@article{rieber2005multimedia,
  abstract = {This chapter reviews and critiques the scientific evidence and research methods studying the use of games, simulations, and microworlds as multimedia learning tools.   This chapter focuses on interactive educational multimedia, which is distinguished from scripted forms of educational multimedia by the degree to which users participate in and control the multimedia software. This chapter also uses the distinction between explanation and experience to understand the unique design opportunities of interactive educational multimedia.   The strongest empirical evidence comes from the simulation literature, especially that related to questions about how to design a simulation’s interface to provide feedback and questions about students engaged in discovery learning activities. Microworld research is less empirically rigorous with evidence continuing to remain largely anecdotal based on implementation reports.   Research on gaming is the most transitory, ranging from early research on learning from playing games to learning from designing games.   Current debates among educational researchers about what constitutes scientific research are particularly relevant to anyone interested in research about interactive multimedia due to the increased use of qualitative research methodologies and the newly emerging trend toward design experiments.},
  added-at = {2010-10-17T00:44:30.000+0200},
  author = {Rieber, Lloyd P.},
  biburl = {http://www.bibsonomy.org/bibtex/25f91bd62babeb432f2931b90d2a85211/yish},
  interhash = {3db6a84638369e690b19b7e9efc31ec9},
  intrahash = {5f91bd62babeb432f2931b90d2a85211},
  journal = {The Cambridge handbook of multimedia learning},
  keywords = {constructionism design education games haifa-games-course learning microworlds simulation},
  pages = {549-567},
  timestamp = {2010-10-17T00:44:30.000+0200},
  title = {Multimedia learning in games, simulations, and microworlds},
  url = {http://it.coe.uga.edu/~lrieber/mayer2005/},
  year = 2005
}

@incollection{citeulike:511472,
  added-at = {2010-07-26T20:05:41.000+0200},
  address = {Norwood, NJ, USA},
  author = {Papert, S.},
  biburl = {http://www.bibsonomy.org/bibtex/202ff78453de84c95d96ed37d7eb72bb6/yish},
  booktitle = {Artificial intelligence and education; vol. 1: learning environments and tutoring systems},
  editor = {and R. W. Lawler and Yazdani, M.},
  interhash = {c890938153497550f189bcbe6c242ebd},
  intrahash = {02ff78453de84c95d96ed37d7eb72bb6},
  isbn = {0893914398},
  keywords = {mathgamespatterns microworlds},
  pages = {79-94},
  publisher = {Ablex Publishing Corp.},
  timestamp = {2010-07-26T20:05:41.000+0200},
  title = {Microworlds: transforming education},
  url = {http://portal.acm.org/citation.cfm?id=55463.55467},
  year = 1987
}

@incollection{healy:cmt,
  abstract = {In this contribution, I intend to focus on the concept of computer microworlds for mathematics learning and, in particular, evolutions in the theoretical perspectives associated with this concept that have emerged within the ICMI community between two moments in its history: the dissemination of the microworld vision in Mindstorms (Papert, 1980) and Papert's plenary lecture at the 17th ICMI study conference, Digital technologies and mathematics teaching and learning: Rethinking the terrain, in December, 2006. Developing ideas about three issues in particular will be considered: reciprocal relationships between mathematical
infrastructures, technology and thinking; the omnipresence of the perceptuo-motor activity in mathematical thinking and learning; and the influence of innovative means of representational and communication on the affective as well as the cognitive dimension.
},
  added-at = {2008-09-11T02:40:53.000+0200},
  author = {Healy, Lulu},
  biburl = {http://www.bibsonomy.org/bibtex/260707521a0d0bd30310445c8b64d2a53/yish},
  booktitle = {presented at the Symposium on the Occasion of the 100th Anniversary of ICMI, Rome, 5–8 March 2008},
  interhash = {b69c3a5769c8141e1110116c273ca872},
  intrahash = {60707521a0d0bd30310445c8b64d2a53},
  keywords = {citesme constructionism mathematics microworlds narrative},
  timestamp = {2008-09-11T02:40:53.000+0200},
  title = {Charting the microworld territory: the placing of theoretical signposts},
  url = {http://www.unige.ch/math/EnsMath/Rome2008/WG4/Papers/HEALY.pdf},
  year = 2008
}

