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.

Cultivating Communities of Practice: A Guide to Managing Knowledge

Organizational learning II: Theory, method and practice

The culture of education

What Video Games Have to Teach Us about Learning and Literacy

‘A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability. Otherwise, they will be overwhelmed by the changes in which they are caught and whose significance or connections they do not perceive.’ Dewey (1916, p. 88) When John Dewey wrote Democracy and Education , the industrialised world was undergoing a huge technological and social disruption. Railways and paved roads had enabled mass travel, wireless communication had bridged the Atlantic, and a mechanised war was being fought across continents. Today, we are experiencing similar social and technological disruption, with the Internet and mobile technologies providing global access to information and mobility of knowledge. Ten years ago a school in Russia teaching English had no access to contemporary language sources; now it has the worldwide web. Five years ago, a farmer in rural Kenya had no communication with the nearest city, now he carries a mobile phone. We live in a society in which the “channels for distribution of change” are carried with us as part of daily life.

http://livernspleen.com/wp-content/uploads/2012/12/the-theory-of-learning-for-the-mobile-age.pdf

A Theory of Learning for the Mobile Age (pre-print)

The World Wide Web has become a widely available platform for learning with hypermedia.
 However, WWW hypermedia is often limited in both guidance and navigation support. To improve hypermedia in these aspects, we propose a spatial hypermedia browser for educational purposes. A prototype browser, named HyperMap, has been designed to integrate guided explorative browsing with external control over a learnerA­s navigation.
 The flexible control by authors over navigation allows the integration of traditional courseware elements into hypermedia. We explain how the direct manipulation authoring environment in HyperMap simplifies the construction of a curriculum in spatial hypermedia. Object libraries and scripting of adaptive hypermedia objects help a HyperMap author to be productive.
 We include recent follow-up field-tests at NTU that confirmed the effectiveness of learning with HyperMap spatial hypermedia. The theoretical prospects of further integration of hypermedia with rules for intelligent tutoring are outlined as well.
 Editors: Gerry Stahl (U. Colorado, USA).
 Reviewers: Margaret Bearman (U. Monash, AU), Michel Crampes (Parc Scientifique George Besse, FR), Jay Lemke (City U. New York, USA), Ilana Snyder (Monash U., AU), Collaborative Knowledge Building Environments Seminar (U. Colorado, USA).
 Interactive elements: System walkthrough and commentary of the MENO (Multimedia, Education and Narrative Organisation) system, as described in the article. Interactive demonstrations: The MENO (Multimedia, Education and Narrative Organisation) Project has further information about the research presented.
 A system walkthrough and commentary of the MENO system.
 
A demonstration of the Galapogas CD-ROM evaluated will be added shortly.

/pdf/affordances-for-learning-in-a-non-linear-narrative-medium-2wlaae5sj9.pdf

Affordances for Learning in a Non-linear Narrative Medium

Our approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method This analysis synthesises relevant theoretical approaches We then examine two field studies, which feed into the development of the task model

/pdf/towards-a-task-model-for-mobile-learning-a-dialectical-1e34anwl39.pdf

Towards a task model for mobile learning: a dialectical approach

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Guidelines for learning/teaching/tutoring in a mobile environment Claire O’Malley, Giasemi Vavoula, Jp Glew, Josie Taylor, Mike Sharples, Paul Lefrere, Peter Lonsdale, Laura Naismith, Jenny Waycott

MOBIlearn WP 4 - PEDAGOGICAL METHODOLOGIES AND PARADIGMS (UON, UOB, OU) Guidelines for learning/teaching/tutoring in a mobile environment

Xerox PARC 3333 Coyote Hill Rd. Palo Alto, CA 94304

Preliminary experiments with a distributed, multi-media, problem solving environment

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