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

Open Research Online

The paper describes a school trial carried out to support inquiry learning between formal and informal settings supported by personal mobile technology. The aim of the school trial was to explore how a first version of the PI Toolkit facilitates secondary school students in performing a personally relevant scientific inquiry both in a science classroom as well as at home. An analysis of classroom video and interviews has resulted in a set of incidents from which we have derived design guidelines and challenges for implementing technology-supported inquiry learning where personal technology is used and within which personally relevant investigations are conducted by students.

/pdf/personal-inquiry-lessons-learned-2iph5euw0f.pdf

Personal Inquiry: lessons learned

Review of Writing hypertext and learning: Conceptual and empirical approaches by R. Bromme and E. Stahl. Pergamon, Amsterdam 2002

/pdf/computer-discrimination-between-diseases-of-the-brain-based-1ooaknd32s.pdf

Computer discrimination between diseases of the brain based on MR image features

Learning and teaching is often supported using presentation software to display pre-authored slides in sequence over time. We wish to consider the pedagogic implications of Multi-Display Learning Spaces (MD-LS), where multiple partitions of presented information overlay a larger area within the physical environment. We discuss the use in university teaching of the Multi-Slides plug-in for popular presentation software, along with multiple projectors, to cascade multiple slides of information simultaneously across two walls of a seminar room. We use examples derived from postgraduate teaching to argue that MD-LS allow for enabling juxtapositions of visual materials -- such as evidence, results, conceptual frameworks and task specifications -- which can be used by students and tutors as cognitive tools to promote reasoned, argumentational dialogue. We consider the spatial implications for learning, and relate MD-LS to attempts within the literature to conceive classrooms of the future.

Mike Sharples

Papers

Open Research Online

Personal Inquiry: lessons learned

Review of Writing hypertext and learning: Conceptual and empirical approaches by R. Bromme and E. Stahl. Pergamon, Amsterdam 2002

Computer discrimination between diseases of the brain based on MR image features

Affordances of presentations in multi-display learning spaces for supporting small group discussion