Search results for ""Author Roger C. Schank""

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Book SynopsisCrucial reading for those concerned with education and school reform.Trade Review'It is all too often the case that after introducing an influential concept, te originator moves on to a new challenge or new problem, leaving others to test the implications of the conceptualization, and otherwize 'tidy up' in its wake. In Dynamic Memory Revisited, Roger Shank bucks this trend. In particular, he addresses a persistent weakness of the script model, and extends the reformulation into the educational arena.' Human DevelopmentTable of ContentsPreface to the second edition; 1. Introduction to dynamic memory; 2. Reminding and memory; 3. Failure-driven memory; 4. Cross-contextual reminding; 5. Story-based reminding; 6. The kinds of structures in memory; 7. Memory organization packets; 8. Thematic organization packets; 9. Generalization and memory; 10. Learning by doing; 11. Non-conscious knowledge; 12. Case-based reasoning and the metric of problem solving; 13. Non-conscious thinking; 14. Goal-based scenarios; 15. Enhancing intelligence; References; Index.

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Book SynopsisFrom Roger C. Schankone of the most highly respected thinkers, writers, and speakers in the training, learning, and e-learning communitycomes a compelling book of essays that explore the myriad issues related to challenges faced by today's instructional designers and trainers. The essays offer a much-needed perspective on what trainers do, why they do it, and how they do it. Lessons in Learning, e-Learning, and Training serves as a barometer to the issues that often perplex trainers and helps to illuminate three main points: what can and cannot be taught; how people think and learn; and what technology can really effectively provide. In addition, each essay is filled with practical guidance and includes a summary of ideas, tips and techniques, things to think about, checklists, and other job aids.Table of ContentsForeword. Introduction. 1. I Told You Not to Tell Me That. The case for not “telling” in training—and some guidelines for doing it if you must. 2. I Wanted to Learn But There Was No Money in It. Thoughts on the relationship between learning goals and rewards—and how to design training that helps learners stay motivated. 3. Teaching What Can’t Be Taught. The value of knowing what you cannot fix—and understanding how people really change and what the culture has to do with it. 4. Knowing Isn’t Doing. The reasons most e-learning is so bad (and other training, for that matter)—and five questions to ask to begin to make it better. 5. Enron Fixes Their Communication Problems. Thoughts on when to just say no—like when your company asks for a training course. 6. Sex and Chicken. The role of nonconscious learning—and how to help adults do it. 7. I Can’t Remember Whether I Ate the Whole Thing. On the difference between event memory and procedural memory—and how practice has to figure in. 8. Sir, Step Away from the Fig Newton. How what happens in real life undoes training—and what to do about it. 9. Billy’s Home Run. Storytelling insights—and how hearing, telling, and living stories makes for good training. 10. What’s Doing? The excuses for not doing doing-based training—and how to avoid them. 11. Pardon Me, I Must Have Misplaced My Stereotype. The pros and cons of stereotyping—and how to teach people to do it well. 12. Every Curriculum Tells a Story (Don’t It?). The problems with most curricula today—and how they inspire a different way to define the training designer’s job. 13. And We’ll Have Fun, Fun, Fun ‘til Our Company Takes the e-Learning Away. Why most e-learning is boring, not fun—and real-world tips for making it more engaging. 14. I Disagree with the Question. The importance of getting the questions right—so the rest of your job is easy. 15. Corporate Dragons. Why most e-learning you are likely to encounter isn’t very good—and how to recognize it. 16. Time for AI. How AI might help when you have a problem that you need a smart computer to do—like building story-based training systems. About the Author. Index. Pfeiffer Publications Guide.

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Book SynopsisIn the author's words: This book is an honest attempt to understand what it means to be educated in today's world. His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor well educated. This 19th-century conception of the educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world.Table of ContentsContents: Preface: What Is an Educated Mind? Prologue: 1892. The Great Minds on Education: Plato Meets Grandview Prep. Thinking and Experience in School. What Uneducated Minds Need. The Formally Educated Mind. What Is Required for a Good Education? How High School Got That Way (the Search for the Smoking Gun). Producing Educated Minds Is Not the University's Problem. Structuring the Learning Experience. Teaching and Testing in the Modern World. Horses for Courses: The Story Centered Curriculum. Rethinking College. The SCC at Grandview (2002-2003). Teaching Realities. Fifth Grade Follies. 8th and 12th. Curriculum Redesign. K-12 Stories. CMU Results. General Hospital. Toward a New Conception of Education. Epilogue.

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