@article{stevenson2000mhs,
  abstract = {This paper describes and analyses the iterative design and development of a computational context for non-euclidean geometry. Drawing on three episodes from the design process, the paper discusses the epistemological implications associated with interplay between learning hyperbolic geometry and context in which that learning takes place. In particular, it explores the ways in which learners can become designers of the computational context, and the designer can become a learner. The paper concludes with a discussion of the microworld paradigm in relation to what might be called ‘advanced’ mathematics.},
  added-at = {2008-08-01T12:52:00.000+0200},
  author = {Stevenson, Ian},
  biburl = {http://www.bibsonomy.org/bibtex/24abeca4b3704f3e7700bc7a87abae497/yish},
  interhash = {633dfd79603051b8f13289d128af7086},
  intrahash = {4abeca4b3704f3e7700bc7a87abae497},
  journal = {International Journal of Computers for Mathematical Learning},
  keywords = {design designresearch geometry hyperbolic learning mathematics microworlds non-euclidean},
  number = 2,
  pages = {143--167},
  publisher = {Springer},
  timestamp = {2008-08-01T12:52:00.000+0200},
  title = {Modelling Hyperbolic Space: Designing a Computational Context for Learning Non-Euclidean Geometry},
  url = {http://www.springerlink.com/content/q58554380v262rp2/},
  volume = 5,
  year = 2000
}

@article{965757,
  added-at = {2008-05-30T05:54:46.000+0200},
  address = {New York, NY},
  author = {Feurzeig, Wallace and Papert, Symour and Bloom, M. and Grant, R. and Solomon, C.},
  biburl = {http://www.bibsonomy.org/bibtex/2d406c064920092d6e61336dd5d80d026/yish},
  doi = {10.1145/965754.965757},
  interhash = {1c0dc4ed0c6cc5afe32c4ce2f9819419},
  intrahash = {d406c064920092d6e61336dd5d80d026},
  issn = {0163-5735},
  journal = {SIGCUE Outlook},
  keywords = {constructionism history learning logo mathematics microworlds mythesis programming},
  number = 2,
  pages = {13-17},
  publisher = {ACM Press},
  timestamp = {2008-05-30T05:54:46.000+0200},
  title = {Programming-languages as a conceptual framework for teaching mathematics},
  url = {http://portal.acm.org/citation.cfm?id=965754.965757},
  volume = 4,
  year = 1970
}

@book{citeulike:437204,
  added-at = {2008-05-30T04:49:21.000+0200},
  address = { New York, NY},
  author = {Papert, Seymour},
  biburl = {http://www.bibsonomy.org/bibtex/27714f8a6407d2c6fb89f5273502874b6/yish},
  citeulike-article-id = {437204},
  howpublished = {Paperback},
  interhash = {82ee62982dbe52060bb6d25cb62de054},
  intrahash = {7714f8a6407d2c6fb89f5273502874b6},
  isbn = {0465046274},
  keywords = {PlanetMakingStuffTogether constructionism debug education learning logo mathgamespatterns microworlds mythesis programming},
  month = {January},
  priority = {0},
  publisher = {Basic Books},
  timestamp = {2008-05-30T04:49:21.000+0200},
  title = {Mindstorms: Children, computers, and powerful ideas},
  url = {http://www.amazon.fr/exec/obidos/ASIN/0465046274/citeulike04-21},
  year = 1981
}

