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

Learners can command an increasing range of mobile technologies that have the potential to support learning anytime anywhere, but also to disrupt the carefully managed environment of the classroom. This paper outlines a theory of learning as conversation that can provide a framework for the design of mobile-networked technology for learning. It describes a prototype device based on a pen tablet computer with camera, phone and wireless LAN connection, combined with software to support learning actions, descriptions and conversations. Such devices raise both opportunities and challenges for classroom education.

Disruptive devices: mobile technology for conversational learning

In the evolving landscape of mobile learning, European researchers have conducted significant mobilelearning projects, representing a distinct perspective on mobile learning research and development. Ourarticle aims to explore how these projects have arisen, showing the driving forces of European innovationin mobile learning. We propose context as a central construct in mobile learning and examine theories oflearning for the mobile world, based on physical, technological, conceptual, social and temporal mobility.We also examine the impacts of mobile learning research on educational practices and the implications forpolicy. Throughout, we identify lessons learnt from European experiences to date.

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Innovation in Mobile Learning: A European Perspective

MEXICA is a computer model that produces frameworks for short stories based on the engagement-reflection cognitive account of writing. During engagement MEXICA generates material guided by content and rhetorical constraints, avoiding the use of explicit goals or story-structure information. During reflection the system breaks impasses, evaluates the novelty and interestingness of the story in progress and verifies that coherence requirements are satisfied. In this way, MEXICA complements and extends those models of computerised story-telling based on traditional problem-solving techniques where explicit goals drive the generation of stories. This paper describes the engagement-reflection account of writing, the general characteristics of MEXICA and reports an evaluation of the program.

MEXICA: A computer model of a cognitive account of creative writing

This paper describes a 10-month trial of a mobile learning organiser, developed for use by university students. Implemented on a wireless-enabled Pocket PC hand-held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning. The trial set out to identify the most-used tools for such a learning device and their patterns and problems of usage. The primary uses of the organiser were communication, time-management and access to content. No single application took precedence. The results from an analysis of questionnaire surveys and focus groups indicate that there was a demand for institutional support of mobile learning, in particular to provide course content and timetabling information. Wireless connectivity was crucial to the usefulness of the organiser. Usability issues relating to the hardware and software had considerable impact on the students' usage and satisfaction with the system.

/pdf/evaluation-of-a-mobile-learning-organiser-for-university-38fdysp2wu.pdf

Evaluation of a Mobile Learning Organiser for University Students

This paper presents a description and evaluation of Myartspace, a service on mobile phones for inquiry-led learning that allows students to gather information during a school field trip which is automatically sent to a website where they can view, share and present it, back in the classroom or at home. The evaluation focused on three levels: a micro level, concerned with issues of usability; a meso level, which examined educational effectiveness in terms of learning breakthroughs and breakdowns; and a macro level, which looked at the impact of the new technology on school museum visits practice. Issues of implementing mobile learning across school and museum settings are identified and cross-level influences are discussed. The study showed that the service was effective in enabling students to gather information in a museum and this provided resources for effective construction and reflection in the classroom. Minor usability problems did not detract from the learning, however there are significant issues concerning how to structure the visit and on the viability of Myartspace as a regular service.

/pdf/myartspace-design-and-evaluation-of-support-for-learning-39bt81aqjn.pdf

Mike Sharples

Papers

Disruptive devices: mobile technology for conversational learning

Innovation in Mobile Learning: A European Perspective

MEXICA: A computer model of a cognitive account of creative writing

Evaluation of a Mobile Learning Organiser for University Students

Myartspace: Design and evaluation of support for learning with multimedia phones between classrooms and museums