It"' Deal Ing with Both the Uses For\Various Kinds of Hardware, And

$It"' Deal Ing with Both the Uses For\Various Kinds of Hardware, And$

DOCegalls REBORE

MD.1- 64 Ooh IR 006 823 - ..r...... ,_ -_ TITLE- .. Learning Via Velecoakimications: Readings from "Auitiovisual In lairuction"---3...... INSTITUTION Association: for .Educational Communications and Technology;,:iashing.ton...-t D..7,.. . PUB.BATE 78 , ) NOTE:', .81P,., . . . '.. AVAILABLE FROM Publication's -Department,Association. for Educational Comiannications and Technology; 1126 16th Street NW, - Washington,. D.C. 20036 ($7..50 for members, -$8.95 for non-'imembers) non-m.eimbers) EDRS PRICE 11P-$0.83 Plus Postage. _SC Not Available from EDRS. DESCRIP-TORS ' *BrciadcastIndustry; Cable Televi 'on; *Communica-tion Satellites;-Educationa.1Teleirition;,*Instructional Program*: Programing- "(Broadcast);Radi *Teleccimutunicat_ion; TeIecouises; Television; Videodisc Recordings:, Video Equipment_ IDENTIFIERS Teleconferencing ,

'ABSTRACT J. \ Articles in this\ collection are concerned with (1) broadOast radioandtelevision and tow these media-changepeOpleop living_.and learning styles; (2)instructional uses of telecommunications;(3) .interconnections of so.veral kindsincluding eaief.1-1-te$,, -teleconferencing* and\cabled campuses; and (4) "how to do it"' deal_ing with both the usesfor\various kinds of hardware, and the processes-to .support instfuction. Most of the resadings, have= been Onblished previously in "Audiovisna Instruction" or :its supplement,, "Insiructional Resources." 'However,. 0243articles submitted for the Jandary 1978 issue. of AV', which didofappear becauseof space limitations, are included. A b'ibiiogr4phy on videodisc is included in

the,firstsection.. (Author(JEG) - \ i

*********************************************************************** -Re.productions supplied by EDRS are. the best that can be made * * from the original document. *\ ***********i*********************************************************** U.S. DEPARTMENT OF NELLTH. EDUCATION &WELFARE NATIONALINSTITUTE OF . EDUCATION . . THIS DOCUMENT HAS SEEN REPRO- DUCED EXACTLY AS RECEIVED FROM .THE-PERSON OR ORGWZATION ORIGIN- At iNG-st. POI PITS OF VIEW OR OPINIONS OPL STA: ED 00 NOT NECESSARIL( REPRE- SENT OFF ICIAL NATIONAL INSTITUTE OF EDUCATION POSITION. OR POLICY

LEARNING TELECOMMUNICATIONS Readings from Audiovisual Instruction

. a. . - "PERMISSION TO REPRODUCE THIS MATERIAL 1N MICROFICHE ONLY HAS BEEN GRANTED_ BY Assoc fo duce tiona I. Technology TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) AND USERS OF THE ERIC SYSTEM:"