@book{citeulike:493437,
  abstract = {{Why are mathematical ideas so hard? Is mathematics an  unassailable peak, which only the few can ever hope to conquer? Or can  mathematics be broadened to be accessible to the many? Noss and Hoyles  have written a book which challenges some of the conventional wisdoms  on the learning of mathematics. They use the computer as a window onto  mathematical meaning-making, drawing together the threads of their  individual and collaborative research over more than a decade. The  pivot of their theory is the idea of webbing, which explains how  someone struggling with a new mathematical idea can draw on supportive  knowledge, and reconciles the individual's role in mathematical  learning with the part played by epistemological, social and cultural  forces.}},
  added-at = {2008-05-30T04:41:00.000+0200},
  address = {Dordrecht},
  author = {Noss, Richard and Hoyles, Celia},
  biburl = {http://www.bibsonomy.org/bibtex/224490771b2cdaed75b12c9218ac9ec7b/yish},
  citeulike-article-id = {493437},
  howpublished = {Hardcover},
  interhash = {bdf652a88549b9c950f49358f74e41b9},
  intrahash = {24490771b2cdaed75b12c9218ac9ec7b},
  isbn = {0792340736},
  keywords = {CiHB ILE KalDesignResearch PlanetMakingStuffTogether abstraction cerme6 constructionism contel11 ijceell06 ijtme2006 jls10 mathgamespatterns microworlds mythesis situated},
  month = {June},
  priority = {2},
  publisher = {Kluwer Academic},
  timestamp = {2008-05-30T04:41:00.000+0200},
  title = {Windows on Mathematical Meanings : Learning Cultures and Computers},
  url = {http://www.amazon.fr/exec/obidos/ASIN/0792340736/citeulike04-21},
  year = 1996
}

@techreport{minsky1971par,
  added-at = {2008-05-30T04:27:56.000+0200},
  author = {Minsky, Marvin and Papert, Seymour},
  biburl = {http://www.bibsonomy.org/bibtex/2e138c22e90d326da25f54babf1e87ba8/yish},
  interhash = {cf7d3e5f3ca919e5be9c79e314741450},
  intrahash = {e138c22e90d326da25f54babf1e87ba8},
  keywords = {MIT constructionism history logo microworlds mythesis},
  number = {AIM-245},
  publisher = {MIT},
  timestamp = {2008-05-30T04:27:56.000+0200},
  title = {Proposal to ARPA for Research on Artificial Intelligence at MIT, 1971-1972},
  url = {http://hdl.handle.net/1721.1/5840},
  year = 1971
}

@incollection{citeulike:379347,
  abstract = {Computer-Based Learning Environments in Mathematics
Nicolas Balacheff \& James J. Kaput

This chapter attempts to set a perspective on where interactive technologies have taken us and where they seem to be headed. After briefly reviewing their impact in
different mathematical domains, including arithmetic, algebra, geometry, statistics, and calculus, we examine what we believe to be the sources of technology's power, which we feel is primarily epistemological. While technology's impact on daily practice has yet to match expectations from two or three decades ago, it's epistemological impact is deeper than expected. This impact is based in a reification of mathematical objects and relations that students can use to act more directly on these objects and relations than ever before. This new mathematical realism, when coupled with the fact that the computer becomes a new partner in the didactical contract, forces us to extend the didactical transposition of mathematics to a computational transposition. This new realism also drives ever deeper changes in the curriculum, and it challenges widely held assumptions about what mathematics is learnable by which students, and when they may learn it.
We also examine the limits of Artificial Intelligence and microworlds and how these may be changing. We close by considering the newer possibilities offered by the internet and its
dramatic impact on connections among learners, teachers, and the immense resources that are becoming available to both. Our conclusion is that we are very early in the technological
transformation and that we desperately need research in all aspects of teaching and learning with technology.},
  added-at = {2008-05-30T01:21:02.000+0200},
  address = {Dordrect, NL},
  author = {Balacheff, Nicolas and Kaput, James J.},
  biburl = {http://www.bibsonomy.org/bibtex/2eec581c8c1df985827fe97833f2923d8/yish},
  booktitle = {International Handbook of Mathematics Education},
  citeulike-article-id = {379347},
  comment = {page 21:

