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

Designers have been moving increasingly closer to the future users of what they design and the next new thing in the changing landscape of design research has become co-designing with your users. But co-designing is actually not new at all, having taken distinctly different paths in the US and in Europe.  The evolution in design research from a user-centred approach to co-designing is changing the roles of the designer, the researcher and the person formerly known as the ‘user’. The implications of this shift for the education of designers and researchers are enormous. The evolution in design research from a user-centred approach to co-designing is changing the landscape of design practice as well, creating new domains of collective creativity. It is hoped that this evolution will support a transformation toward more sustainable ways of living in the future.

https://www.tandfonline.com/doi/pdf/10.1080/15710880701875068

Co-creation and the new landscapes of design

A parallel distributed processing model of visual word recognition and pronunciation is described. The model consists of sets of orthographic and phonological units and an interlevel of hidden units. Weights on connections between units were modified during a training phase using the back-propagation learning algorithm. The model simulates many aspects of human performance, including (a) differences between words in terms of processing difficulty, (b) pronunciation of novel items, (c) differences between readers in terms of word recognition skill, (d) transitions from beginning to skilled reading, and (e) differences in performance on lexical decision and naming tasks. The model's behavior early in the learning phase corresponds to that of children acquiring word recognition skills. Training with a smaller number of hidden units produces output characteristic of many dyslexic readers. Naming is simulated without pronunciation rules, and lexical decisions are simulated without accessing word-level representations. The performance of the model is largely determined by three factors: the nature of the input, a significant fragment of written English; the learning rule, which encodes the implicit structure of the orthography in the weights on connections; and the architecture of the system, which influences the scope of what can be learned.

A Distributed, Developmental Model of Word Recognition and Naming.

How to ... be a reflective practitioner.

Truth and method

In recent years, various methods and techniques have emerged for mapping the contexts of people's interaction with products. Designers and researchers use these techniques to gain deeper insight into the needs and dreams of prospective users of new products. As most of these techniques are still under development, there is a lack of practical knowledge about how such studies can be conducted. In this paper we share our insights, based on several projects from research and many years of industrial practice, of conducting user studies with generative techniques. The appendix contains a single case illustrating the application of these techniques in detail.

Contextmapping: experiences from practice

As a social scientist trained both in psychology and anthropology, I was one of
these “experiments.” I began to serve the design process in 1982. In the 1980s I
played the role of the human factors practitioner, or “user advocate.” My role
was to know the user and to translate that knowing into principles and
prescriptions that the designers with whom I worked could understand and use.
We called this the user-centered design process. As I learned ways to help make
products and information systems more usable, I also studied the designers,
especially the ways they visually communicated with each other.

From user-centered to participatory design approaches

The role of making in the design process has been growing, taking on new forms and involving new players over the past 10 years. Where we once primarily saw designers using making to give shape to the future, today we can see designers and non-designers working together, using making as a way to make sense of the future. In this paper, we describe the landscape of design research and practice at the end of 2013 with special attention to the role of making across these perspectives: approach (cultural probes, generative toolkits and design prototypes), mindset (designing for people and designing with people), focus in time (the world as it is, the near future and the speculative future) as well as variations in design intent (provoking, engaging and serving).

Probes, toolkits and prototypes: three approaches to making in codesigning

The field of Participatory Design (PD) has grown rapidly over the last 20 to 30 years. For more than two decades non-designers have been increasingly involved in various design activities through a large number of participatory design projects all over the world. The project aims in PD have developed from being mainly about ICT development to today include, for instance, space design, product development, industrial design, architecture, service- and transformation design. As every project is unique, it is necessary to decide which design approach(es), methods, tools and techniques to use in a specific project. Thus many practices for how to involve people in designing have been used and developed during the years. There is some confusion as to which tools and techniques to use, when, and for what purpose. Therefore we are proposing a framework to help organize the proliferation of tools, techniques and methods in hopes that the PD community will benefit by discussing relevant applications and identifying potential areas for further exploration.

/pdf/a-framework-for-organizing-the-tools-and-techniques-of-175v7g5b6g.pdf

Elizabeth B.-N. Sanders

Papers

Co-creation and the new landscapes of design

Contextmapping: experiences from practice

From user-centered to participatory design approaches

Probes, toolkits and prototypes: three approaches to making in codesigning

A framework for organizing the tools and techniques of participatory design