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Designing an Interactive Videodisc System Network for Effective Training Managem

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Designing an Interactive Videodisc System Network for Effective Training Managem 1986 (23rd) Developing Space For Tomorrow's The Space Congress® Proceedings Society Apr 1st, 8:00 AM Designing an Interactive Videodisc System Network for Effective Training Managem Robert S. Carper Technical Systems Consultant HoneyweI I Federal Systems Division McLean, Virginia Follow this and additional works at: https://commons.erau.edu/space-congress-proceedings Scholarly Commons Citation Carper, Robert S., "Designing an Interactive Videodisc System Network for Effective Training Managem" (1986). The Space Congress® Proceedings. 3. https://commons.erau.edu/space-congress-proceedings/proceedings-1986-23rd/session-2/3 This Event is brought to you for free and open access by the Conferences at Scholarly Commons. It has been accepted for inclusion in The Space Congress® Proceedings by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. DESIGNING AN INTERACTIVE VIDEODISC SYSTEM NETWORK FOR EFFECTIVE TRAINING MANAGEMENT Robert S. Carper Technical Systems Consultant HoneyweI I Federal Systems Division McLean, Virginia Abstract Yet, the traditional mode of Instruction del ivery eyebalI to eyebalI has Within the past two years, there has been survived three generations of computer a breakthrough In Interactive videodisc technology, despite some significant training systems technology that has been inroads the computer has made In the made possible through the personal now-recognized field called Computer Based computer. This has resulted In many Training (CBT). A number of Initial companies and Individuals entering the attempts to administer lessons to students field, both in the development of computer have been made via programmed learning hardware and software as welI as the techniques. Still other attempts have preparation of Interactive videodisc been made to manage the volume and types authoring languages and courseware. of instructional del ivery through Overlooked in this technological gold rush computer-managed systems which address the has been the need to provide effective curriculum, the learning modules within curriculum, module, and course management, the curriculum, and the actual lessons as well as the measurement and monitoring which make up a learning module. Examples of student progress through this new abound, such as the TICCIT project started training medium. This paper discusses the by MITRE Corporation and now being factors necessary for proper curriculum marketed by Hazel tine Corporation, and the and student learning process management PLATO system which was originated at the within an Interactive videodisc-based University of Illinois and now Is marketed training environment. It presents a by Control Data Corporation. In the late concept whereby the Interactive videodisc 1960's, Westlnghouse Electric Corporation training delivery system Is managed by a developed a concept of modularized minicomputer-driven system, offering educational delivery called PLAN curriculum and student records management (Programmed Learning According to Needs) capabilIties as welI as operational which was marketed for a brief period by capabilities that drive the Its subsidiary, Westlnghouse Learning videodisc-based training workstations. Corporation. Despite these and numerous other projects, the little red school house concept remained intact. Training and the Computer - An Overview One of the earl lest applIcations of However, the fundamentals of training and computer technology has been In the field education at all levels, from elementary of training and education. The optical school to post-matriculation and on into mark-sense reader has been used to grade commercial and government education test scores. Administration of school programs have been subjected to Increased records has been on an automated basis demands In the current decade. These ever since the Inception of the Hollerith demands are: punched card and electric accounting machinery. Computerization has assisted educational administrators for other Items The way we IIve Is becoming such as school census, attendance Increasingly dependent on reporting, school health statistics, and a hl-tech products and services. wealth of other applications. Stand-up, lecture-based training 2-33 cannot do an effectfve job of Components of a Computer-Based Training explaining complex and Involved System subjects. Computer-Based Training (CBT) consists of o The number of Instructors Is two major components (Figure 1). One Is declining* as Is their caliber the delivery system, frequently called and p rof ! c F ency . One Instr u ctor Computer Assisted Instruction or CAI. The attempting to teach thirty other Is the management system, called students Is a difficult Computer Managed Instruction. CAI deals assignment, with the student-system Interface and the presentation - response setting between o The learning capacities of student and machine. CM I relates to the various students Is different* management of curricula, the proper and because of equal opportunity sequencing of lesson material based on pressures, traditional learning student progress and student learning methods are becoming more and needs, and the overall administration of more Ineffective. Barriers such the training function. as language, sight and hearing handicaps and physical handicaps are being recognized as factors defying the stand-up mode of Instructional DelIvery Systems Instruction. The IBM-PC and IBM-PC-compatible family of Notwithstanding these problems* the use of computers comprise the major hardware computer-based training systems as a element of today's CAI system. solution have caused doubts In some Instructional systems as a whole have been educators 1 minds. Besides the apparent classified by levels, set forth by the Investment costs In hardware and Nebraska Videodisc Design/Production Group educational courseware, the management (1980) as follows: Issues have become recognized Issues. There Is a philosophy that adheres to the Level One - delIvers video with eyeball to eyeball training concept. It limited Interactivity at minimal believes that since a human being (the cost. Level One systems consist of a instructor) witnesses bodies being brought standard videodisc player with only a Into a classroom, lectures being video monitor. This Is essentially presented, books being read, and a one level above a straight linear grade-pass-fafI structure being Invoked, system consisting of a the management of the fnstructfonal commercI aI Iy-av a 11abIe vIdeoca ssette program and Its effectiveness Is recorder and a television set. guaranteed. Having a student learn from a teach Ing machIne defIes aI! perceptIbIe Level Two - systems are stand-alone, attempts to manage the training process, programmable systems where digital In the opinion of educational data Is encoded on the videodisc to traditionalists. Yet, should a allow computer control. Limited multi-million dollar system fall due to Interactivity Is needed. The viewer Inadequate training, the argument could makes a choice for a simple program never be resolved as to whether the selection. The system requires no operator-trainee did not learn or whether externaI computer. the classroom system did not teach. Level Three - systems represent a Enter the optical laserdisc. This combination of a videodisc player and new-found ability to present visual an external computer. Full photographic material, both In still frame Interaction between student and and In motion picture sequence added a machine is supported with overlays of missing Ingredient to the computer graphics and text able to be computer-assisted Instruction delIvery. superimposed upon the video Image. Coupled with the evolution of the persona! The recalI of expl icit video and computer, a more powerful teaching machine graphic presentation based on student thus became available. The ability to response Is provided. Level Three train via photographic presentation with systems support Inter-system sound narrative was transported from the networking and use of peripherals such audio-visual room to the student's desk. as a touch-screen, a light pen, a Yet, the Issues of effective management keyboard, and a mouse. still remained. This paper will attempt to summarize what Is currently at hand and what must be developed to form a truly effective training management system. 2-34 The Army Electronic Information Delivery Computer Technology System (BIDS) represents a major refinement of the Level Three System. The IBM-PC and PC-compatabIe family of Instead of a separate computer and microcomputers (Figure 2) are the foremost laserdisc player, It combines the two drivers for Level Three type systems. functional elements Inside a single shell, However, these microcomputers require with reduction of the many cable sufficient capacity In terms of processing Interconnections necessary to Integrate power, main memory size, and expansion video, audio, and digital signals. The slots. Vital to the Level Three system Is video monitor and the combination of a I inkage board which resides in one of laserdisc player and computer exist as two the expansion slots and allows the video separate units. Additionally, the 5 1/4" and audio output from the laserdisc player floppy diskette ports have been replaced to be accessed and subsequently displayed with 3 1/2" micro floppy diskettes, with on the monitor. These IInkage boards the 5 1/4" floppy diskette ports being operate In a conjunction with other I/O relegated to that of an option. The EIDS signals to and
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