Engines for Everybody

This view on the book is for those who are are simply curious about what the book contains.

Engines for Everybody

• Who Is Building Tomorrow's Educational Software?
• What is this Book About?
• Why Schools Fail To Teach Our Children
• Purpose of Engines for Education
• Roger Schank and Education
• Computers and Education
• What this Book Contains
• Time for a Change
• School Versus Reality
• Classroom Learning
• Learning Prior to School
• Failure and Education
• The difference between learning and schooling
• Formal Education vs. Childhood Learning
• Percy's Dream
• Example of Natural vs. Formal Learning
• Boring Science Assignments
• Learning Process Reversed
• Problems with Traditional Classroom Biology
• Tapping A Child's Interests
• Why Biology Lab is No Fun
• Schools Fail to Use Students' Natural Questions
• Studying to Forget
• Studying vs. Practicing
• Faulty Indexing
• Succeeding in School Today
• What Grades Do
• The Effect of Grades
• Fear and Students
• The Failure of Schools
• The Failure of Schools
• Who Cares About The Students?
• The Goals of the Schools
• Goals Underlying Education
• Students Learning Naturally
• The Goals of the Current Educational System
• Leveraging Curiousity
• Students Should Learn to Question
• Questions in Class
• Asking the Right Questions
• Classroom Discussion
• Fixed Curricula
• Where's the Fun?
• Motivation in the Classroom
• Curiosity vs. Curriculum
• The Cause of Conformity
• Teaching Children in the Classroom
• Forcing Teachers Into the Wrong Roles
• Motivator vs. Expert
• Role of Feedback
• The Testing Obsession
• Testing
• Inflexible System
• Piaget and Intelligence Tests
• Testing Everyday Knowledge
• Multiple Choice Tests
• The Right Answer System
• Testing and the Love of Learning
• Problems with Standardized Tests
• Solving the Testing Problem
• Top Ten Mistakes in Education
• Some Examples of What Learning Can Be Like
• Dustin: Putting the Student in Charge
• Creanimate: The Right Stories at the Right Time
• Sickle Cell: Making Science Fun
• Yello: Selling to Simulated Customers
• HRM: Becoming a Human Resources Manager
• ORCA: Learning from Cases
• Broadcast News: Learning By Doing
• A Look to the Future
• The Future of the Book
• Considering the Future of the Book
• The Future of the Reference Book
• The Future of the Non-Fiction Book
• The Future of the Novel
• The Book and the Horse-Drawn Carriage
• The Future of Home Video
• Considering the Future of Home Video
• Practical Requirements
• The Impact on Business
• Doing Business in the Information Age
• Knowledge as a Business
• Problems with Information Distribution
• Who Will Step Up to the Plate?
• What Makes People Smart
• Thinking About Educational Reform
• The Mechanics of Intelligence
• Human Reasoning
• Case-Based Reasoning
• What Are Cases?
• Cases
• Cases of Sending Troops
• Reminding
• An Example of Case-Based Reasoning
• The Budding Sushi Expert
• Building Expectations
• Repairing Expectations
• Expectation Failure
• Cases and the Process of Fixing a Broken Generalization
• The Right Time to Generalize
• The Problem with Expert Systems
• The Value of a Misguided Generalization
• Human Memory
• Learning and Memory
• The Importance of Memory
• An Experiment in Memory and Knowledge
• How People Usually Think Memory Works
• The Warehouse Model of Memory
• The Error of the Warehouse Model
• How Memory Actually Works
• The Dynamic Memory View
• An Example of Dynamic Memory
• The Structures in Memory
• Looking at the Structures in Memory
• The Purpose of Memory Structures
• Memory Structures
• Scriptlets and MOPs
• The Role of Questioning in Memory
• Questions Driving Knowledge
• Asking Questions to Build Knowledge
• Questions Lead to Answers
• The Importance of Good Indices
• The Fundamental Lessons of Learning Theory
• Cultural Unliteracy
• Lists and Designing Curricula
• Cultural Literacy
• The Cultural Literacy Movement
• E.D. Hirsch Jr. and What Your First Grader Should Know
• Cultural Literacy Gaining Ground
• Goals of Cultural Literacy
• Flaws in Hirsch's Program
• What Hirsch Wants
• Hirsch's Theory of Knowledge
• Cultural Literacy and Schema Theory
• The Role of Background Knowledge in Communication
• The Importance of Concrete Knowledge
• Hirsch and Knowledge Building
• The Cultural Literacy List
• Automatic Learning
• Hirsch and Schemas
• Hirsch and Today's Curricula
• Children and Schemas
• Knowledge and Lists
• The Example of Reading
• The Reading Process and Background Knowledge
• Hirsch and Schema Theory
• Hirsch's Reading Method
• Would You Like to Learn From a List?