describe a game called "parade" which has many similarities with guess my graph. Students use a simulation environment to generate motion graphs, then exchange these with peers across the internet. The challange is to reproduce the graph generated by the other group.},
  editor = {Bishop, Alan J. and Keitel, Christine and Kilpatrick, Jeremy and Laborde, Colette},
  interhash = {b292e8929e02e478080763f934b1c514},
  intrahash = {eec581c8c1df985827fe97833f2923d8},
  keywords = {CnE07 ILE ai algebra arithmetic artificial calculus collaborative computation computers curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds mythesis proof review tel transposition},
  pages = {469-504},
  priority = {5},
  publisher = {Kluwer academic publishers},
  timestamp = {2008-05-30T01:21:02.000+0200},
  title = {Computer-Based Learning Environments in Mathematics},
  url = {http://www.simcalc.umassd.edu/downloads/internhandbook.pdf},
  year = 1996
}

@article{hoyles1993mst,
  added-at = {2007-05-23T12:17:10.000+0200},
  author = {Hoyles, Celia},
  biburl = {http://www.bibsonomy.org/bibtex/2a3a2c67d6cf3c9bee55d06c23338e717/yish},
  editor = {C, Keitel and Kenneth, Ruthven},
  interhash = {ea81c6b046642c442adac48645e82b31},
  intrahash = {a3a2c67d6cf3c9bee55d06c23338e717},
  journal = {Learning from Computers: Mathematics Education and Technology},
  keywords = {constructionism learning microworlds school},
  pages = {1-17},
  timestamp = {2007-05-23T12:17:10.000+0200},
  title = {Microworlds/schoolworlds: The transformation of an innovation},
  url = {http://www.lkl.ac.uk/rnoss/MA/Readings/SchoolworldsMicroworlds.pdf},
  year = 1993
}

@article{papert2002tsl,
  added-at = {2007-05-23T12:06:13.000+0200},
  author = {Papert, Seymour},
  biburl = {http://www.bibsonomy.org/bibtex/24165afea73c2c5e27dc8dc52d8103d83/yish},
  interhash = {55524358d5691081348529d83e963fc6},
  intrahash = {4165afea73c2c5e27dc8dc52d8103d83},
  journal = {Journal of Educational Computing Research},
  keywords = {constructionism microworlds mythesis},
  number = 1,
  pages = {7-27},
  publisher = {Baywood},
  timestamp = {2007-05-23T12:06:13.000+0200},
  title = {The Turtle's Long Slow Trip: Macro-Educological Perspectives on Microworlds},
  url = {http://baywood.metapress.com/link.asp?id=xg11b72ejk04k8ta},
  volume = 27,
  year = 2002
}

@article{Noss02,
  abstract = {In this article we reflect on the meaning and evolution of the microworld idea. We point out a crucial distinction between user manipulation and modification at three distinct but mutually dependent levels--the interface, superstructural, and platform levels. We exploit a case study of two 8-year-old girls playing and rebuilding a simple video game, to argue for the importance of ease of interplay between these levels. We reflect on the ways in which newly-created alternatives to textual forms of representation are redefining the utility and power of microworlds, and offering advantages (as well as disadvantages) for mathematical learning in the sense of understanding inference and mechanism--how things work and why.},
  added-at = {2007-01-06T13:13:38.000+0100},
  author = {Hoyles, Celia and Noss, Richard and Adamson, Ross},
  biburl = {http://www.bibsonomy.org/bibtex/2672bb75d2de20a4417c82892cee86f6c/yish},
  citeulike-article-id = {478798},
  comment = {Origins of Microworlds: "Hoyles (1993) charts its evolution from an AI description of a simple and constrained aspect of the real world to part of a knowledge domain which is changing and growing and which has epistemological significance. Laurie Edwards's (1995) extensive review of microworlds similarly stresses knowledge as a central element, and makes a useful distinction between structural and functional views of the idea." (p 2)



Programming is problematic: "Yet in the years since the microworld idea has taken hold, it is precisely this point -— the idea of children programming computers -— which has become so problematic. For one thing, there are practical objections -— programming takes too much time in what is already a crowded mathematics curriculum; programming is too hard (for teachers as well as students); programming diverts attention from the underlying knowledge goals. If the last point is true then there clearly is no place for programming, at least within an explicitly educational setting (like school) where the objective is to learn mathematics, say -— not programming." (p 4) 



Construction within bounderies: "As researchers, let alone educators, we have to respect and constrain diversity." meaning, we need to find the delicate balance between providing too many opertunities for exploration and too few. 



