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

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Conflict and Conflict Management.

The rise of motivational information systems: A review of gamification research

Approaches to learning

Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues

This study investigated the effects of external rewards on fifth graders' motivation, engagement and learning while playing an educational game. We were interested in exploring whether the feedback-rich environment of the game could mitigate the predicted negative effects of external rewards. Data of students' engagement and learning were collected and analyzed at multiple levels. A quasi-experimental design was used to examine the effect of external rewards in one group (n = 50) compared to a control group without such rewards (n = 56). According to the results, the external rewards did not undermine students' motivation (e.g., at proximal and distal levels), however they did not foster disciplinary engagement. On the other hand, students in the reward condition showed significantly larger gains in conceptual understanding (proximal) and non-significantly larger gains in achievement (distal). These results suggest that the predicted negative consequences of external rewards may be addressed in this new generation of learning environments. Future research and contributions of the study are provided.

A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game

Background. Interest is growing in harnessing the motivational and engaging power of games for learning purposes. However, academics frequently use the terms motivation and engagement interchangeably.

Aim. In this article, we suggest that researchers should differentiate engagement from motivation and conceptualize it as a volitional process. We also argue that educational games research needs to move its focus beyond intrinsic motivation and explore the variety of cognitive, emotional, motivational, and volitional processes while learning with games.

Method. Therefore, this article outlines a conceptual framework based on a multidimensional perspective on engagement. This framework is intended to help plan and organize research on learning with games, so that the field can produce evidence-based guidelines and principles that respond to the central questions of how and when educational games work.

Results. A conceptual framework that integrates motivation and volition, is structured by an input-process-output model and portraits engagement as a process or mediator variable between an educational game and its learning outcomes.

Conclusion. Defining engagement as a volitional process opens up a new perspective with broad theoretical and practical implications. For game design, the strategy of A¢Â€Âœlearning within gamesA¢Â€Â could demand increasingly higher levels of volitional control depending on the degree of coupling of the learning task and the gameplay.

Engagement as a Volitional Construct: A Framework for Evidence-Based Research on Educational Games

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Repositioning Formative Assessment from an Educational Assessment Perspective: A Response to Dunn & Mulvenon (2009)

Issues of boredom, disengagement, and dropouts (in schools, colleges, and e-learning scenarios) have long been of central concern for educational practitioners and policy makers (Charles, Bustard, & Black, 2009; Fredricks, Blumenfeld, & Paris, 2004). One solution may be to capitalize on the interest and energy with which the current generation — controversially referred to as ‘digital natives’ (Prensky, 2001) — engages with new social media (Jenkins, 2006; Ito, 2010), in particular video games (Barab et al., 2007; Gee, 2003, 2007; Jenkins & Squire, 2004; Shaffer, 2006). While some researchers see games as opportunities for deep, sustained, and transferable learning (Gee, 2003, 2008; Loftus & Loftus, 1983), others question whether engaging environments can also interfere with students’ learning (Blumenfeld, Kempler, & Krajcik, 2006; Jackson, Dempsey, & McNamara, Chapter 6 in this volume) or further complicate the potential for game-based learning (Kerres, Bormann, & Vervenne, 2009).

Michael Filsecker

Papers

Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues

A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game

Engagement as a Volitional Construct: A Framework for Evidence-Based Research on Educational Games

Repositioning Formative Assessment from an Educational Assessment Perspective: A Response to Dunn & Mulvenon (2009)

Behaviorism, Constructivism, and Communities of Practice: How Pedagogic Theories Help Us Understand Game-Based Language Learning