• How Schools Teach Literacy Lists
• Hirsch's Method for Cultural Literacy
• How You Learn Matters!
• Transfer Model
• The Acquisition Hypothesis
• How Children Can Learn So Much
• Knowledge and the Natural Learning Process
• Indexing Facts
• Memorizing Doesn't Work
• What the Experts Say About Memorization
• Where Is That Fact When You Need It?
• Mike Royko and Cultural Awareness
• The Unliteracy Policy
• Dangers of Literacy Lists
• Natural Learning
• Natural Learning
• Progressivism
• History of Progressivism
• Progressivism's Impact
• Implementing Progressivism Today
• Learning by Experience
• How Natural Learning Works
• The Learning Waterfall and Natural Learning
• How to Teach Using Natural Learning
• The Teaching Architectures in the Learning Waterfall
• The Teaching Architectures
• The Five Teaching Architectures
• Implementing the Teaching Architectures
• Computers Helping Schools Address Natural Learning
• The Niche for Software
• If You Are Not Interested in Computers
• Getting the Schools to Play Ball
• Learning By Doing
• Learning by Doing
• Example of Learning by Doing
• Drawbacks to Learning By Doing
• Realistic Learning Situations
• Computers and Learning by Doing
• Using Simulators to Teach
• Different Simulators for Different Skills
• The Need for Coaches
• A Simulation for Learning A Foreign Language
• Dustin
• Using Dustin
• Dustin: Putting the Student in Charge
• Education Elements in Dustin
• Applying Dustin to Other Simulations
• ChimpWorld
• A System for Building Social Simulations
• GuSS
• GuSS as Unique Training System
• Yello: Selling to Simulated Customers
• George: Simulated Consulting
• George
• Scenes from George
• Simulators as Complete Teaching Systems
• Complaints about Simulations
• Simulations and the Learning Waterfall
• Computers Can Support Learning by Doing
• Incidental Learning
• How You Know Things Without Trying
• Using Incidental Learning
• The Harm of Teaching a Fixed List of Facts
• Failure of Extrinsic Motivation
• Road Trip
• Teaching Geography Using Incidental Learning
• Road Trip: The Geography Un-Lesson
• Road Trip's Video Collection
• Videos in Road Trip
• Road Trip's Route
• Road Trip Teaches Geography
• Students Like Road Trip
• Fourth-Graders Don't Drive!
