First Published in 1994. This book is about modelling in education. It is about providing children with computer tools to enable them to create their own worlds, to express their own representations of their world, and also to explore other people's representations - learning with artificial worlds. This title is best suited for the classroom teacher who has used some modelling, and now wishes to seriously consider the role of modelling within their curriculum.

This edition addresses important educational questions. It is designed to represent a coherent, challenging & thoughtful set of articles that will help readers to firm up their own ideas & give a factual basis for discussion & debate.

Virtual Reality: Applications and Explorations provides information pertinent to the fundamental aspects of virtual reality and artificial reality. This book discusses the potential applications of virtual reality. Organized into three parts encompassing 10 chapters, this book begins with an overview of the traditional computer science activities ad discusses how hard problems in computer science can be addressed with virtual reality ideas and technology. This text then explores some applications of virtual reality technology that could potentially touch almost every purposeful activity that humans undertake in a technological civilization. Other chapters consider the use of virtual reality to manage and present to users information that cannot otherwise be comprehended. This book discusses as well the use of artificial worlds in both computer art and virtual reality. The final chapter deals with how the ideas of virtual reality and artificial reality can be of use to anyone who has to manage a business or organization. This book is a valuable resource for computer scientists.

May the Forcing Functions be with You: The Stimulating World of AIED and ITS Research It is my pleasure to write the foreword for Advances in Intelligent Tutoring S- tems. This collection, with contributions from leading researchers in the field of artificial intelligence in education (AIED), constitutes an overview of the many challenging research problems that must be solved in order to build a truly intel- gent tutoring system (ITS). The book not only describes some of the approaches and techniques that have been explored to meet these challenges, but also some of the systems that have actually been built and deployed in this effort. As discussed in the Introduction (Chapter 1), the terms “AIED” and “ITS” are often used int- changeably, and there is a large overlap in the researchers devoted to exploring this common field. In this foreword, I will use the term “AIED” to refer to the - search area, and the term “ITS” to refer to the particular kind of system that AIED researchers build. It has often been said that AIED is “AI-complete” in that to produce a tutoring system as sophisticated and effective as a human tutor requires solving the entire gamut of artificial intelligence research (AI) problems.

Serious criticisms of research on IT in education have been published recently in both the UK and the USA. Researching IT in Education aims to provoke thought and discussion among practising researchers by considering a range of approaches to undertaking quality research. Establishing priorities and directions for future research in the sub-discipline of IT in education, the book is structured around five foci: theory history research directions methodology research topics. This book argues for the enormous power of IT to enable fundamental research that both refines and develops theory and practice in education. High quality research that advances knowledge and educational practice in this area will generally require longer timelines and more complex data collection and analysis methods. The authors draw attention to the value of theoretical frameworks used in mainstream educational research and highlight the early theoretical work on the subject of IT in education. Researching IT in Education is the only book in its area to focus on methodological and research design issues. The individual chapters are contributed by expert researchers and leaders in the field from ten countries, thus providing an unusually broad but coherent international set of perspectives for the issues examined in the book. This book will benefit anyone interested in or undertaking research on IT in education, including academics, research students, teachers and policy-makers.

"This book should be used by human resource managers, corporate educators, instructional designers, consultants and researchers who want to discover how people use virtual realities for corporate education"--Provided by publisher.

This account of development in educational research is intended as a guide to possible research areas, both fundamental and policy-related, for students in colleges and higher education institutions, and should also be of interest to those engaged in curriculum planning and administration.

This book traces the little-known history of an alternative school system erected in Canada by post-WWII Dutch Neo-Calvinist immigrants. In less than four decades, this community established a kindergarten to university education system that extended from Ottawa, Ontario to Victoria, BC. This remarkable tradition of education imagines the school as a dissident and transformational social institution. While this book offers the narrative of faith-based tradition of education, the author makes a strong case that educators from diverse ideological backgrounds, can learn important lessons from it about the implementation of an alternative educational vision, teacher-led curriculum reform and a self-formative pedagogy. To supplement this narrative, the author also provides a separate set of theoretical discussions on key issues in school reform, as well as, his memoir as an educator and curriculum designer within this tradition.

Silicon Second Nature takes us on an expedition into an extraordinary world where nature is made of bits and bytes and life is born from sequences of zeroes and ones. Artificial Life is the brainchild of scientists who view self-replicating computer programs—such as computer viruses—as new forms of life. Anthropologist Stefan Helmreich's look at the social and simulated worlds of Artificial Life—primarily at the Santa Fe Institute, a well-known center for studies in the sciences of complexity—introduces readers to the people and programs connected with this unusual hybrid of computer science and biology. When biology becomes an information science, when DNA is downloaded into virtual reality, new ways of imagining "life" become possible. Through detailed dissections of the artifacts of Artifical Life, Helmreich explores how these novel visions of life are recombining with the most traditional tales told by Western culture. Because Artificial Life scientists tend to see themselves as masculine gods of their cyberspace creations, as digital Darwins exploring frontiers filled with primitive creatures, their programs reflect prevalent representations of gender, kinship, and race, and repeat origin stories most familiar from mythical and religious narratives. But Artificial Life does not, Helmreich says, simply reproduce old stories in new software. Much like contemporary activities of cloning, cryonics, and transgenics, the practice of simulating and synthesizing life in silico challenges and multiplies the very definition of vitality. Are these models, as some would claim, actually another form of the real thing? Silicon Second Nature takes Artifical Life as a symptom and source of our mutating visions of life itself.