In this piece, we put forth a Deweyian framework for youth development activities in outdoor and adventure education programs, and we show how such a framework may be exemplified by activities in sail training and sailing instruction. The paper begins with a discussion of the theoretical features of Deweyian educational experiences and makes connections between these ideas and positive youth development. We then, by reference to the educational activities aboard vessels large and small, provide concrete illustrations of these theoretical features. The goal of the paper is to propose a framework that educators in outdoor and adventure programs-and in youth development programs generally-can employ to bring Dewey's ideas to bear on program design and assessment.
In this piece, we put forth a Deweyian framework for youth development activities in outdoor and adventure education programs, and we show how such a framework may be exemplified by activities in sail training and sailing instruction. The paper begins with a discussion of the theoretical features of Deweyian educational experiences and makes connections between these ideas and positive youth development. We then, by reference to the educational activities aboard vessels large and small, provide concrete illustrations of these theoretical features. The goal of the paper is to propose a framework that educators in outdoor and adventure programs—and in youth development programs generally—can employ to bring Dewey's ideas to bear on program design and assessment.
This article contributes to work on temporality in education. Challenging the future‐oriented focus in contemporary education, the authors question how ideas and assumptions regarding the future—centred on the Child—can set narrow boundaries around children in schools. In carrying out this task, we employ the work of Lee Edelman and John Dewey to examine the educational ramifications of the focus on the future, which we call ‘educational futurism’. The argument seeks specifically to explore how educational futurism imposes limits on educational discourse and privileges a certain future—making it unthinkable to imagine ways outside of such a privileged future. Juxtaposing Lee Edelman and John Dewey, we draw out connections and disconnections between their disparate philosophies, illustrating the ways in which educational futurism ignores or overlooks the lived experiences of children. We conclude by briefly noting the queerness of children and the impact of such queerness on broadening discussions of the future of children and their educations.
Problem 1: You are a designer of online courses who has been asked to develop lectures for the Web. These lectures could be either streaming video, static images with high quality audio, or some compromise between the two. Bandwidth restrictions suggest that you have to make some difficult decisions between the video and audio features of the lectures in areas such as availability, quality of image and sound, and download times. What are the psychological effects of different combinations of video and audio? How would you decide what to use?Problem 2: You are a software designer who has just completed creating a software simulation for creating tessellations. Like any good designer, you want user feedback about your product. You create a survey that pops up when the student has completed working on the last problem. How sure are you that the results you receive will be candid and honest?The problems raised above are just two examples of the kinds of decisions that designers of educational software face on a daily basis. In the age of media integration, understanding the psychology of people's interaction with media is an important goal. Byron Reeves and Clifford Nass offer a new perspective on the psychology of interacting with media in their book entitled: The Media Equation:How People Treat Computers, Television, and New Media Like Real People and Places. This book, which is a culmination of over a decade of media research, does not directly deal with issues related to education and learning. That said, we believe it has much to contribute to research and practice in the field of educational 219 2002, Baywood Publishing Co., Inc.
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