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

We have developed a system that aims to help trainees learn a systematic method of describing MR brain images by means of a structured image description language (IDL). The training system makes use of an archive of cases previously described by an expert neuroradiologist. The system utilises a visualisation method - an Overview Plot - which allows the trainee to access individual cases in the database as well as view the overall distribution of cases within a disease and the relative distribution of different diseases. This paper describes the evolution of the image description training system towards a decision support training system, based on the diagnostic notion of a "small world". The decision support training system will employ components from the image description training system, so as to provide a uniform interface for training and support.

From Description to Decision: Towards a Decision Support Training System for MR Radiology of the Brain

About the book:
The formative role played by digital communication in knowledge-based societies is widely acknowledged. Not least, young people's rapid adoption of a variety of social software applications serves to challenge existing forms of communication for learning, since these innovations allow and assume users' own creation, sharing, and editing of content. This volume presents advanced research on digital content creation, its socio-cultural contexts, and educational consequences. In the midst of ubiquitous commercial hype about digital innovation, as well as policy concerns, the volume offers the sobering perspectives of theory-driven empirical research, in order to examine the complexities, highlight the nuances, and illuminate the pedagogical affordances of creative digital contents. This book brings together the work of an international group of scholars from a range of disciplines including media and ICT studies, education, psychology, anthropology, sociology, and cultural studies.

Negotiating perspective in social video environments

This paper will draw on research work, currently being undertaken as part of the Personal Inquiry (PI) project to explore how evidence-based inquiry learning can be supported and resourced. The PI project aims to understand how personal and mobile technologies can be designed and deployed to make the processes of evidence-based scientific inquiry personally relevant and readily accessible to young people (aged 11-15 years). It also aims to support the continuity of science learning between classrooms and non-formal settings. Informed by a series of inquiry projects with schools, we are developing a toolkit to support inquiry learning across a range of learning contexts. Based on four school-based interventions, our analysis of processes of learning-teaching (including the analysis of ‘breakdowns’ in support and pupils’ understanding) explores the following questions: 

•	How can effective evidence based inquiry processes be characterised and supported?
•	What dilemmas and tensions are encountered when supporting processes of ‘personal’ inquiry through structured activities that involve phases of collaborative group work?
•	What resources enable and what constrains support collaborative inquiry processes?

The analyses draw on our experiences of using an inquiry activity guide for structuring and guiding activities, supporting class, group and individual working. They also highlight the challenges which confront educators when attempting to mobilise or build upon young people’s interests for schooled purposes. Making an inquiry authentic and personally relevant is a challenge that has been widely discussed in inquiry-based learning research. We wish to understand whether there are any circumstances for students in which the exploration of personally relevant topics and questions, rather than being engaging, becomes aversive – there being a fine line between a topic being personally interesting and engaging and being ‘too personal’ and thus not readily amenable to group investigation or discussion. Conversely, being very personal might be fruitful– a range of personal viewpoints and differences might stimulate engaging group discussion. This points to the necessity and the difficulty of understanding the students’ points of view regarding the educational tasks in hand. A way to address this challenge is through our ongoing commitment to participatory design processes involving young people instead of working with educators own assumptions regarding what these are or might be.

Mike Sharples

Papers

From Description to Decision: Towards a Decision Support Training System for MR Radiology of the Brain

Negotiating perspective in social video environments

Personal Inquiry and groupwork: issues for computer-supported inquiry learning

Electronic Publication: Writing for the Screen

Technology in context: summary findings from the Capital Project