New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

How people learn: Brain, mind, experience, and school.

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

How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.

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What Video Games Have to Teach Us About Learning and Literacy

Tested the 2-process theory of detection, search, and attention presented by the current authors (1977) in a series of experiments. The studies (a) demonstrate the qualitative difference between 2 modes of information processing: automatic detection and controlled search; (b) trace the course of the

http://psycnet.apa.org/doi/10.1037/0033-295X.84.2.127

Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory.

Basado en los rapidos avances en lo que se sabe sobre como las personas aprenden y como ensenar de manera efectiva, este libro examina los conceptos centrales y las pedagogias centrales que deberian estar en el corazon de cualquier programa de formacion docente. A partir de los resultados de una comision patrocinada por la Academia Nacional de Educacion, este titulo recomienda la creacion de un plan de estudios de formacion docente informado con los elementos comunes que representan los estandares mas avanzados para la profesion. Escrito para formadores de docentes en programas tradicionales y alternativos, lideres universitarios y del sistema escolar, profesores, profesionales de desarrollo del personal, investigadores y formuladores de politicas educativas, el libro aborda el conocimiento fundamental clave para la ensenanza y analiza como implementar ese conocimiento dentro del aula.

Preparing teachers for a changing world : what teachers should learn and be able to do

How People Learn: Brain, Mind, Experience, and School. Expanded Edition.

Levels of processing versus transfer appropriate processing

http://miwalab.cog.human.nagoya-u.ac.jp/database/resume/2010-07-12.pdf

John D. Bransford

Papers

How people learn: Brain, mind, experience, and school.

Preparing teachers for a changing world : what teachers should learn and be able to do

How People Learn: Brain, Mind, Experience, and School. Expanded Edition.

Levels of processing versus transfer appropriate processing

Contextual prerequisites for understanding: Some investigations of comprehension and recall