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| Foreword | |
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| Preface: The Elements of Interactivity | |
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| Introduction: Capturing the Wisdom That Has Fallen through the Cracks of Gutenberg and Google | |
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| The Most Important Skills | |
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| The Campfire and the Veld | |
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| How to Use This Book | |
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| The Babel Problem-"Serious Games" or "Educational Simulations" | |
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| A New Science | |
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| Genres: Savior or Saboteur for Literacy 2.0? | |
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| Sims-The New Media of "Learning to Do" Not Just "Learning to Know" | |
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| Immersive Learning Simulation: Because You Can't Learn to Ride a Bicycle from a Book | |
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| Computer Games | |
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| Traditional Education | |
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| Simulation Elements-Actions and Results: Framing The Missing Essence Of Research And Analysis | |
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| Basic Actions | |
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| Middle Skills-Design Patterns for More Complicated Actions | |
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| Desired Results | |
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| Simulation Elements of Systems: Connecting Actions and Results | |
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| Maps: The Context for Life | |
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| Systems That Act as Triggers | |
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| Units: How CEOs, Presidents, and Hostile Aliens View Life on Earth | |
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| Artificial Intelligence Player-Agent: More Patient Than Real People | |
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| State-Based Systems and Models: A Shortcut to Simulations | |
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| Pure Mathematical System: The Real Stuff | |
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| Work Process | |
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| Big Skills: The Most Important Twenty-First-Century Skills | |
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| Building Interactive Environments | |
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| Linear Content | |
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| Game Elements: A Spoonful of Sugar If You Can Avoid Hypoglycemic Shock | |
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| Pedagogical Elements: Learn Faster and Better | |
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| Tasks and Levels | |
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| Display | |
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| Community | |
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| Basic Inputs | |
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| Formal Learning Program | |
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| Learning Goals | |
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| Program Goals | |
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| Target Audiences and Corresponding Learning and Program Goals | |
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| Target Audience | |
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| When to Use Sims-Meeting Both Learning and Program Goals | |
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| Educational Simulation Creation and Milestones Part 1: An Overview of Key Steps | |
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| Educational Simulation Creation and Milestones Part 2: Calibrating Skill Cones and Designing the Different Layers of Feedback | |
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| The Necessary Student Experience of Frustration and Resolution | |
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| Evaluation Strategies and the Analysis of Learning | |
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| Conclusion: Banishing Today's Classrooms, Curricula, Term Papers, Training Programs, Business Plans, and Linear Analysis to the Intellectual Slums and Backwaters to Which They So Richly Belong | |
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| Appendix: Simulation Case Studies: Do Sims Work Better Than Traditional Instruction? | |
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| About the Author | |
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| Index | |