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

Determining Location in Context-Aware Mobile Learning

The global entertainments industry is of comparable size and influence to the education sector. One hundred years ago people travelled to music halls or concerts to be entertained. Then broadcasting and the gramophone brought mass entertainment into every home. Now a second revolution is underway as millions of people download music from the Internet to personal players, and create and share media on sites such as FlickrTM and YouTube. One hundred years ago children travelled to schools to sit in rows and be instructed by a teacher. Today, they still do the same. Why is education so resistant to change? One reason is that education is strongly provider-led. Schools are part of, yet separate from, their communities, containing classrooms designed to exclude daily contact with the outside world. Formal education separates learning about the world from applying that learning in the world. In the UK, the government is investing £2 billion per year in the Building Schools for the Future programme, to rebuild or renew every secondary school in England over a 10to 15-year period (http://www.bsf. gov.uk/). The danger is that many schools will encase 19th-century teaching methods in 21st-century building materials. Yet there is a strong and growing movement for nonformal and community education. The Worker’s Educational Association was founded in the UK in 1903 as a democratic, voluntary adult education movement and still runs over 10 000 courses a year (http://www.wea. org.uk/). Home-education is expanding in many countries, with over a million children in the USA being schooled at home (Princiotta & Stacey 2006). Reformers such as Dewey and Friere have argued for a more democratic education based on inquiry and conversation (see http://www.infed.org/ for a web-based encyclopedia of informal education). The technology of the Internet is now beginning to offer a global democratisation of education. The first evidence was Wikipedia, arguably the most subversive educational technology yet invented. Not only does it provide a worldwide encyclopedia with no central publisher or editorial board, it also offers tools for anyone with a web browser to create and edit content. In Wikipedia, the authority is not vouched through scholarly practice and academic peer review, but emerges from the software architecture of a system that offers every change in its content to the scrutiny of every Internet browser. Knowledge arises from the power of collective intelligence. This democratisation of learning is now being replicated on a smaller scale in homes and workplaces, as people share knowledge online through Internet chat and social networking. The next step, already underway, is to go mobile, not only providing access to information though handheld devices, but also the ability to create and share knowledge. For example, GoogleTM Maps is now available on mobile phones (http://www.google.com/gmm/ index.html), and both FlickrTM and Wikipedia have been linked to maps so that people can create and view photos of locations (http://www.flickr.com/map/) and locationbased encyclopedia entries (http://wikimapia/org/). Over the next decade will education undergo as radical a transformation as the entertainments industry? If so, it will have to face some of the same issues, such as preserving copyright and maintaining quality, and also some unique ones such as assessing learning in the field and bridging the gap between formal and non-formal education. Traditional education is built upon control and discipline, and this brings it into direct conflict with learning through conversation and community knowledge building. In some countries the control is exercised through a state curriculum and censorship of community media. In others, the control is enacted more subtly, by extending formal education into homework and organised field trips. Not surprisingly, access to Wikipedia has been banned in China since October 2005 (Smith & Revill 2006). Just as predictable, its authority and value has been questioned by Western publishers and academics (Giles 2005). There is an essential role for formal education in training people in the doi: 10.1111/j.1365-2729.2007.00233.x SPECIAL ISSUE Editorial

Introduction to Special Issue of JCAL on mobile learning

Citizen science is a popular paradigm of research collaboration between scientists and non-professional members of the public with the aim to contribute data to natural and physical science projects such as species identification. We have utilised this paradigm to scaffold online personal inquiry learning within informal settings. The nQuire Missions toolkit is a web platform to host the development and management of personal inquiry missions by young people combined with a sensor-based mobile application to support the collection of data on mobile phones. Scaffolding citizen inquiry science is a challenging task, as proposed missions should be personally meaningful, use recognised methods of data collection and analysis, and be valid and ethical.The concept, design and example science missions have been developed through a partnership with Sheffield University Technical College (UTC) where teachers and students acted as design informants. The result of the design exercise has been a specification for the nQuire Missions software and examples of missions which use the mobile phone to collect and share data.

Scaffolding citizen inquiry science learning through the nQuire toolkit.

This paper examines the changing study practices of UK distance learning students as they employ, adapt and integrate the use of new portable digital devices such as tablets, e-books and smartphones into their learning. The paper uses data from 1700 students that have been collected in a series of surveys at The Open University by the E-Pedagogies Project between 2012 and 2016. The data cover study habits, patterns of use, study tasks and student experiences of distance learning students, showing how these change over time. Data from open comments provide further insight into how, why and where students are studying, or attempting to study. The evidence paints a nuanced picture where the combination of handheld digital devices being used is in flux, where course learning designs need to allow students more flexibility in study technology and pedagogies, and where the opportunity time for study remains fluid. The insights presented in this paper will be of interest to all those involved in Higher Education and distance learning both.

/pdf/learning-with-mobile-devices-the-changing-place-and-space-of-248v6397j5.pdf

Learning with mobile devices: the changing place and space of distance learners’ study

About the book:
The biggest trend in museum exhibit design today is the creative incorporation of technology. Digital Technologies and the Museum Experience: Handheld Guides and Other Media explores the potential of mobile technologies (cell phones, digital cameras, MP3 players, PDAs) for visitor interaction and learning in museums, drawing on established practice to identify guidelines for future implementations.

Mike Sharples

Papers

Determining Location in Context-Aware Mobile Learning

Introduction to Special Issue of JCAL on mobile learning

Scaffolding citizen inquiry science learning through the nQuire toolkit.

Learning with mobile devices: the changing place and space of distance learners’ study

Cross-Context Learning