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

The power of feedback.

How we Think

What Video Games Have to Teach Us about Learning and Literacy

The World is Flat: A Brief History of the Twenty-First Century

Stochastic Models of Learning

Digital game-based learning, especially massively multiplayer online games, has been touted for its potential to promote student motivation and complex problem-solving competency development. However, current evidence is limited to anecdotal studies. The purpose of this empirical investigation is to examine the complex interplay between learners’ motivation, engagement, and complex problem-solving outcomes during game-based learning. A theoretical model is offered that explicates the dynamic interrelationships among learners’ problem representation, motivation (i.e., interest, competence, autonomy, relatedness, self-determination, and selfefficacy), and engagement. Findings of this study suggest that learners’ motivation determine their engagement during gameplay, which in turn determines their development of complex problem-solving competencies. Findings also suggest that learner’s motivation, engagement, and problem-solving performance are greatly impacted by the nature and the design of game tasks. The implications of this study are discussed in detail for designing effective game-based learning environments to facilitate learner engagement and complex problemsolving competencies.

https://www.jstor.org/stable/jeductechsoci.17.1.42

Dirk Ifenthaler

Papers

Stochastic Models of Learning

An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning

The acceptance of Tablet-PCs in classroom instruction: The teachers' perspectives

The acceptance of tablet-PCs in classroom instruction : the teachers’ perspectives

Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning