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

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.

The power of feedback.

Organizational learning II: Theory, method and practice

Learning objects: A practical definition

Part 1: Learning Objects and Metadata 1. Learning Objects: Resources for Learning Worldwide S. Downes 2. A First Step Towards a Theory of Learning Objects M. Sosteric and S. Hesemeier 3. Modeling Units of Learning from a Pedagogical Perspective R. Koper & R. van Es 4. Some Objections to Learning Objects N. Friesen 5. Learning Objects Revisited E. Duval and W. Hodgins Part 2: Creating Learning Objects 6. Designing Effective Learning Objects M. Ally 7. Creating Learning Objects S. Downes 8. Signs and Objects: Modeling Learning Objects on Peirce's Theory of Signs P. Polsani 9. Transforming Existing Content into Resable Learning Objects M. Doorten, B Giesbers, J. Janssen, J. Daniels & R. Koper 10. The Language of Flexible Reuse: Reuse, Portability and Interoperability of Learning Objects Or Why Learning Design P. Sloep 11. Collaborative Evaluation of Learning Objects J. Nesbit, K. Belfer Part 3: Contextualization of Learning Objects 12. Context and the Role of Standards in Increasing the Value Of Learning Objects R. Robson 13. Context and Metadata for Learning, Education and Training J. Mason 14. Contextualised Models and Metadata for Learning Repositories H. Allert, C. Richter, H. Dhraief and W. Nejdl 15. Moving Further in E-Learning Standardization: Towards a Reference Architecture L. Anido 16. Reusable Learning Resources: Building a Metadata Management System Supporting Interoperable Learning Object Repositories D. Sampson and P. Karampiperis Part 4: Learning Object Profiles, Applications and Models 17. CanCore: Guidelines for Learning Object Metadata N. Friesen, S. Hesemeier and A. Roberts 18. The Evolution of Learning Object Repository Technologies: Portals for On-Line Objects for Learning G. Richards, M. Hatala and R. McGreal 19. The Edutella P2P Network: Supporting Democratic E-Learning and Communities of Practice M. Nilsson 20. The Explor@2 Learning Object Manager G. Paquette, A. Miara, L. Guerette and K. Lundgren-Cayrol 21. The MERLOT Model and the Scholarship of Teaching N. Kestner Part 5: The Semantic Web, Intelligent Agents and the Future 22. The Semantic Web and Metadata Decentralization S. Palmer 23. Beyond Educational Objects to Education Modeling Languages T. Anderson and A. Petrinjak 24. Semantic Cobblestones: An Interoperability Mechanism for Learning Object Repositories G. Richards and M. Hatala 25. Knowledge Modeling for Developing Course Design Agents F. Lin 26. Educational Modeling Languages, from an Instructional Engineering Perspective G. Paquette

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Online Education Using Learning Objects

This paper is a reaction to the increasing high cost of higher education and the resulting inaccessibility for the millions of potential learners now seeking opportunities for quality higher education opportunities. The paper examines the cost centers associated with campus-based and online education systems and then suggests that disaggregation may prove to be a cost-effective way to reduce tuition payments, while maintaining quality. The paper suggests that discount service models, now available to consumers in many industries may also be attractive in new models of higher education. The paper also briefly looks at the Open Educational Resources University initiative, a pilot, collaborative project attempting to test some of these innovations in a consortium of high quality, accredited public universities. Finally, we note both the disruptive characteristics of this model and commiserate opportunities for innovative providers of higher education.

https://www.jstor.org/stable/info/jeductechsoci.15.4.380

Disruptive Pedagogies and Technologies in Universities

A Typology of Learning Object Repositories

The open educational resources initiative has been underway for over a decade now and higher education institutions are slowly adopting open educational resources (OER). The use and creation of OER are important aspects of adoption and both are needed for the benefits of OER to be fully realized. Based on the results of a survey developed to measure the readiness of faculty and staff to adopt OER, this paper focuses on the measurement of OER use and creation, and identifies factors to increase both. The survey was administered in September 2012 to faculty and staff of Athabasca University, Canada’s open university. The results offer a snapshot of OER use and creation at one university. The survey tool could provide a mechanism to compare and contrast OER adoption with other higher education institutions. Forty-three percent of those in the sample are using OER and 31% are creating OER. This ratio of use to creation is introduced as a possible metric to measure adoption.

/pdf/measuring-use-and-creation-of-open-educational-resources-in-xid0s6ag89.pdf

Rory McGreal

Papers

Learning objects: A practical definition

Online Education Using Learning Objects

Disruptive Pedagogies and Technologies in Universities

A Typology of Learning Object Repositories

Measuring Use and Creation of Open Educational Resources in Higher Education.