Platform and superstructure: "By platform, we mean the base level at which it is possible for users (rather than professional programmers) to interact. A platform would include high level programming languages but not for example machine code. In most cases, users interact with the platform because the designer expects them to do so. [...] Superstructure, on the other hand, describes the objects in the microworld and ways to manipulate them. [...] The point is that the kinds of interactions which users’ experience and the HCI tools they employ are a subject for the designer, and determine to a great extent what activities and experiences the user has as she interacts with the program. For most users with most software, there is only superstructure." 



Mode of interaction: "There is therefore an interaction barrier: the things you have to do to gain a sense of the microworld's mechanism may be substantially different from the things you do within the microworld." 



Users expect to manipulate graphical or iconic interfaces, not code. "Finding ways to break down this distinction may turn out to represent a significant advance for mathematical learning with digital technologies." 



Grain size: "What is the appropriate grain size for objects and relationships at the superstructural level? What level of complexity is appropriate for users; how far, in other words, should be the distance between superstructural elements and the platform on which they are built?" 





What is ToonTalk: "The fundamental idea behind ToonTalk is that source code is animated. (ToonTalk is so named because one is "“talking" in (car)toons.) This does not mean that it takes a visual programming language and replaces some static icons by animated icons. It means that animation is the means of communicating to both humans and computers the entire meaning of a program. Program sources are not static collections of text or even text and pictures, but are animated, tactile, enhanced with sound effects, and clearly physical. The programs of ToonTalk are encapsulated in the actions of robots which are trained by example to perform a role. The conditions, which determine subsequent performance of the actions at run time, can be generalised or specialised after the training has taken place. Details of how ToonTalk works, its design principles and some applications can be found at http://www.toontalk.com/" - Behaviours, which can be transfered. 



Culture: "Because of the culture we had developed in our classrooms of changing games, the girls began to think about how they could change the game. The simplest changes they could make involved changing colours and sizes of objects at the interface level." 



Me: Is the language you program in ever the language you talk about programming? Platform vs. Superstructure is a useful distinction, but not always so clear.},
  interhash = {622357f025b92080a9614465daca3bfb},
  intrahash = {672bb75d2de20a4417c82892cee86f6c},
  journal = {Journal of Educational Computing Research},
  keywords = {abstraction cscl-2005 games learning mathgamespatterns microculture microworld microworlds mythesis platform playground situated superstructure tools toontalk},
  priority = {2},
  timestamp = {2007-01-06T13:13:38.000+0100},
  title = {Rethinking the Microworld Idea},
  url = {http://baywood.metapress.com/link.asp?id=u6x90m6hmu1qv36x},
  volume = 27,
  year = 2002
}

@book{citeulike:511479,
  abstract = {{ In the second edition of this bestseller, the author continues to demystify the techniques associated with the field of artificial intelligence. It covers a wide variety of techniques currently defined as ?AI? and shows how they can be useful in practical, everyday applications. AI Application Programming covers both the theory and the practical applications to teach developers how to apply AI techniques in their own designs. Each chapter covers both the theory of the algorithm or the technique under discussion followed by a practical application of the technique with a detailed discussion of the source code. }},
  added-at = {2006-10-23T17:25:28.000+0200},
  author = {Jones, Tim M.},
  biburl = {http://www.bibsonomy.org/bibtex/217a4c76a108b2c2f05d74527ee191580/grahl},
  citeulike-article-id = {511479},
  comment = {Microworlds: Ch1, p 5:



"1960s—The Rise of AI



In the 1960s, an expansion of AI occurred due to advancements in computer

technology and an increasing number of researchers focusing on the area.