Association for_Educational Communications and Technology Washington, D.C. 1978

, 2 f

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Additioral copies of this book mbe purchased by Writing tothe PublicatiOnsDepartment Association for Educational- Ccinimunications and Technology, 1126 16th Street NW,Mashington, D.C. 20036. Audiovisual Instructionisthe official magazine of the Association for Educational Communications and Technology. A subscriptionto the,magazine is included with membership in AECT. Subscriptions are also avail: able tomptImembers. For informatiop, write t: Audio: visual Instructkin, Circulation Department, ACT, 1126 16th Striet NW, Washington, D.O. 20036. The most iniportant influence colithe growth Learning .Via Telecommunications. \ conTmunications - media and technolcgy in the last kw The book has four sections. The firsthas to do with years has been telecOmmiuntations. The focal position broadcast radio and television- and how these. media of telecominunications inthe educational technology change the way people jive and. the way they learn. The movement can be attributed to at least two major fac- section. concludes with a bibliographyon videodisc; an :tors: its constantly increasing sophistication as a means emerging technology that may .affect- our ,uses',of -tele- of _delivering- inform.ition,and its pervasiveness in Arneri- vision in fundamental ways. The second section is - can,sdciety and throughout the world. \corned directly with instructional uses Of -telecommuni- The sophistication, pf teleconununications is readily, cations.Section three deals with interconnection§- of apparent m such *;;:a.-.2-aomenaas remote, timed- video several' differentkinds, -includingsatellites;teleran- recordings 'Made possiMe by video cassette machines; ferencing, and cabled campus. Section four contains Computer controlled 'display and distribution systems practical' "how4o-do-it" articles dealing with both the such as PLATO' and 'TICCIT; and space satellites used uses for various kinds of hardware and the. processes to to relay information accurately and reliably to all parts support instruction. :of die world.. / - MOit of the readings in this book-were published pre- ` A caiiialloOk- -at summary statistics impresses one viouslyittAudiovisual Instructionorits supplement, with /the itaervasi,,.---.ness oftelevision,radio, .and,: other..Instructional ResoUrces. HoWever; some of the articles devices and, techniques that ,the, term te/eggmmunica, published in this bookwere submitted fOr publication tionS 'subsumes. In 1977, at least: half a minion home in :the 7January 1978 issue op-AVI (which had "tele-: video cassette recorders were -marketed in the United communications" as its theme)', bi"it were not included States' There were 7207cominerCial and 269 .echicazional at that time because of space lirintations. / televisionstationsbroadcasting to 73,000,000 home; A great deal of the credit for the production- of these equipped to receive television signal's. That figure means readings is dUe Dr. Richard Eelf,\past president- of the /that- 98 percent of _American homes have at least one Division of Telecommunications of AECT, Dr. Paul /- set. Further,-4& pekent have two sets'and 78.per- Welliver,PennsylvaniaStateUniversity,and-Th-*:, . cent haVe color TV reception. Figures for radio recep-Charles. Woodliff, Western Michigan University, all of tion in the home are even .higher. In the schools, about whom served, is,yeaders for thejanuary 1978 issue of two- thirds of the classrooms can receive television signals AVI and judged'. the -"newly-iiielfidaYnanuseripti for :/and about the same proportion orPteathers use educa- In addition, several -persons,. on the AECT staff mad- tional television in the classroom. regularly. contributionsto c this boolcamong them, The subject of .this book of readings, telecommunica- Richard -Nibeck, -Charles Van_ ITIoni;Michele Brare, -: tions,. is,so- broad and Multifaceted that we shave had -a.and Marilyn Coughlin. The. editorial production, of the great deal of trouble arriving at -a title We're not en-book was`..conducted by former staff mernlir Vita tirely satisfied with the name, but Learning Via Tele- Parierite and her :-"BlueP_encil_ Group" associates, par-,

, communications is the most expressive- -title we _could ticularly4larbara _Adams. . . devise The reader. must recognize that' telecrommunica- Those of us involved in developing this book of read- ti6ns embracTes not only the technological products that ings found -the resulting product -.to be unexpectedly enhance human; coniMunication, (TV, radio, computers,stimulating and &ought: provoking. We hope all who ,(cable, satellite; teleppone, etc.), but also the 'techniques read it will find it equally rewarding.. and, human adaptations to these marvels. Since Audio - .visual= Instruction concerned with-learning and, more -precisely,instructi ,it's in easy step to arrive at L--Howard Plitchens, Editor. SECTION I: RA Ill AND TELEVISION PROGRAMS r c. 7 Thd Parma Panifcigialion TV Workshop 12 Public Radio: Education's Least-Used Media GloriatOrshner . Resource 9 Shnultaneous TV and Radio iiroedeasts Patrick D. Hazard Teach Children in Their Homes _ =13 National Courses Throegh Television Ussi. Reid& Kiki Skag!In Munshi and Dirreir Icenogle 10 Should feachers WatchTV niter the Family -15 A Readees Guide to Videodisc. Technology:. blewinfa 14,0va_. A Siilect4d Annotated Bibliography Nancy L Quisenberty and Charles B. Klasek R. KittirWdcid

