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

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.

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Problem-Based Learning: What and How Do Students Learn?.

語用論(Pragmatics)を考える

How we Think

Computer-supported collaborative learning (CSCL) is an emerging branch of the learning sciences concerned with studying how people can learn together with the help of computers. As we will see in this essay, such a simple statement conceals considerable complexity. The interplay of learning with technology turns out to be quite intricate. The inclusion of collaboration, computer mediation and distance education has problematized the very notion of learning and called into question prevailing assumptions about how to study it. Like many active fields of scientific research, CSCL has a complex relationship to established disciplines, evolves in ways that are hard to pinpoint and includes important contributions that seem incompatible. The field of CSCL has a long history of controversy about its theory, methods and definition. Furthermore, it is important to view CSCL as a vision of what may be possible with computers and of what kinds of research should be conducted, rather than as an established body of broadly accepted laboratory and classroom practices. We will start from some popular understandings of the issues of CSCL and gradually reveal its more complex nature. We will review CSCL's historical development and offer our perspective on its future. CSCL within education As the study of particular forms of learning, CSCL is intimately concerned with education. It considers all levels of formal education from kindergarten through graduate study as well as informal education, such as museums. Computers have become important in this, with school districts and politicians around the world setting goals of increasing student access to computers and the Internet. The idea of encouraging students to learn together in small groups has also become increasingly emphasized in the broader learning sciences. However, the ability to combine these two ideas (computer support and collaborative learning, or technology and education) to effectively enhance learning remains a challenge—a challenge that CSCL is designed to address.

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Computer-supported collaborative learning: An historical perspective

Contents: Preface. T. Koschmann, Paradigm Shifts and Instructional Technology: An Introduction. P.J. Feltovich, R.J. Spiro, R.L. Coulson, J. Feltovich, Collaboration Within and Among Minds: Mastering Complexity, Individually and in Groups. S.V. Goldman, Mediating Microworlds: Collaboration on High School Science Activities. T. Koschmann, A.C. Kelson, P.J. Feltovich, H.S. Barrows, Computer-Supported Problem-Based Learning: A Principled Approach to the Use of Computers in Collaborative Learning. D. Morrison, B. Goldberg, New Actors, New Connections: The Role of Local Information Infrastructures in School Reform. C.M. Neuwirth, P.G. Wojahn, Learning to Write: Computer Support for a Cooperative Process. R.D. Pea, Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications. M. Riel, Cross-Classroom Collaboration: Communication and Education. J. Roschelle, Learning by Collaborating: Convergent Conceptual Change. M. Scardamalia, C. Bereiter, Computer Support for Knowledge-Building Communities. E. Soloway, J.S. Krajcik, P. Blumenfeld, R. Marx, Technological Support for Teachers Transitioning to Project-Based Science Practices. J. Kolodner, M. Guzdial, Effects with and of CSCL: Tracking Learning in a New Paradigm.

Cscl : Theory and Practice of An Emerging Paradigm

Focusing on expanding technical capabilities and new collaborative possibilities, we address 4 challenges for scientists who collect and use video records to conduct research in and on complex learning environments: (a) Selection: How can researchers be systematic in deciding which elements of a complex environment or extensive video corpus to select for study? (b) Analysis: What analytical frameworks and practices are appropriate for given research problems? (c) Technology: What technologies are available and what new tools must be developed to support collecting, archiving, analyzing, reporting, and collaboratively sharing video? and (d) Ethics: How can research protocols encourage broad video sharing and reuse while adequately protecting the rights of research participants who are recorded?

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Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics

In his well-known essay on the nature of scientific revolutions, Kuhn (1972) theorized that scientific research proceeds through long, relatively stable periods of normal science intermittently punctuated by briefer, more tumultuous times in which new paradigms for research may emerge. He characterized normal science as " research firmly based upon one or more past scientific achievements, achievements that some particular scientific community acknowledges for a time as supplying the foundation for its further practice " (p. 10). A scientific achievement represents a paradigm for Kuhn if it raises a compelling set of researchable questions and attracts a following of workers intent on pursuing those questions. The paradigm supplies its practitioners with " topics, tools, methodologies, and premises " (Lehnert, 1984, p. 22). It provides purchase in attacking what might previously have been considered intractable problems. A paradigm is not fixed, however, but is refined and extended through use. In Kuhn's words, it becomes " an object for further articulation and specification under new and stringent conditions " (1972, p. 23). Over time, competing paradigms may emerge, potentially leading to one paradigm's abandonment in favor of another. Such shifts are always revolutionary occurrences. As Kuhn observed, " the transition between competing paradigms cannot be made a step at a time, forced by logic and neutral experience. Like the gestalt switch, it must occur all at once (though not necessarily in an instant) or not at all " (1972, p. 150). One interesting feature of Kuhn's theory of scientific revolutions is what he referred to as the " incommensurability of the pre-and post-revolutionary

Paradigm shifts and instructional technology : An introduction

Contents: G.M. Olson, J.S Olson, R. Kraut, Series Editors' Comments. Preface. Part I:Case Studies of Technology Transfer. N. Miyake, T. Koschmann, Realizations of CSCL Conversations: Technology Transfer and the CSILE Project. J. Hewitt, From a Focus on Tasks to a Focus on Understanding: The Cultural Transformation of a Toronto Classroom. J. Oshima, R. Oshima, Coordination of Asynchronous and Synchronous Communication: Differences in Qualities of Knowledge Advancement Discourse Between Experts and Novices. F.P.C.M. de Jong, E. Veldhuis-Diermanse, G. Lutgens, Computer-Supported Collaborative Learning in University and Vocational Education. K. Hakkarainen, L. Lipponen, S. Jarvela, Epistemology of Inquiry and Computer-Supported Collaborative Learning. Part II:Empirical Studies of Learning in Collaborative Settings. R. Hall, Collaboration and Learning as Contingent Responses to Designed Environments. D.W. Shaffer, Design, Collaboration, and Computation: The Design Studio as a Model for Computer-Supported Collaboration in Mathematics. R.R. Stevens, Divisions of Labor in School and in the Workplace: Comparing Computer- and Paper-Supported Activities Across Settings. H. Suzuki, H. Kato, Identity Formation/Transformation as a Process of Collaborative Learning of Programming Using AlgoArena. V. Kaptelinin, M. Cole, Individual and Collective Activities in Educational Computer Game Playing. Part III:Technologies for Collaboration and Learning. T. Koschmann, Becoming More Articulate About the Theories That Motivate Our Work. V. Colella, Participatory Simulations: Building Collaborative Understanding Through Immersive Dynamic Modeling. H. Kato, K. Yamazaki, H. Suzuki, H. Kuzuoka, H. Miki, A. Yamazaki, Designing a Video-Mediated Collaboration System Based on a Body Metaphor. P. Bell, Using Argument Map Representations to Make Thinking Visible for Individuals and Groups. G. Gay, R. Rieger, T. Bennington, Using Mobile Computing to Enhance Field Study.

Timothy Koschmann

Papers

Computer-supported collaborative learning: An historical perspective

Cscl : Theory and Practice of An Emerging Paradigm

Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics

Paradigm shifts and instructional technology : An introduction

CSCL 2 : carrying forward the conversation