Basics of qualitative research: Grounded theory procedures and techniques

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

Co-Planar Stereotaxic Atlas of the Human Brain—3-Dimensional Proportional System: An Approach to Cerebral Imaging, J. Talairach, P. Tournoux. Georg Thieme Verlag, New York (1988), 122 pp., 130 figs. DM 268

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

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

Open University: Innovating Pedagogy 2013

Cognition, computers, and creative writing

Executive summary This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This third report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below, starting with two updates to last year’s report, followed by eight new entries, in an approximate order of immediacy and timescale to widespread implementation.

/pdf/innovating-pedagogy-2014-a1i8lczejs.pdf

Innovating Pedagogy 2014

The paper describes a project to support personal inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within inquiry and show the relation between specific activities and the general inquiry process.

http://www.syros.aegean.gr/users/manast/Pubs/Pub_conf/C12/Anastopoulou_mlearn2008.pdf

Learning 21st century science in context with mobile technologies

The aim of this paper is, first, to provide a synthesis and critique of contemporary explanations of writing as a cognitive process and, second, to extend these explanations by examining the means by which a writer creates a text through interaction with external resources and media, such as books, notes, pencil and paper, and the ways in which the representational properties of these resources affect the process of idea generation and written composition. We suggest that observed writing strategies can be described as a sequence of transitions between different representational spaces and that the choice of writing medium constrains the process of writing and influences the construction of these representations. We conclude by mentioning the implications of this analysis for the teaching of writing and the design of computer-based writing support tools.

Mike Sharples

Papers

Open University: Innovating Pedagogy 2013

Cognition, computers, and creative writing

Innovating Pedagogy 2014

Learning 21st century science in context with mobile technologies

Representing Writing: External Representations and the Writing Process