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

Editorial presents information on the development of wireless and mobile technologies and their influence on education. The use of information technology in education and training has undergone several paradigm shifts over the last three decades. Very recently the notions of e-learning (learning supported by digital electronic tools and media) and m-learning (learning using mobile devices and wireless transmission) have emerged. These terms are often associated with a simplistic understanding of facilitating learning by delivering learning content. Handheld devices are emerging as one of the most promising technologies for supporting learning and particularly collaborative learning scenarios. These technologies offer the possibility of moving away from the stand-alone computer, thus allowing interaction with several devices and making information accessible through a wireless connection to a server. It also introduces articles published in the special issue of 'Journal of Computer Assisted Learning'. (PsycINFO Database Record (c) 2007 APA, all rights reserved).

Guest editorial: Wireless and Mobile Technologies in Education

The MOBIlearn project (EU IST-2001-37187) aims to support a wide range of services and applications for learners using mobile computing devices such as phones, PDAs, and laptops The display limitations of these devices mean that it is crucial to deliver the right content at the right time One way of doing this is to use contextual information to derive content that is relevant to what the user is doing, as well as where and how they are doing it We present an object-oriented, feature-based architecture for a context awareness subsystem to be implemented within the MOBIlearn project, and consider the implications involved in the use of such a system for mobile learning

A context awareness architecture for facilitating mobile learning

The design of a personal, mobile Knowledge and Learning Organisation System (KLeOS) is described Studies of adult learning practice showed that learning activity is mobile between locations, time slots, and topic areas Moreover, learning follows a hierarchical organisation at three operational levels: learning activities are discrete acts, which are grouped to form learning episodes, which in turn are grouped to form learning projects KLeOS reflects this hierarchical structure and allows the user to organise and manage their learning experiences and resources as a visual timeline In addition, it incorporates a knowledge map, which is updated as the user progresses through learning experiences The interface of the organiser is based on the idea of timelines and employs project lines and activity lines to represent the user's learning over a lifetime The organiser forms a bridge between the timeline and the knowledge map by tagging the nodes of knowledge with the context of the learning episode(s) within which that knowledge was acquired The architecture of KLeOS allows it to be used on a number of different platforms, thus ensuring mobility

KLeOS: a personal, mobile, knowledge and learning organisation system

Conflict is a common phenomenon in interactions both between individuals, and between groups of individuals. As computer-supported cooperative work (CSCW) is concerned with the design of systems to support such interactions, an examination of conflict, and the various ways of dealing with it, would clearly be of benefit. This chapter surveys the literature that is most relevant to the CSCW community, covering many disciplines that have addressed particular aspects of conflict.

/pdf/a-survey-of-empirical-studies-of-conflict-4k0v47xks7.pdf

A Survey of Empirical Studies of Conflict

This paper reports findings from a survey and interviews with children aged 11–16 years, teachers and parents on their attitudes to e-safety in relation to social networking and media creation (Web 2.0) and their practices at school and at home. The results showed that 74% of the children surveyed have used social network (SN) sites and that a substantial minority regularly interact socially online with people they have not met face-to-face. Online interaction forms a different, although overlapping, social space to that of face-to-face friendships. Despite a desire from some teachers to explore the benefits of Web 2.0 for creative and social learning, they report being constrained by a need to show a duty of care that avoids worst-case risk to children, to restrict access to SN sites. The respondents also report more direct concerns about Internet bullying and exam cheating. We also report a Policy Delphi process with a panel of 30 people with expertise in Web 2.0 and e-safety. The panel reached a general consensus that schools should move towards allowing access to Web 2.0 sites, with children being educated in responsible and creative learning.

/pdf/e-safety-and-web-2-0-for-children-aged-11-16-3zcne208x9.pdf

Mike Sharples

Papers

Guest editorial: Wireless and Mobile Technologies in Education

A context awareness architecture for facilitating mobile learning

KLeOS: a personal, mobile, knowledge and learning organisation system

A Survey of Empirical Studies of Conflict

E‐safety and Web 2.0 for children aged 11–16