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

This study explores teaching experiences of educators within the virtual world of Second Life (SL) and pedagogical practices adopted. A blended approach is applied by using physical classrooms, BlackboardTM, web-based resources, and the virtual world of SL in an Information Literacy (IL) class for 1st year undergraduate students at an institution in the UK. A Case study was employed as well as a parallel qualitative component, interviews, was added to the study that provided another source of insights to articulate perspectives of educators in teaching within VWs. In reflecting and evaluating the teaching experiences, evidence is drawn from observations, semi structured interviews, chat logs, snapshots, and field notes. A thematic approach is used to analyse the data. The findings from the data analysis are presented in terms of seven themes: cybergogy, creativity, trial and error, wow moment, uncertainty, experiential learning, and dynamic relationship.

/pdf/an-exploration-of-higher-education-teaching-in-second-life-292kfp8nsf.pdf

An Exploration of Higher Education Teaching in Second Life in the Context of Blended Learning.

The present report provides an overview of the research carried out at the Department of Computer and System Sciences Antonio Ruberti (DIS) of the Sapienza University of Rome, during the year 2008.

Research Report 2008

Teachers’ professional development is integrally related to the quality of education and is closely linked to improved learning outcomes and school environment (Meiers, 2004; Snoek, Uzerli, & Schratz, 2008). Recent studies offer compelling evidence that professional development offers skills and knowledge that enable teachers to improve their instructional and intervention practices and to deal effectively with local community needs (DarlingHammond et al., 2005; OECD, 2005). Teachers’ professional development encompasses different types of facilitated learning opportunities, ranging from a single workshop to a full-semester academic course, and varying widely in the content and the form of the learning experiences involved (Borko, 2004; National Professional Development Center abstract

A Blended Learning Course for Teachers Ongoing Professional Development in Greece

The engineering and construction industries require their workforce to undertake complex learning and training activities. Exposing new employees, graduates, or apprentices to these environments could endanger their safety and the safety of those working with them. On site education and training also requires an investment of time from skilled individuals and companies. Problems accessing environments, such as construction sites, heavy plants or chemical manufacturers, are substantially heightened by the need to risk assess and comply with Health and Safety legislation making the traditional “hands on” and “shadowing” approaches to training and education more complicated than in the past. These difficulties are also compounded by changes to the geographical locations (e.g. distance learning, on site) of those studying to join these career paths or progress within them. Therefore, educational institutions and trainers must consider how to deliver this skill based learning for both those with access to academic premises and those learning at a distance. New technologies such as serious games are one of the solutions being explored. This paper undertakes an analysis of safety issues and safety training and learning methods relating to the construction industry. The paper takes its start point from a Health and Safety Executive commissioned report in 2003 (Hide et al, 2003) and questions if sufficient improvements in safety have been achieved within the construction industry since its publication. Then, the paper investigates the development of education and training that meets the necessary reality and complexity of engineering and construction sectors and the ability of serious games to provide timely and accessible training to achieve competency within these sectors.

The importance of engaging engineering and construction learners in virtual worlds and serious games

Blended learning holds promise for re-thinking the various ways that learning theory, pedagogy, and technology might be brought together to engage learners. This paper draws on variation theory and social learning theory to describe how blended learning can facilitate learning experiences which occur across the boundaries, and at the intersections, of communities. The data is drawn from a preliminary analysis of a project investigating the connections between online learning and teachers’ communities of practice. The emerging premise is that teachers (as learners) negotiate much of the ‘blend’ themselves as they work simultaneously in their school communities and engage in online learning communities. While the online learning community provides the experiences of variation necessary to provoke reflection and engagement with new ideas, teachers situate their learning within their daily practice. This authentic participation is an integral part of the workplace learning experience but this aspect is often overlooked in blended learning discussions. Higher education institutions offering virtual professional development programmes would benefit from leveraging learners’ participation in everyday work as a valuable ingredient in the blended learning experience. Online professional development can adopt a thoughtfully designed blend of mode and environment incorporating virtual and real interaction, and study and real work to support teachers’ learning.

/pdf/blending-real-work-experiences-and-virtual-2v7nzzyhmy.pdf

Blending real work experiences and virtual professionaldevelopment

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

J. Mackey

Author Tools

Chat about Author

Papers

Blending real work experiences and virtual professionaldevelopment