SECTION 'II: THE MANY INSTRUCTIONAL USES OF TELECOMMUNICATIONS

22 Misderneanolc A Case Study oi a V=ide 301n Video, Veiftis:-

Yvonnaeisatteth Chotzen and' - Naomi Lindstrom . Sarah Sanderson King 32 Tape Record Your Teaching: AStep-by_,Step 24 Dial-A-Career Approach . _Thomas Jacobson and Joyce Hardin Susan Hawkins An Expedmental Program in Radio 35 Put a Shodwave iadlein Your Foreign Ladtuage Classroom Broadciating 1 . Edward G. Martin SveinsOksenholt - 28. How to Rip "Brain Drain" 38 Round-the-Clock CAI Helps Teach COmputer James Bleskitiificz Workers at Census Bureau. - 29 IfidectiPoe*Ail AbstraCt Use for the 1-16pe De'Falio Vickotapeltrieorder . -Thomas D.:Bradley

.'or

SECTION INTERCONNECTIONS FOR LEARNING

41 Project: intercItangei. A "Satellite Teacher .46 Tkmtivoiiccoling: Telecenferenchsg **timer* --KennettiL King and Fred A. Teague David GreerLand.Williarn,Lizerus lk 48 The Cable CampusOregon State -TIC Lloss'bt the YinSIDistance Iry Letofsky

Learner . Sivasaitarn Thiaga 4

50.Aalnilinsive, Indtvldualized, Quick . 52Astroteaching -040brerY **WM. Robert F. Hoehn andohn,Civens Franidin J. King, F. Milton Miller, and Danis) R. Eirenden

' . SECTION IV: HOW-TO-DO-IT TECHNIQUES AND PROCESSES

. .55How To WriterSinceisful ITV Scripts ,69 Mini -VTRProductions. i..R.Obert B. Jones Sigrid A. Trombiey 58-hderactive Computer-ControlledTV ior the 70Supportfor PLATO: A DynainIC Telecommunications Network ,Leonard M. Goldberg-arid Frank S: Rubin Errol M. Magidson. .60iedib Troubleshooting for the-Technically 73CoMputer .Access to Chidren'sMedia Bidterlingered David H. JoniSsen, Theodore C. Hines; and .JO0 Waggener and Tim Kraft Mary Frances K. Johnson 62*42Pteriess Audio 75Meilla SChedull;ig and Reporting via -Mike Lewman Computer '444 How To Videotapec:Througha Microscope Michael P.Stowe& Kebneth Dubey -801tuthors- 65/*tang the AV Umbilical Cords 0. Neal L Vinson and William R. Atkins - k Q .4 e_ LEAANINO VIA TELICOP:Os.IUNICATIONS. ARENT PART1CWATION TIt WORKSHOP . ,GLORIA KIRSHNER

