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

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Narrative Methods for the Human Sciences

Introduction With the popularity of information technology and the rapid development of global knowledge, scholars and academia have started to pay more attention to technological instruction. Researchers have tried to develop various computerized systems or guiding strategies to assist students in improving their learning performance (Hsieh et al., 2011; Hwang, 2003; Panjaburee, Hwang, Triampo, & Shih, 2010). Chu, Tse, and Chow (2011) have indicated that effective instruction is required to cultivate the key competences of students; particularly, technological instruction which promotes student-centered learning presents a great difference from traditional direct instruction. Many scholars consider Project-Based Learning (PBL) as an excellent form of instruction to encourage the self-learning of students (Chang & Lee, 2010; Gerber, Cavallo, & Marek, 2001; Glover, 1993; Green, 1998; Moursund, 1999; Scott, 1994). David (2008) mentioned that project-based learning could provide students with more learning chances and interpersonal interactions, as it conforms to the requirements of technological instruction. Barrows (1996) indicated that students should look for more efficient learning methods based on their background knowledge and skills, and project-based learning, as a favorable learning strategy, could guide students to the application of knowledge and problem solving. Schmeck and Lockhart (1983) considered learning strategies as the methods applied in the learning process to assist learners in acquiring, managing, and integrating knowledge, as well as solving problems independently. It can be seen that project-based learning is such an approach that situates learners with higher order cognitive processes in the modified version of Bloom's taxonomy of educational objectives, such as "analyze", "evaluate" and "create" (Anderson, Krathwohl, Airasian, Cruickshank, Mayer, Pintrich, et al., 2001; Bloom et al., 1956). Shih, Chuang and Hwang (2010) further revealed that project-based learning could be a student-centered learning model to promote the learning achievement of students. Moreover, Mayer (1987) considered that learning strategies should be developed along with the students' increase in age, and that the optimal timing to develop learning strategies is with upper elementary school classes; that is, project-based learning is suitable for being applied to the learning strategies of these upper elementary classes. Nevertheless, researchers have pointed out several problems encountered while applying the project-based learning approach in large classrooms, including the difficulties in promoting students' learning motivation, having students concentrate on the learning tasks, helping the students connect the new content with their prior knowledge, and conducting the cooperative learning activities efficiently (Blumenfeld, Soloway, Marx, Krajcik, Guzdial, & Palincsar, 1991; Gulbahar & Tinmaz, 2006; Marx, Blumenfeld, Krajcik, & Soloway, 1997; Lee & Tsai, 2004). The advancement and popularity of computer and network technologies have resolved part of the problems. A technology-integrated PBL environment provides a real-world, constructivist, cooperative learning environment that has many advantages over the traditional PBL environment (Bottino & Robotti, 2007); that is, the difficulty in conducting the cooperative learning activities has been resolved. However, it remains a challenge to promote students' motivation and concentration on the learning tasks; moreover, it is also important to provide a way to guide the students to organize their knowledge. Therefore, the development of an effective instructional strategy for conducting project-based learning activities has become an important and challenging issue (Woods, 2010). Scholars have identified that storytelling is an effective instructional strategy for promoting learning motivations and improving the learning performance of students (Schank, 1990). …

A Project-Based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement.

This article explores ethical considerations related to participatory visual and digital methods for public health research and practice, through the lens of an approach known as “digital storytelling.” We begin by briefly describing the digital storytelling process and its applications to public health research and practice. Next, we explore 6 common challenges: fuzzy boundaries, recruitment and consent to participate, power of shaping, representation and harm, confidentiality, and release of materials. We discuss their complexities and offer some considerations for ethical practice. We hope this article serves as a catalyst for expanded dialogue about the need for high standards of integrity and a situated practice of ethics wherein researchers and practitioners reflexively consider ethical decision-making as part of the ongoing work of public health.

A Situated Practice of Ethics for Participatory Visual and Digital Methods in Public Health Research and Practice: A Focus on Digital Storytelling

Doctoral students face numerous challenges along the path toward achieving a doctorate. With the experience likened to a rite of passage, many face periods of confusion and disorientation, liminal periods of being betwixt and between. Threshold concept theory, reconceived as conceptual thresholds when experienced on the doctoral level, can inform how they are understood. The aim of this research is to explore liminal experiences during the doctoral journey and offer suggestions for how supervisors can better support their learners. This qualitative narrative inquiry explored doctoral liminality amongst 23 participants coming from five countries and 19 different disciplines. Findings cut across the diversity of the participants, with their liminal experiences comprising a sense of isolation, lack of confidence and impostor syndrome, and research misalignment. Periods of liminality were rarely discussed, even after long periods of time. Findings are offered to provide guidance for supervisors to help suppor...

Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it

http://www.normanjackson.co.uk/uploads/1/0/8/4/10842717/tell_me_a_story.pdf

Tell me a story — a conceptual exploration of storytelling in healthcare education

Challenging the shock of reality through digital storytelling.

Care and compassion are key features of the NHS Constitution. Recent reports have identified a lack of compassion in the care and treatment of older people. Nurses draw on aesthetic knowledge, developed through engagement with the experience of others, when providing compassionate care. Patient Voices reflective digital stories are used in healthcare education to facilitate student engagement with the patient experience. Digital stories were made with seven people with early-stage dementia as part of a learning package for student nurses. In this paper the authors reflect on their experience and observations from facilitating the 4-day digital story-making workshop. Social theories of dementia provide a theoretical framework for understanding these reflections. Despite considerable challenges in developing a story, and anxiety about using the technology, reading and speaking, all participants engaged in creating their own digital stories. Positive changes in the participants' interactions were observed. These improvements appeared to be the product of the person-centred facilitation and the creative process which supported self-expression and a sense of identity. Nurses working in this way could facilitate ability of the person with dementia to participate in their care, and improve their sense of well-being by supporting self-expression.

/pdf/dangling-conversations-reflections-on-the-process-of-y7sbumwygn.pdf

Dangling conversations: reflections on the process of creating digital stories during a workshop with people with early-stage dementia.

Digital Storytelling in Higher Education

Hardy highlights the use of digital storytelling in medical education, describing a pilot project in which third-year medical students reflected on clinical practice placements through the creation of digital stories. The chapter reveals the students’ insights into the relationship between who they are, who they will become and the kind of care they will provide. Hardy also shows readers how students incorporated Bruner’s “science of the concrete” and “science of the imagination” while simultaneously “transforming and extending their knowledge.” The degree to which students were able to integrate clinical knowledge with the ability to empathise with patients and contemplate meeting challenges in new and creative ways is apparent in their stories, while implications for further practice are clearly articulated in their reflective statements about the process.

Pip Hardy

Papers

Tell me a story — a conceptual exploration of storytelling in healthcare education

Challenging the shock of reality through digital storytelling.

Dangling conversations: reflections on the process of creating digital stories during a workshop with people with early-stage dementia.

Digital Storytelling in Higher Education

Physician, Know Thyself: Using Digital Storytelling to Promote Reflection in Medical Education