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

Our understanding of learning with technology is increasingly lagging behind technological advancements, such that it is no longer possible to fully understand learning with technologies without bringing together evidence from practice-based experiences and theoretical insight to inform research, design, policy and practice. Furthermore, whilst practical experiences and theoretical insights make significant contributions towards understanding learning with new technologies, the dynamic nature of learner practices and study contexts make it difficult to predict future requirements in terms of methods and models for next generation technology enhanced learning.
We therefore require formal and comprehensive methods and models of learning with technology that accommodate theory and practice whilst allowing us to anticipate methodological innovations that capture future transitions and changes in learner practices and study contexts, in order to inform research, design, policy and practice.
Workshop participants represented different communities of interest including research, design, evaluation and assessment. The overall objective was to anticipate methodological innovations in technology enhanced learning research and design over the next 5/10 years.

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Methods and models of next generation technology enhanced learning - White Paper

Educational Technology is in a period of exciting change, with new technologies such as augmented and virtual reality, new techniques to analyse student data, and new pedagogies for learning online at large scale. Universities are entering partnerships with publishers and startup companies to develop teaching and learning online. As the Computer and Learning research group (CALRG) celebrates its 40th anniversary, The Open University (OU) faces challenges and opportunities. The challenges are to find answers to three big questions. How can providers of online courses develop sustainable business models? How can institutions work together to develop courses that attract substantial numbers of fee-paying students and offer transferrable credit? How can course designers offer education that is both engaging and effective? The opportunities include developing new partnerships though the FutureLearn company to offer professional development courses with transferable credit, exploring inquiry learning at scale with the nQuire platform in collaboration with the BBC, and developing mobile technologies that promote broad and deep access to learning. A promising future research agenda is to examine how new educational technology can combine personalized with social learning. A lesson from 40 years of CALRG is that that successful computer-assisted learning involves not a series of exciting prototypes and quick fixes, but a sustained programme of research into the science of learning and the design of effective interventions.

/pdf/visions-for-the-future-of-educational-technology-1esorkwbhh.pdf

Visions for the Future of Educational Technology

This study is looking at how citizens engage with scientific investigations and it comprises two citizen inquiry communities: ‘Inquiring Rock Hunters’ and ‘Weather-it’. The communities originated from the idea of having citizens act as scientists. Therefore, the citizens were allowed and supported to create and facilitate investigations in collaboration with experts and based on their experience of everyday-life science. The following science learning aspects were investigated: type of learning taking place within the community, inquiry behaviour and patterns, scientific vocabulary and self-reported knowledge. Reflection on the main findings led to essential design suggestions that aim to facilitate the understanding of inquiry activities as part of a complete scientific process; balance the enjoyable parts of the projects with gains in scientific literacy; improve transferrable skills; and involve experts in conveying quality science topic culture and learning.

Science learning in online communities of scientific investigations: evidence and suggestions

Educational Technology and the Open University.

This paper focuses on the role of multimodal systems in education. The importance of using multiple modalities in communicating information while learning has been recently acknowledged by educationalists. Multimodal human-computer interaction for learning tasks could be an alternative path to pioneering effective computer aided learning. Multimodal technology could offer new opportunities to learn from everyday activities in the classroom. The act of moving the hand, for example, could lead to interesting conclusions about hand’s displacement and its graphical representation. However, there are several challenges that multimodal technology faces: it is not only a matter of how and when the system will present information to the user, but also where the learner would need support (educational content), what activities would keep them engaged. The paper will report a study aimed to explore these issues empirically.

Mike Sharples

Papers

Methods and models of next generation technology enhanced learning - White Paper

Visions for the Future of Educational Technology

Science learning in online communities of scientific investigations: evidence and suggestions

Educational Technology and the Open University.

Multimodality and Learning: Linking Science to Everyday Activiites