of,

What difference- does it make ifHenry anthe Polka,Pot Kid, We and-their -parents.'Charlottesville parentswatclptelcWision. with theirstotir Of a ten-yeak,-..old orphan boy feathers met first with ,the children, children? , live hisstern, who goes to then' with theparents, and then "_ . Ask, some of the students whofrugal uncle in thst-Nordi Woods.. brought the two groups together to participated .inthePilotParentIn aDecemberttherewasLittle match the TV shoWs. They used Participation TV Workshop. Women, and in Fbruary, A:Little . the 'programs andfolloW-up- "The TV parties' were very help-Bit Different--41:story of a .young cussiOns to help Parents understand- . flat to thyself arid my mother, ' gusansports hero -kited to face the lot.s of the technique's of teaching decision- SettembtinoofCathedral-High his leg wvhen hecleveloPs cancer. making and of asldng open -ended' . School in -.New York city wrote of questions. Cathedral's.Parentparticipation New YOrk City Parents..unanimouslyfelt the TV Workshops. - 'brought AtCathedral- High.- Schoolin Workshops would help their home uscloser because now. we aren't-NeW York, only two adults mine, to relationships.with'theirchildren. . 'afraid to talk to each other. We the '"TV -Party" in. October. But the Parentsof .thefourth and .fifth discuss. a lot now because we feeljunior and senior high school' girls graderswereastonishedatthe that.iliznportant." .saw AC workshops as a way/ to edu- perception, displayed by 'their chil- "It helped. adults to share their ----sate their parents and went;to work dren in viewing the television shows. feelings with young people..lt Also ma,king posters, organizing, a phone They had no . ideathatchildren helped because it gave teenagers a N7, campaign,sending___writteninvita- absothecl14___muckas they 'did from a. chance to 'empress the way they look tions; holding a prize drawing, and .1TV ShOF. . e nitthings:" Isabel reported.'- arranging a .tour of, the NBC studios. As !Superintendent- Ellena - These students andtheir parents In November, 40 adults said 'they "Parents grow to, realize that selected. -participatedin'thepilotParent would participate! . . -- TV programs present a tremendous Participation "TV% Workshops, spon- Sister Dorothy Farleil, Director of opportunity to increase --communica- sOred by Teachers...Guider-to *Tele- Cathedral Television, was .tesponSi- tion betWeendifferent age levels. TV vision- The Workshop's were- con- ble for the workshops. The Cathedral .can .6e 4iitilized 'as an .entire to dis- ductedin three widelysepafated televitionproduction :class cussion .of issues, values, ethics, and school.systems in Americus, Georgia; taped the workslop,, and" saw -Por- other topics that might- be difficult- to Charlottesville, Virginia(and Newtioni-of the tape used- at an _NBC _bring -up unless there was some York City's parsochial schoolst pressconference. When theNo:,-----reason, to do-SO." Parents came 'to school to watch a..vember workshop -was, taped,the-., TheCharlottesville. schools are. television broadcast with their chil- girls -.had. to ..send, for- emergency planning to continue and expand the dren.Teachersdemonstratedfor microphonesto :cover the crOwd!. Parent .ParticipatiOti TV Workshops parents how tousetelevision'- at Somemotheribrought.younger on a district-Wide basis. home to open _communications with children; fathers reponded to the- Americas, Georgia 'their. children... Teachers also sawed ...invitation;.. and one .student,* whose as moderators for- the cross-genera-: 'motherwasdiVorced,' asked. her In Georgia, Bufo4 Reese,- princi- don- idiscussions that follow_ ed view- pastor to attend (and-he_cltd): Ford pal -of' Central Jurdoi High' School, 4. ing of the broadcasts. hamUniveriity'sDepartinenr-: of junior high Schoot.students and We chose the NBC. Special Treats -Education also joined in theFiroject. their parents in. disC-ussions follow- series 'for 'Our- Pilotproject. -;.The After. viewing;Big Henry...and" the ing viewings /Of- the TV programs. series began in October with LukeRalka Dot Kia, the ensuing dis-; discutsiont -shodinsights- into Was., There, the story. of a young cussibri.of .discipline problems among both, the prOleras a cs haZie with children :aid- the' problems .children- boy- in a' big city v'.rho finds himselfparents- andchildren. touchedon inachildren'shome when:-Itistopics_r4nging 'from' teenageripop- Itave with parents. Ttr workshops ...-motheris suddenly taken We ping bubble gum to a 1,2-year-old's proved/ a good catalyst for parey.w, continuedin .NOvember vith Bigdemand to see an -rated *wk. %. stu t communications and helped . fo gthen the school- parent corn-...

