From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

It is widely believed that case studies are useful in the study of human affairs because they are down-to-earth and attention-holding but that they are not a suitable basis for generalization. In this paper, I claim that case studies will often be the preferred method of research because they may be epistemologically in harmony with the reader’s experience and thus to that person a natural basis for generalization.

The Case Study Method in Social Inquiry

Medical Education 2011: 45: 792–806

Objectives  In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation–elaboration hypothesis and a situational interest hypothesis.

Methods  Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new ‘micro-analytical’ methodology was used to trace the process of PBL in the natural classroom setting.

Conclusions  We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to ‘hard’ scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL.

The process of problem‐based learning: What works and why.

1. Introduction: What Will You Find in this Book? 2. The Research Journal: Companion to the Research Process 3. Finding a Starting Point for your Own Research 4. Clarifying the Starting Point of Research 5. Data Collection 6. Data Analysis 7. Developing Action Strategies and Putting Them into Practice 8. Making Practitioners' Knowledge Public 9. Examples of Action Research Studies Published in Journals 10. Behind the Scenes: A Theoretical Foundation of Action Research

Teachers investigate their work : an introduction to the methods of action research

(1976). Re‐thinking case study: notes from the second Cambridge Conference. Cambridge Journal of Education: Vol. 6, No. 3, pp. 139-150.

Re‐thinking case study: notes from the second Cambridge Conference

For many student teachers the classroom is a strange and potentially uncontrollable environment. This book shows how the period of classroom observation, which for most students precedes teaching practice, plays an important part in this transition process.

A guide to classroom observation

Cristina Grasseni says her book is about ‘cows, cheese and roads’ but, coming from a perspective influenced by actor-network theory, she adds that ‘cows, cheese and roads are the unexpected protagonists of my analysis, each in turn being the hybrid end-results of practices involving skill and technology, production and consumption, connectivity and locality’ (1). Central to the skills Cristina Grasseni explores is what she calls ‘skilled vision’, which refers to the knowledge (tacit and explicit) among dairy farmers in the Italian Alps, but it refers also to her own methodology which blends film-making, ethnography and sociological analysis in subtle and sensitive ways. Consequently, this is a book about transhumance practices and cattle breeding, about visual ethnography, and also about visual practice in pedagogy and apprenticeship, technology (in its widest sense) and research-intended social relations.

Developing skill, developing vision – practices of locality at the foot of the Alps

by David Buckingham, Rebekah Willett, and Maria Pini Ann Arbor: The University of Michigan Press and The University of Michigan Library, 2011, 162 pages ISBN: 9-780-47207-137-3 (paperback) Price $3...

Home truths? Video production and domestic life

Background: During problem-based learning (PBL), students brainstorm on a problem, generate hypotheses and formulate learning objectives. Certain verbal and non-verbal expressions are used by students in response to specific learning issues.Aims: This study examines the use of these expressions as indices of the learning taking place and the tutors’ threshold to intervene.Methods: Common verbal expressions used by students during PBL were identified and scored on a Likert scale to indicate the learning taking place. These expressions were categorised into the following groups of learning interactions: exploratory questioning, cumulative reasoning and handling conflicts relating to learning. The tutor's threshold for intervention was also scored on a Likert scale. Means for each learning interaction and observed non-verbal expressions were used to construct bar charts for comparison.Results: When the learning interactions involve exploratory questioning or cumulative reasoning, students tend to score high ...

Verbal and nonverbal indices of learning during problem-based learning (PBL) among first year medical students and the threshold for tutor intervention.

Seeing beyond violence: Visual research applied to policy and practice

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