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

Over the past few decades there has been a large amount of research dedicated to the teaching of statistics. The impact of this research has started to change course content and structure, in both ...

Statistical Education in the 21st Century: A Review of Challenges, Teaching Innovations and Strategies for Reform

The Library Is for Studying: Student Preferences for Study Space

Purpose – The purpose of this study is to provide an initial assessment of an Audience Response System (clicker technology) for library instruction as experienced at Texas A&M University Libraries.Design/methodology/approach – Clickers were tested in three different types of instructional sessions with unique class objectives and different student populations. The study provides an overview of the technology, followed by a report on some of the benefits and challenges the authors encountered in the classroom.Findings – Clickers are fairly easy to use, and provide a fun way to quickly turn traditional classroom lectures into interactive learning experiences.Practical implications – This paper provides concrete applications for how to access student knowledge and implement active learning techniques in the classroom.Originality/value – This paper demonstrates an innovative way librarians can improve library instruction in order to meet information literacy standards and other educational challenges.

A clicker for your thoughts: technology for active learning

A constructivist approach to teaching and learning holds that the learner, through interaction and experience with an object or process, creates knowledge. Instruction based upon constructivist theory places the student at the center of the learning environment, while the instructor serves as a guide or facilitator. In direct contrast, traditional learning places the learning in a more passive role, simply mirroring or reproducing knowledge that was provided by the instructor. Constructivist theory has enjoyed a certain level of popularity in higher education as emphasis has shifted from a pedagogical framework to a more andragogical (i.e., adult and learner-centered rather than instructor-lead) one. Emphasis upon teaching critical thinking skills seems a natural fit with a constructivist-based approach to learning. Critical thinking involves the conceptualization, analysis, synthesis, evaluation, and ultimate application of information so that the learner may reach conclusions or form independen...

Promoting Critical Thinking Skills in Online Information Literacy Instruction Using a Constructivist Approach

Guided by four principles – learners construct their own meaning; new learning builds on prior knowledge; learning is enhanced by social interaction; and learning develops through “authentic” tasks – constructivist learning moves from experience to knowledge and not the other way around. In a constructivist classroom, the activities lead to the concepts; the students construct the meanings. Learning happens! Abstract concepts become meaningful, transferable, and retained because they are attached to the performance of a concrete activity. This article discusses the elements of constructive learning and describes ways to apply those elements to library instruction to create truly “active” learning. An appendix contains sample exercises.

Beyond active learning: a constructivist approach to learning

Purpose – The aim of this paper is to document how two university libraries determined whether mystery shopping is an effective and statistically feasible instrument for evaluating customer service at public service desks.Design/methodology/approach – Mystery shopping exercises were conducted at both libraries during the 2008 spring and fall semesters. Trained mystery shoppers recorded staff behaviors and the answers given to their reference questions and open‐ended comments about their reference experience. Using ClinTools, Excel, and Atlas.ti, the authors conducted a meta‐analysis of the data.Findings – Mystery shopping is an effective method for evaluating customer service in libraries. The shoppers observed staff behaviors that were generally in line with the libraries' guidelines, but their comments revealed suggestions for improvement. When the behavior rubric results were combined with the comments, the authors learned that shoppers were somewhat unsatisfied.Research limitations/implications – The ...

Why and how to mystery shop your reference desk

Though the academic library’s primary mission is to serve the students, faculty, and staff of its parent institution, would-be users not officially associated with the institution frequently call upon the library to provide services and/or resources. Requests by these nonaffiliated users (sometimes called community users) pose a moral quandary for public-service staff. Library personnel must weigh the demand to be helpful against their responsibility to make students, faculty, and staff their top priority. The authors employ W.D. Ross’s pluralistic framework of prima facie duties to examine the conflicting obligations at the heart of this ethical dilemma.

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Nonaffiliated Users in Academic Libraries: Using W.D. Ross’s Ethical Pluralism to Make Sense of the Tough Questions

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Case Study: The Inch and the Mile: Luck, Opportunity, and Planning Innovative Learning Spaces

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Elizabeth Kocevar-Weidinger

Papers

Beyond active learning: a constructivist approach to learning

Why and how to mystery shop your reference desk

Nonaffiliated Users in Academic Libraries: Using W.D. Ross’s Ethical Pluralism to Make Sense of the Tough Questions

Case Study: The Inch and the Mile: Luck, Opportunity, and Planning Innovative Learning Spaces

Secrets to successful mystery shopping A case study