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

Evaluation of a Mobile Learning Organiser and Concept Mapping Tools

Introduction This guide is intended mainly for developers of educational software and websites, it should also help users (teachers and students) to evaluate educational software and to give feedback to the software developers. Ease of use can be split into three aspects: • Usability (can people use the software effectively and efficiently to perform a task?), • Usefulness (does it improve teaching and learning?) • Desirability (do people enjoy using it?). This guide is primarily about usability. Designing and assessing the usefulness of educational systems is a complex topic, beyond the scope of a short report. Desirability depends on usability (the user will not enjoy a system they can't use) but it also involves issues such as motivation, fashion, marketing, and peer pressure. Good software is all of these things, and whilst the guidelines presented here focus on usability, they assist the wider issues as well. Why have guidelines? Usability guidelines provide a basic starting point and a collection of received wisdom from experts, who have done the research and experimentation and produced a series of basic principles that generally serve them well. Some of these principles are very detailed and specific (e.g. font size and colour, whilst others are more about overall issues (such as screen layout). It is important to use the guidelines selectively and modify them to take account of the topic, learner, and context in which the software will be used. The two general principles that underpin most software guidelines are know the user and know the system. The first category is concerned with fundamental principles of cognitive reasoning, visual abilities, and physical and psychological effects. The second category is necessarily more specific than the first: interactive systems are always used by people, but the delivery mechanism can vary hugely. Guidelines for this category try to maximise the benefits of the platform (web page, Windows program, palmtop device) whilst minimising its problems. There are many reasons for adapting, or ignoring, guidelines, but there should always be good reasons for deviating from them. These usually fall into the same categories as above − namely, systems may be designed for a particular set of users who have a known profile that can dictate a different approach, or a particular delivery platform is specified that does not conform to the assumptions given in the general guidelines. Guidelines can cover high-level issues and be very general, or can focus on …

/pdf/design-guide-for-developers-of-educational-software-23wellbg4l.pdf

Design Guide for Developers of Educational Software

Computer-based tutoring of visual concepts is a largely unexplored area. The ability to classify images, to identify features and to describe abnormalities is a necessary part of training in many professions, such as radiology, anatomy, botany and geology. To a lesser level it is important for developing everyday skills such as identifying birds, trees, rocks, and flowers. The aim of this paper is to show how computers might be used in visual concept teaching, to store and display large stocks of exemplar images, to carry out a tutorial dialogue with the learner, and to provide learning aids such as concept maps, feature spaces, and structural models. The paper describes well-established methods for teaching visual concepts and indicates how computers can supplement the human teacher in tutoring students with differing levels of expertise.

Computer‐based tutoring of visual concepts: from novice to expert

About the book: 

There is currently a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly when supported by technology, it can be a significant vehicle for developing higher order thinking skills. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their knowledge of the world, yet such methods can present significant challenges for teachers and students. 

Orchestrating Inquiry Learning addresses the key challenge of how to resource and support processes of inquiry learning within and beyond the classroom. It argues that technological support, when coupled with appropriate design of activities and management of the learning environment, can enable inquiry learning experiences that are engaging, authentic and personally relevant. 

This edited collection of carefully integrated chapters brings together, for the first time; work on inquiry learning and orchestration of learning. Drawing upon a broad range of theoretical perspectives, this book examines: 


• Orchestration of inquiry learning and instruction 

• Trajectories of inquiry learning 

• Designing for inquiry learning 

• Scripting personal inquiry 

• Collaborative and collective inquiry learning 

• Assessment of inquiry learning 

• Inquiry learning in formal and semi-formal educational contexts 

Orchestrating Inquiry Learning is essential reading for all those concerned with understanding and promoting effective inquiry learning. The book is aimed at an international audience of researchers, post-graduate students, and advanced undergraduates in education, educational technology and psychology. It will also be of interest to educational practitioners and policy makers, including teachers, educational advisors, teacher-students and their trainers.

Designing orchestration for inquiry learning

In this chapter, we look ahead to the year 2030 and consider the ways in which current visions of massive open online courses may develop into realities. We also look at the changes in pedagogy, technology, and the wider environment that will be necessary in order for them to flourish. 

By 2030, it is unlikely that we will still be using the term MOOC. What MOOCs have initiated is an understanding of how higher learning can be offered online at massive scale. As universities, companies, governments and non-government organisations enter this world of massive online learning, they will encounter not only economies of scale, opportunities to enter new education markets, and ways to disseminate their ideas worldwide, but also the traditional education issues of teacher education, course design, quality assurance, examination, and accreditation, recast for a global body of students. The roles of universities will change as they seek to expand their programmes for online learning, with all the issues associated with students from many locations and cultures engaging in learning at a distance. Nevertheless, the university will have a place in this new mix, not only as a site for premium campus services but also as a trusted examining body. Universities will also play a significant role as leaders of research into innovative pedagogical practices.

Mike Sharples

Papers

Evaluation of a Mobile Learning Organiser and Concept Mapping Tools

Design Guide for Developers of Educational Software

Computer‐based tutoring of visual concepts: from novice to expert

Designing orchestration for inquiry learning

MOOCs 2030: a future for massive open online learning