• Premise of Incidental Learning
• The Opportunity of Incidental Learning
• Learning By Reflection
• Children as Teachers
• Insightful Questions
• Asking Good Questions
• Students Need to Ask Questions
• Students Need To Explain Things to Themselves
• Programs That Assist Learning By Reflection
• The Sounding Board
• Sounding Board Model of Teaching
• The Sounding Board
• The Premise Behind Sounding Board
• A Dialog with Sounding Board
• Asking the Right Questions
• Questions in Sounding Board
• Generally Useful Questions
• Sounding Board and Learning by Reflection
• Helping Children Learn to Read
• Johnny Can't Read
• Reading and Understanding
• Reading Is Based On Understanding
• Good Readers
• The Way Reading Is Typically Taught
• Teaching Reading
• Teaching a Child to Understand
• Main Task of Teaching Reading
• Obstacles in Reading
• Understanding to Read Well
• Teaching Reader with the Movie Reader
• Movie Reader
• Movie Reader Teaches Comprehension
• Reading Method of Movie Reader
• Using Movie Reader
• A Session with Movie Reader
• Movie Reader and Questions
• A Criticism of Movie Reader
• Understanding Should Precede Reading
• Case-Based Teaching
• Learning from Failure
• Experts Teaching from Cases
• How to Teach Using Cases
• Teaching with Cases
• The Central Issues of Case-Based Teaching
• Case-Based Reasoning in the Real World
• Creanimate
• The Creanimate Project
• Teaching Science with Creanimate
• Using Creanimate
• Creanimate: The Right Stories at the Right Time
• Creanimate: Case-Based Education
• The Students Who Used Creanimate
• Cognitive Styles
• Case-Based Teaching in Action
• The Sine Qua Non of Case-Based Teaching
• Learning by Exploring
• Learning by Exploring
• Difficulties in Implementing Learning by Exploring
• Exploring in Today's Schools
• Using Computers to Aid Learning by Exploring
• The Learning by Exploring Architecture
• Video Databases
• Making a Database Accessible
• ILS Programs that Help with Learning by Exploring
• Conversational Computers
• Answers for Your Questions
• ASK Systems
• The Development of Ask Systems
• TransASK
• An Ask System for TRANSCOM
• The Role of TransASK
• ASK Systems and Books
• Agents to Bring You the World's Stories
• It's Not Easy for Students to Access Experts
• Conversational Agents
• Agents in the Story Archive
• The Scientific Agent
• The History Agent
• The Economics Agent
• The Psychology Agent
• The Dramatic Agent
• The Logic Agent
• The Thematic Agent
• The Descriptive Agent
• Student Interests
• The Technology of Accessibility
• Goal-Directed Learning and Creating the Software We Need
• Goal-Directed Learning
• Schools and Students' Goals
• How Goals Direct Learning
• Sickle Cell
• Creating Active Learning Environments
• Sickle Cell: Making Science Fun
• Testing Sickle Cell
• The Challenge in Sickle Cell
• Broadcast News
• Broadcast News
• Learning with Broadcast News
• Using Broadcast News
• Broadcast News: Learning By Doing
• Teaching Architectures in Broadcast News
• Don't Force Knowledge on Students
• Principles of Quality Software
• Creating the Software We Need
• Educational Software Now!
• Who Wants Educational Change?
• The Limits of "Software Titles"
• Software for Curricula
• How Will The Software Get Built?
• ILS and Real World Savings
• The Need for Tools
• Goal-Based Scenarios and the Open Curriculum
• Today's Dangerous Curriculum
• Difficult Curriculum
• Development of Current Educational Models
• What Should People Know?
• What Kinds of Things Are There to Know?
• Types of Knowledge
• Distorted Facts
• What Should a Course Contain?
• What a Curriculum Should Contain
• Better Courses
• Facts, Subjects, and Domains
• Good and Bad Teaching
• How to Build A Course
• Redesigning Courses
• Goal-Based Scenarios
• The Pieces of a GBS
• The Target Skills of a GBS
• The Mission of a GBS
• The Cover Story of a GBS
• The Focus of a GBS
• The Operations of a GBS
• Putting a Goal-Based Scenario Together
• Designing a Goal-Based Scenario
• Identifying Target Skills
• Developing a Mission
• Choosing a Focus
• Creating a Cover Story for a GBS
• Planning the Operations of a Goal-Based Scenario
• Building Environments in Goal-Based Scenarios
• Target Skills of a Civil War GBS
• A Mission in a Civil War GBS
• The Focus of a Civil War GBS
• The Cover Story of a Civil War GBS
• Operations in a Civil War GBS
• A Learning Environment in a Civil War GBS
• A Biology Curriculum of GBSs
• GBSs Tie Together Different Subjects
• What Should a Curriculum Contain?
• Open Curricula
• Knowledge and Goals
• Back to Basics Problems
• Assessing Student Needs
• How to Use GBS's in an Open Curriculum
• GBSs in an Open Curriculum
• The Basic Processes
• Teaching Processes
• Teaching to Individuals
• Changing Schools for Better Education
• Disengaged Students
• Epilogue
• Learning is Fun
• Eight Things That Can Be Done
• The Student Bill of Rights