Digital Technologies and Their Role in Achieving Our Ambitions for Education

TL;DR: This article argued that many students perceive that their feedback on assessment is inadequate and this may be because they are not getting sufficient feedback or because they do not appreciate the feedback they are getting.

TL;DR: In this paper, both war reporting and social networks require a distinct sociological treatment, but one which treads delicately between the Scylla of modishness (the uncritical waving of the web 2.0 banner, for instance) and the Charybdis of absolute stasis.

TL;DR: Workplace learning is a university teaching and learning strategy to prepare graduates for their future professional roles in real-world professional settings as discussed by the authors, which implies that practices and structures become fluid and dissolve before they have time to solidify.

TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.

TL;DR: 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, is Experience and Education as discussed by the authors.

TL;DR: Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.

Abstract: 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.