Perhaps the greatest indicator that AI had reached a level of acceptability was

the emergence of critics. Two books written during this period included Mortimer

Taube’s Computers and Common Sense: The Myth of Thinking Machines,

and Hubert and Stuart Dreyfus’s Alchemy and AI (RAND corporation study).

Knowledge representation was a strong theme during the 1960s, as strong

AI continued to be a primary theme in AI research. Toy worlds were built,

such as Minsky and Papert’s “Blocks Microworld Project” at MIT and Terry

Winograd’s SHRDLU to provide small confined environments to test ideas

on computer vision, robotics, and natural language processing.

John McCarthy founded Stanford University’s AI Laboratory in the early

1960s, which, among other things, resulted in the mobile robot Shakey that

could navigate a block world and follow simple instructions."},
  howpublished = {Paperback},
  interhash = {974d64f0fe8f6c3088780c9d490eb1c9},
  intrahash = {17a4c76a108b2c2f05d74527ee191580},
  isbn = {1584502789},
  keywords = {AI history mathgamespatterns microworlds programming},
  month = {March},
  priority = {2},
  publisher = {{Charles River Media}},
  timestamp = {2006-10-23T17:25:28.000+0200},
  title = {AI Application Programming (Programming Series)},
  url = {http://www.amazon.fr/exec/obidos/ASIN/1584502789/citeulike04-21},
  year = 2003
}

@techreport{citeulike:511473,
  abstract = {The MIT Artificial Intelligence Project has a variety of goals all bound together by search for principles of intelligent behavior. Among our immediate goals are to develop systems with practical applications for: Visually-controlled automatic manipulation and physical world problem-solving, machine understanding of natural language text and narrative, and advanced applied mathematics. The long-range goals are concerned with simplifying, unifying and extending the techniques of heuristic programming. We expect the results of our work to: make it easier to write and debug large heuristic programs, develop packaged collections of knowledge about many different kinds of things, lending to programs with more resourcefulness, understanding and common sense", and identify and sharpen certain principles for programming intelligence.},
  added-at = {2006-10-23T17:25:28.000+0200},
  author = {Minsky, Marvin and Papert, Seymour},
  biburl = {http://www.bibsonomy.org/bibtex/2c09aab658b886c1ee88d76518239450b/grahl},
  citeulike-article-id = {511473},
  comment = {good historical reference on the origin of the micro-world concept in AI. The idea is to create a limited world that would be small enough to manage for an experimental artificial agent to cope with, but rich enough to provide meaningfull "knowledge". The example discussed is in the domain of understanding narrative. The problem is to draw a line around the minimal body of knowledge needed to understand a childrens' story.},
  interhash = {4e6881e3a3c8604bbeaada2d3d3af985},
  intrahash = {c09aab658b886c1ee88d76518239450b},
  keywords = {AI historical history mathgamespatterns memos microworlds mit narrative},
  month = {December},
  priority = {2},
  timestamp = {2006-10-23T17:25:28.000+0200},
  title = {Proposal to ARPA for Research on Artificial Intelligence at MIT, 1970-1971 (AIM-185)},
  url = {https://dspace.mit.edu/handle/1721.1/5866},
  year = 1970
}

@inbook{citeulike:379347,
  abstract = {Computer-Based Learning Environments in Mathematics
Nicolas Balacheff \& James J. Kaput

