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

This chapter aims to indicate some of the potential benefits and dangers inherent in the technology of Knowledge-Based Systems (KBSs) and to suggest courses of action that would both minimize risk and promote social benefit in future developments. KBSs offer cheap and ready access to knowledge, efficient management and organization of information, conversion of information into usable knowledge to guide human action, knowledge and advice relevant to the context in which it is needed. There are, however, potential dangers if a user is unfamiliar with the assumptions underlying KBS structures of reasoning and representing knowledge: the danger of a program becoming incomprehensible or unreliable in an emergency: the possibility of placing too much faith in the abilities of KBSs and thereby losing the capacity for critical evaluation of its judgments: the inevitable uncertainty or inexactitude programmed into KBSs: the economic implications at an uneven distribution of new technology: and the likelihood of misinterpretation or technical failure when autonomous. systems are automatically activating machinery (e. g. military/defence systems). The chapter argues for the regulation of KBS construction, particularly for those systems designed for public or “non-expert” use. Suggestions include programming into each system a clear qualification of answers and requests for data, setting up a workable Code of Conduct for AI practitioners, and constant supervision of the assumptions and activities of each computerized system. Since KBSs work by consulting an internal model of the world (supplied to them by a human programmer), their decisions must be challenged or ignored when necessary and always treated with an appropriate degree of scepticism

Controlling the Application of Knowledge-Based Systems

This paper addresses how to enable innovative forms of learning with museums. Research into the learning sciences has identified attributes of successful learning, including learning through conversation and collaboration, embodied cognition, and metacognitive awareness (Sawyer, 2014). Parallel work has identified new methods of learning in an age of digital and mobile technologies, such as seamless learning, rhizomatic learning and personal inquiry learning (Sharples et al., 2014). These are underpinned by a social constructivist theory of learning whereby people construct shared understanding of the world through active exploration and dialogue, mediated by cognitive tools and supported by expert teachers. How can this new science of learning be aligned with the role and fabric of museums as places to exhibit and interpret collections for public education and entertainment?

Seeding, wonder rooms and curatorial inquiry: New forms of museum communication and learning

In attempting to achieve a diagnosis both novice and expert radiologists tend to simplify the process by grouping contending diagnosis candidates into “small worlds” of similar appearance or similar clinical features. Comparing a current undiagnosed case with an archive of image feature descriptors of past cases also provides opportunities for discovering the roles of individual image features in discrimination. Techniques of implementing such potentially rewarding analyses require a standard language of descriptors (an image description language or IDL) that can be used consistently on an archive of cases to blindly describe them without knowledge of the final diagnoses. It is important that the radiological protocols employed should be matched between examples and new cases and that there should be sufficient numbers in the archive to provide statistically convincing data.

Computer discriminationbetween diseases of the brain basedon MR image features

John Clark was inventor of the Eureka machine to generate hexameter Latin verse. He labored for 13 years from 1832 to implement the device that could compose at random over 26 million different lines of well-formed verse. This paper proposes that Clark should be regarded as an early cognitive scientist. Clark described his machine as an illustration of a theory of "kaleidoscopic evolution" whereby the Latin verse is "conceived in the mind of the machine" then mechanically produced and displayed. We describe the background to automated generation of verse, the design and mechanics of Eureka, its reception in London in 1845 and its place in the history of language generation by machine. The article interprets Clark's theory of kaleidoscopic evolution in terms of modern cognitive science. It suggests that Clark has not been given the recognition he deserves as a pioneer of computational creativity. 

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John Clark's Latin Verse Machine: 19th Century Computational Creativity

nQuire (nquire.org.uk) is an innovative citizen science (CS) platform for learning, developed at the Open University UK in collaboration with the British Broadcasting Corporation (BBC). It operationalizes the concept of ‘citizen inquiry’, that is the fusion of citizen science and inquiry-based learning. It enables members of the public to join or set up
their own investigations or ‘missions’ to explore themselves and their environment. Each mission involves finding out about how CS works at scale and gaining insight into current issues such as personal wellbeing. An example of an nQuire mission is Gardenwatch; this is a survey of UK private gardens, produced by BBC Springwatch and the British Trust for Ornithology. Over 200,000 people completed surveys of their gardens on nQuire, as well as sharing their
findings on social media. We are now researching how to capture and improve the impact of nQuire on citizens’ learning and engagement. Our vision is to educate the general public in thinking scientifically through engagement with nQuire missions.

Mike Sharples

Papers

Controlling the Application of Knowledge-Based Systems

Seeding, wonder rooms and curatorial inquiry: New forms of museum communication and learning

Computer discriminationbetween diseases of the brain basedon MR image features

John Clark's Latin Verse Machine: 19th Century Computational Creativity

Can technology empower the public to think scientifically? The case of nQuire