자연주의적 탐구조사(Naturalistic Inquiry)

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

According to W. Edwards Deming, American companies require nothing less than a transformation of management style and of governmental relations with industry. In Out of the Crisis, originally published in 1982, Deming offers a theory of management based on his famous 14 Points for Management. Management's failure to plan for the future, he claims, brings about loss of market, which brings about loss of jobs. Management must be judged not only by the quarterly dividend, but by innovative plans to stay in business, protect investment, ensure future dividends, and provide more jobs through improved product and service. In simple, direct language, he explains the principles of management transformation and how to apply them.

Out of the Crisis

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

With digital equipment becoming increasingly networked, either on wired or wireless networks, for personal and professional use alike, distributed software systems have become a crucial element in information and communications technologies. The study of these systems forms the core of the ARLES' work, which is specifically concerned with defining new system software architectures, based on the use of emerging networking technologies. In this context, we concentrate on the study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence.

반도체 공정 overview

The case study discussed in this article examines how the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2010) was used to redesign the digital learning environment in the context of an Australian university. Some purposes were to replicate features of a traditional classroom and to support collaboration between professionals with different expertise. The discussion addresses three questions. Firstly, how useful was the CoI model in context and to what extent was the success (or failure) of the redevelopment attributable to the CoI? Secondly, what are the implications for current debates about the CoI model? Thirdly, what are the emergent issues and areas for future research? The paper concludes that the CoI model was useful as a communication and design heuristic rather than as a model that makes universal truth claims about the world.

/pdf/communities-of-inquiry-in-curriculum-approach-to-online-4oy5pvfp3b.pdf

Communities of inquiry in curriculum approach to online learning: Strengths and limitations in context

Introduction Internationally, there has been a significant increase in the use of online portfolios in tertiary, secondary, primary and professional education over the last three years (see, for example, American Association for Higher Education, 2001; Barrett, 2000d; Brooks & Madda, 1999; Curriculum Council, 1998; Education Department of Western Australia, 2000a; Fried, n.d.; McCracken, 1997; Thompson & Farrow, 1999). The intention of most of these online portfolio assessment programs has been to combine the benefits of traditional portfolio-based assessment with the paper saving and other benefits of online environments (American Association for Higher Education, 2001; Barrett, 2000c; Cooper & Love, 2002; Oliver & Herrington, 2001). The benefits of conventional portfolios in assessment and learning are well established, and, in most cases, online portfolios have aimed to replicate conventional portfolio documents online (see, for example, American Association for Higher Education, 2001; Barrett, 2000c, 2000d; Biggs & Tang, 1997; Bowie, Taylor, Zimitat, & Young, 2000; Cooper, 1999; Education Department of Western Australia, 2000a; Fried, n.d.; Hutchins, Sims, & Cooper, 1999; McCracken, 1997; Sewell, Marczac, & Horn, n.d.; Thompson & Farrow, 1999). This paper reports recent research undertaken by Love and Cooper into online portfolio assessment. It focuses specifically on the general findings of the research about stakeholder issues and the design factors that affect the value distribution to different stakeholder groups. Detailed analysis of the data collected about individual online portfolio assessment systems will be reported elsewhere. The research was undertaken to explore how Cooper's previous work in developing successful portfolio assessment system models for students, lecturers, teachers, course designers, nurses and midwives (Cooper, 1997, 1999; Cooper & Emden, 2000)could be extended to online environments. The research was exploratory in nature using of a mixture of broad scans across the web and literature and focused investigation into exemplar online portfolio assessment systems. The primary themes investigated were integrity of course design, and benefits for all stakeholders. This latter point is especially significant because one of the main benefits offered by online environments is the ability to efficiently automate many of the time consuming routine administrative tasks associated with education and assessment. These improvements in efficiency through automation of tasks are of particular interest to stakeholders other than students. Implementing conventional portfolios and portfolio-based assessment systems online is beset with problems that frequently reduce the value of this method of assessment. Using portfolios in an online context brings in additional considerations over and above those that need to be addressed in offline use of portfolios. The two main issues are: * Portfolios are complex educational tools that require full integration into carefully crafted course designs. Many implementations of conventional offline portfolio assessment are educationally flawed. Replicating these flawed formats online replicates and can add to their problems. In many cases, it was found that the term "portfolio" was used as a fashionable educational reification of existing practices, e.g. when a student's "portfolio" contains only a single piece of work that in other circumstances would be regarded as a report, essay or term paper. * Portfolio assessment consists of many interlinked processes. The specific processes and their arrangement depend directly on the course design within which a portfolio assessment solution is devised. The different focus of each of these processes offers different opportunities for enhancement (or not) through online information systems depending on course design issues and other contextual factors. …

/pdf/designing-online-information-systems-for-portfolio-based-4bpdie3elv.pdf

Designing Online Information Systems for Portfolio-Based Assessment: Design Criteria and Heuristics

This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits.

https://dro.deakin.edu.au/eserv/DU:30133725/patterson-capabilitydemands-2020.pdf

Leadership, Management, and Adoption Techniques for Digital Service Innovation

This report provides an understanding of the services required by young people in the year 2015, based on a thorough analysis of recent trends and expert projections of those trends. The report analyses key social and economic changes for young people in Australia over the past 10 to 20 years including movements in population, education, employment/unemployment and the labour market, incomes, family and household structure, health, and crime and justice.

Youth and the future: effective youth services for the year 2015

Investigating the social welfare indicators of Aboriginal Regional Art Centres: A pilot study

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