This chapter attempts to set a perspective on where interactive technologies have taken us and where they seem to be headed. After briefly reviewing their impact in
different mathematical domains, including arithmetic, algebra, geometry, statistics, and calculus, we examine what we believe to be the sources of technology's power, which we feel is primarily epistemological. While technology's impact on daily practice has yet to match expectations from two or three decades ago, it's epistemological impact is deeper than expected. This impact is based in a reification of mathematical objects and relations that students can use to act more directly on these objects and relations than ever before. This new mathematical realism, when coupled with the fact that the computer becomes a new partner in the didactical contract, forces us to extend the didactical transposition of mathematics to a computational transposition. This new realism also drives ever deeper changes in the curriculum, and it challenges widely held assumptions about what mathematics is learnable by which students, and when they may learn it.
We also examine the limits of Artificial Intelligence and microworlds and how these may be changing. We close by considering the newer possibilities offered by the internet and its
dramatic impact on connections among learners, teachers, and the immense resources that are becoming available to both. Our conclusion is that we are very early in the technological
transformation and that we desperately need research in all aspects of teaching and learning with technology.},
  added-at = {2006-10-23T17:25:28.000+0200},
  author = {Balacheff, Nicolas and Kaput, James J.},
  biburl = {http://www.bibsonomy.org/bibtex/2475d3a0207c7eda2df58217b33c02678/grahl},
  booktitle = {International Handbook of Mathematics Education},
  citeulike-article-id = {379347},
  comment = {page 21:

describe a game called "parade" which has many similarities with guess my graph. Students use a simulation environment to generate motion graphs, then exchange these with peers across the internet. The challange is to reproduce the graph generated by the other group.},
  interhash = {b292e8929e02e478080763f934b1c514},
  intrahash = {475d3a0207c7eda2df58217b33c02678},
  keywords = {AI ILE algebra arithmetic calculus collaborative-filtering computation computer curriculum distance education geometrystatistics gmx intelligencemodeling learning mathematics mathgamespatterns microworlds proof review tel transposition},
  priority = {5},
  timestamp = {2006-10-23T17:25:28.000+0200},
  title = {Computer-Based Learning Environments in Mathematics},
  url = {http://www.simcalc.umassd.edu/downloads/InternHandbook.pdf},
  year = 1996
}

@book{citeulike:511479,
  abstract = {{ In the second edition of this bestseller, the author continues to demystify the techniques associated with the field of artificial intelligence. It covers a wide variety of techniques currently defined as ?AI? and shows how they can be useful in practical, everyday applications. AI Application Programming covers both the theory and the practical applications to teach developers how to apply AI techniques in their own designs. Each chapter covers both the theory of the algorithm or the technique under discussion followed by a practical application of the technique with a detailed discussion of the source code. }},
  added-at = {2006-06-05T02:47:21.000+0200},
  author = {Jones, Tim M.},
  biburl = {http://www.bibsonomy.org/bibtex/217a4c76a108b2c2f05d74527ee191580/yish},
  citeulike-article-id = {511479},
  comment = {Microworlds: Ch1, p 5:



"1960s—The Rise of AI



In the 1960s, an expansion of AI occurred due to advancements in computer

technology and an increasing number of researchers focusing on the area.

Perhaps the greatest indicator that AI had reached a level of acceptability was

the emergence of critics. Two books written during this period included Mortimer

Taube’s Computers and Common Sense: The Myth of Thinking Machines,

and Hubert and Stuart Dreyfus’s Alchemy and AI (RAND corporation study).

Knowledge representation was a strong theme during the 1960s, as strong

AI continued to be a primary theme in AI research. Toy worlds were built,

such as Minsky and Papert’s “Blocks Microworld Project” at MIT and Terry

Winograd’s SHRDLU to provide small confined environments to test ideas

on computer vision, robotics, and natural language processing.

John McCarthy founded Stanford University’s AI Laboratory in the early

1960s, which, among other things, resulted in the mobile robot Shakey that

could navigate a block world and follow simple instructions."},
  howpublished = {Paperback},
  interhash = {974d64f0fe8f6c3088780c9d490eb1c9},
  intrahash = {17a4c76a108b2c2f05d74527ee191580},
  isbn = {1584502789},
  keywords = {mathgamespatterns intelligence programming ai history microworlds artificial},
  month = {March},
  priority = {2},
  publisher = {{Charles River Media}},
  timestamp = {2006-06-05T02:47:21.000+0200},
  title = {AI Application Programming (Programming Series)},
  url = {http://www.amazon.fr/exec/obidos/ASIN/1584502789/citeulike04-21},
  year = 2003
}

