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

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

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

How we Think

Interpreting qualitative data

Computer security depends largely on passwords to authenticate human users. However, users have difficulty remembering passwords over time if they choose a secure password, i.e. a password that is long and random. Therefore, they tend to choose short and insecure passwords. Graphical passwords, which consist of clicking on images rather than typing alphanumeric strings, may help to overcome the problem of creating secure and memorable passwords. In this paper we describe PassPoints, a new and more secure graphical password system. We report an empirical study comparing the use of PassPoints to alphanumeric passwords. Participants created and practiced either an alphanumeric or graphical password. The participants subsequently carried out three longitudinal trials to input their password over the course of 6 weeks. The results show that the graphical password users created a valid password with fewer difficulties than the alphanumeric users. However, the graphical users took longer and made more invalid password inputs than the alphanumeric users while practicing their passwords. In the longitudinal trials the two groups performed similarly on memory of their password, but the graphical group took more time to input a password.

PassPoints: design and longitudinal evaluation of a graphical password system

When users input their passwords in a public place, they may be at risk of attackers stealing their password. An attacker can capture a password by direct observation or by recording the individual's authentication session. This is referred to as shoulder-surfing and is a known risk, of special concern when authenticating in public places. Until recently, the only defense against shoulder-surfing has been vigilance on the part of the user. This paper reports on the design and evaluation of a game-like graphical method of authentication that is resistant to shoulder-surfing. The Convex Hull Click (CHC) scheme allows a user to prove knowledge of the graphical password safely in an insecure location because users never have to click directly on their password images. Usability testing of the CHC scheme showed that novice users were able to enter their graphical password accurately and to remember it over time. However, the protection against shoulder-surfing comes at the price of longer time to carry out the authentication.

Design and evaluation of a shoulder-surfing resistant graphical password scheme

Graphical passwords are an alternative to alphanumeric passwords in which users click on images to authenticate themselves rather than type alphanumeric strings. We have developed one such system, called PassPoints, and evaluated it with human users. The results of the evaluation were promising with respect to rmemorability of the graphical password. In this study we expand our human factors testing by studying two issues: the effect of tolerance, or margin of error, in clicking on the password points and the effect of the image used in the password system. In our tolerance study, results show that accurate memory for the password is strongly reduced when using a small tolerance (10 x 10 pixels) around the user's password points. This may occur because users fail to encode the password points in memory in the precise manner that is necessary to remember the password over a lapse of time. In our image study we compared user performance on four everyday images. The results indicate that there were few significant differences in performance of the images. This preliminary result suggests that many images may support memorability in graphical password systems.

/pdf/authentication-using-graphical-passwords-effects-of-1y4vuzmv70.pdf

Authentication using graphical passwords: effects of tolerance and image choice

Access to computer systems is most often based on the use of alphanumeric passwords. However, users have difficulty remembering a password that is long and random-appearing. Instead, they create short, simple, and insecure passwords. Graphical passwords have been designed to try to make passwords more memorable and easier for people to use and, therefore, more secure. Using a graphical password, users click on images rather than type alphanumeric characters. We have designed a new and more secure graphical password system, called PassPoints. In this paper we describe the PassPoints system, its security characteristics, and the empirical study we carried out comparing PassPoints to alphanumeric passwords. In the empirical study participants learned either an alphanumeric or graphical password and subsequently carried out three longitudinal trials to input their passwords over a period of five weeks. The results show that the graphical group took longer and made more errors in learning the password, but that the difference was largely a consequence of just a few graphical participants who had difficulty learning to use graphical passwords. In the longitudinal trials the two groups performed similarly on memory of their password, but the graphical group took more time to input a password.

Authentication Using Graphical Passwords: Basic Results

This paper discusses how an interpretive theory of action was explored and developed through iterative cycles of grounded theory generation. We establish our motivation for employing the grounded theory method in an area that is overflowing with theories of learning, then move on to the practicalities of generating an interpretive grounded theory by following the ‘vapor trails’ left by online learners. We describe how we incorporated the use of mixed methods into an interpretive grounded theory process, with a theoretical sampling strategy that used ‘complementary comparison’ to feed back into a new cycle of constant comparison. We discuss how constant comparison may be enhanced by researcher debate around emerging themes and categories, co-coding of data samples, coding of researcher theoretical memos, and reflection-in-action during explicit explanations of coding schemes to research assistants and the review of research process memos. Finally, we discuss how and why the substantive theory of action that was generated by this process provides an original contribution to theories of collaborative online learning by accounting for both visible and invisible learning strategies that explain the role of thought-leaders in a community of inquiry and account for vicarious learning.

https://papers.ssrn.com/sol3/Delivery.cfm?abstractid=2184150

Jim Waters

Papers

PassPoints: design and longitudinal evaluation of a graphical password system

Design and evaluation of a shoulder-surfing resistant graphical password scheme

Authentication using graphical passwords: effects of tolerance and image choice

Authentication Using Graphical Passwords: Basic Results

Using a grounded theory approach to study online collaboration behaviors