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

NUDGE: IMPROVING DECISIONS ABOUT HEALTH, WEALTH, AND HAPPINESS by Richard H. Thaler and Cass R. Sunstein Penguin Books, 2009, 312 pp, ISBN 978-0-14-311526-7This book is best described formally as a general explanation of and advocacy for libertarian paternalism, a term coined by the authors in earlier publications. Informally, it is about how leaders, systems, organizations, and governments can nudge people to do the things the nudgers want and need done for the betterment of the nudgees, or of society. It is paternalism in the sense that "it is legitimate for choice architects to try to influence people's behavior in order to make their lives longer, healthier, and better", (p. 5) It is libertarian in that "people should be free to do what they like - and to opt out of undesirable arrangements if they want to do so", (p. 5) The built-in possibility of opting out or making a different choice preserves freedom of choice even though people's behavior has been influenced by the nature of the presentation of the information or by the structure of the decisionmaking system. I had never heard of libertarian paternalism before reading this book, and I now find it fascinating.Written for a general audience, this book contains mostly social and behavioral science theory and models, but there is considerable discussion of structure and process that has roots in mathematical and quantitative modeling. One of the main applications of this social system is economic choice in investing, selecting and purchasing products and services, systems of taxes, banking (mortgages, borrowing, savings), and retirement systems. Other quantitative social choice systems discussed include environmental effects, health care plans, gambling, and organ donations. Softer issues that are also subject to a nudge-based approach are marriage, education, eating, drinking, smoking, influence, spread of information, and politics. There is something in this book for everyone.The basis for this libertarian paternalism concept is in the social theory called "science of choice", the study of the design and implementation of influence systems on various kinds of people. The terms Econs and Humans, are used to refer to people with either considerable or little rational decision-making talent, respectively. The various libertarian paternalism concepts and systems presented are tested and compared in light of these two types of people. Two foundational issues that this book has in common with another book, Network of Echoes: Imitation, Innovation and Invisible Leaders, that was also reviewed for this issue of the Journal are that 1 ) there are two modes of thinking (or components of the brain) - an automatic (intuitive) process and a reflective (rational) process and 2) the need for conformity and the desire for imitation are powerful forces in human behavior. …

Nudge: Improving Decisions about Health, Wealth, and Happiness

How to ... be a reflective practitioner.

Self-Directed Learning, A Guide for Learners and Teachers

Flip your classroom: Reach every student in every class every day

The e-logbook is a collaborative web-based environment deployed by the Swiss Federal Institute of Technology in Lausanne (EPFL). It consists of an activity-oriented space where a community of educators, teaching assistants and students can form groups, conduct activities and perform several actions over stored and shared assets. Moreover, the e-logbook offers awareness services to sustain collaboration and coordination among the community members. This paper presents adaptive feed-oriented services designed and implemented to deliver awareness to mobile users, taking into account their device limitations and their activity context.

Feed-oriented awareness services for e-logbook mobile users

Remote experimentation is at the core of Science Technology Engineering and Mathematics education supported by e-learning. The development and integration of remote laboratories in online learning activities is hindered by the inherited supporting infrastructure's architecture and implementation. In this paper we present a remote experiment (The Smart Wind Turbine) built following the Smart Device Paradigm and integrated in an Inquiry Learning Space: the rich open educational resource defined in the EU project Go-Lab. Graasp-an educational social media platform, is the authoring and hosting tool. The Golabz platform is the dissemination medium among teachers and students.

The smart wind turbine lab

Comprehensive Teachware for Automatic Control

From Personal to Community Spaces: Interplay between Boundary Construction and Deconstruction

Despite the traction gained by the open data movement and the rise of big data and learning analytics in education, there is limited support for researchers in education to generate, access, and share experimental data using openly-available digital education platforms. To explore how this gap could be addressed and elicit requirements, we conducted a survey with 40 researchers in the field of technology-enhanced learning, examining their experience and needs handling research data. Drawing on the results of our survey, we devised a set of features that educational platforms should provide to address the identified requirements, enabling researchers in education to run studies within typical learning environments, adhere to legal and ethical frameworks concerning privacy, and share their data confidently with a wider audience. We then categorized these features into five stages that represent the user flow, namely (1) Bootstrapping Research Studies, (2) Ensuring Consent, (3) Gathering Data, (4) Managing Data Sets, and (5) Supporting Open Research and Collaboration. Our aim is to guide forthcoming research and developments to relieve researchers of the burdens of conducting data-sensitive experiments, support the adoption of best practices, and pave the way for open data policies in digital education.

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Denis Gillet

Papers

Feed-oriented awareness services for e-logbook mobile users

The smart wind turbine lab

Comprehensive Teachware for Automatic Control

From Personal to Community Spaces: Interplay between Boundary Construction and Deconstruction

Towards Open Data in Digital Education Platforms