduces digital photography into diabetes self-management routines to augment glucometer data and facilitate the sharing of experiences that affect long-term health. Two studies of the approach are presented to illustrate the ways that diabetics use visualizations of past activities to reflect on their health. We also discuss design suggestions for augmented memory systems based on our findings, focusing on ways to enhance learning with repositories of past experiences collected automatically and/or manually.

Integrating glucometers and digital photography as experience capture tools to enhance patient understanding and communication of diabetes self-management practices

Brian K. Smith

Papers

Learning through game modding

Clinical practice guidelines for the maintenance of patient physical safety in the intensive care unit: use of restraining therapies--American College of Critical Care Medicine Task Force 2001-2002.

Using the taxonomy of cognitive learning to model online searching

BGuILE: Stragtegic and conceptual scaffolds for scientific inquiry in biology classrooms

Integrating glucometers and digital photography as experience capture tools to enhance patient understanding and communication of diabetes self-management practices