@inproceedings{conf/chi/CockburnG96,
  added-at = {2006-04-01T18:21:44.000+0200},
  author = {Cockburn, Andy and Greenberg, Saul},
  biburl = {http://www.bibsonomy.org/bibtex/2134bdbb76d57a80527dab3aa28343620/ergodique},
  booktitle = {CHI Conference Companion},
  ee = {http://doi.acm.org/10.1145/257089.257247},
  interhash = {5ee3febcd158e2cf21ea1d582d505f20},
  intrahash = {134bdbb76d57a80527dab3aa28343620},
  keywords = {learning constructionism physics microworlds collaboration},
  pages = {181-182},
  timestamp = {2006-04-01T18:21:44.000+0200},
  title = {Children's Collaboration Styles in a Newtonian Microworld.},
  url = {http://dblp.uni-trier.de/db/conf/chi/chiC96.html#CockburnG96},
  year = 1996
}

@article{journals/amai/FooR91,
  added-at = {2006-04-01T16:09:20.000+0200},
  author = {Foo, Norman Y. and Rao, Anand S.},
  biburl = {http://www.bibsonomy.org/bibtex/25ce4fb142c7f86df083e1f8249d1ceeb/yish},
  description = {dblp},
  ee = {http://dx.doi.org/10.1007/s00236-005-0169-z},
  interhash = {b5f5aa0a7fc0117481f123f06e2eabb5},
  intrahash = {5ce4fb142c7f86df083e1f8249d1ceeb},
  journal = {Ann. Math. Artif. Intell.},
  keywords = {microworlds},
  pages = {135-155},
  timestamp = {2006-04-01T16:09:20.000+0200},
  title = {Belief revision in a microworld.},
  url = {http://dblp.uni-trier.de/db/journals/amai/amai4.html#FooR91},
  volume = 4,
  year = 1991
}

@article{journals/ijmms/CockburnG98,
  added-at = {2006-04-01T16:09:02.000+0200},
  author = {Cockburn, Andy and Greenberg, Saul},
  biburl = {http://www.bibsonomy.org/bibtex/23c3e97798e2d4aa0605a1f4807efba58/yish},
  description = {dblp},
  ee = {http://dx.doi.org/10.1006/ijhc.1997.0179},
  interhash = {7841fbbfbedc1ad740ebad2eb5ceef2f},
  intrahash = {3c3e97798e2d4aa0605a1f4807efba58},
  journal = {Int. J. Hum.-Comput. Stud.},
  keywords = {learning physics constructionism microworlds collaboration},
  number = 6,
  pages = {777-801},
  timestamp = {2006-04-01T16:09:02.000+0200},
  title = {The design and evolution of TurboTurtle, a collaborative microworld for exploring Newtonian physics.},
  url = {http://dblp.uni-trier.de/db/journals/ijmms/ijmms48.html#CockburnG98},
  volume = 48,
  year = 1998
}

@inproceedings{conf/cscw/SingerBR88,
  added-at = {2006-04-01T16:08:45.000+0200},
  author = {Singer, Janice and Behrend, Stephanie D. and Roschelle, Jeremy},
  biburl = {http://www.bibsonomy.org/bibtex/2862580dd5d0f75e48546320a25164fb5/yish},
  booktitle = {CSCW},
  description = {dblp},
  ee = {http://doi.acm.org/10.1145/62266.62288},
  interhash = {cbf088eb5a0be8717a97235cc7dd4045},
  intrahash = {862580dd5d0f75e48546320a25164fb5},
  keywords = {learning constructionism microworlds collaboration},
  pages = {271-281},
  timestamp = {2006-04-01T16:08:45.000+0200},
  title = {Children's Collaborative Use of a Computer Microworld.},
  url = {http://dblp.uni-trier.de/db/conf/cscw/cscw1988.html#SingerBR88},
  year = 1988
}