unicatiOn-link as well. , Charlottesville, Viiginia. Georgia is planning. to .expand its lionforEducationalCorn- In Virginia,Superintendentjof workshopS, toe.. ;.Central. Junior frAratnicatiolie.\and Technology; 1177. Schools William Ellena set. up the High ''haS-, .invitedits. sister school,' printed train AudloviSuaIInstruction, May' worlzhOpsfor6110 andfifth Staley;toParticipate,as wellasi 107. . . graders in a Charlottesville\ sat observers from GeOrgia Southeastern , .0' Az. It 8 RiADINGS FROM AIJONIVISUAL INSTRUCTIO 3 ' t College and Alba.ny State College to discUssion with them afterwards.. - _NationalCouncilfor theSocial._ help in the:training of teachers. TV,. 'wediscovered,can -open Studies - .. channels of Communication between. AmericanAssociationof Colleges . -Using TV for Parent-Child parentsandchildren 'wile never . for T Education

'Communication kiwi', or have long sinceAforgotten,- Americanederition or Teachers _ TV ..asthe'Catalystfor parent haw:" totalk' to- each-eRh Association ---for, -Educational ,Com-. involifement. andr home- school. 1co- give them something.tcrtalkbout. 'munications and Technology' operationoffersthree - unique ad- With : some beginning helprom NationalSchoolPublicRelations vantagesthatmanyotherap--. teachers, most parents can .1 to Association

. prkadies to paretlt involvement are usetelevision. broadcaststo elp. AmericaniLibraryAssociation unable to offer. childrendevelop, nio gment, .National PTA o 1) It encourages and permits the leant'thetechniquesof - -decision- ,,

`,active involvement -Of parents- . making, choose `thenvaluesand

of'children of all ages; not just .. build their self-image. , Perhapi themost,cogent reasons parents of .young children. TeachersGuidestoTelevision,7for pursuing -these effqrts were ek- .2). If. requires no expenditure of is planning to expand the Parent'.pressed in a letter from President additional time on the part of, Participation TV Workshops, wOrk-7.Jimmy Carter. He wrote, during theparent'(Nielsenstatistics ing with .a greaLmany 'television his first week in office: .show3 that the. average Ameri- series, school districts; and the;:pro7 - can 'familyspends6hours fessiimal educational groups. Those "I am delighted to hear of the-: daily.,Watching TV.) = who have joined in the effortto -succesiOf the_arent Participation 3) It -the parent. tofeel explore this. new 'approach- to edu- Workshops which hadits ,. comfortable and secure at once Cation are: beFinnings in Georgia. because the: medium and the. materialsare: familiar;and National COUndl on'eaCherS of E`Our- children are our-- future have ,been in constant: use hr English - the only future we have. Tele-

. the home. AmericanAssociationofSchool vision has opened up to them new The lack of parental involvement, Administrators -- .andunprectaehtedopportunities thealienationof theyoung,' :tkhe AssociationtorSupervisionand forexpanding- their, edueational silent dinner table,the generation' Curriculum Department horiions. .Anditis. mosten-

gap, 'can all be bridged in an easy'National Association of Elementary. couraging_that pareop -are taking moment by parenti who Simply sit .Schools Principals . such, an active part in guiding -down- beside their children- watching Nation-at- Associationof Secondary ,their children' to the hest possible aTV'. prograni;and... thenopen_ School Principals use of-this very effective medium."

.rt

- ^(1..1"-tt-T. S -3\ 1 I', re": : 7-T'"' 1 `1. -7 d- "W''`-'' --..-,4,,-., t,,,,,_, .-I.-- ...-$---::nr,r.:1,2. LEARretki:OinurELEootimemoocrioNs 9 . . t 'BRQADCASTS.

. - A 'school &Thiel° reSear 7::ti.rmin istered to a:sample of 260'.ctuldren.- The production unit of fdual audio, :Philadelphia has found aF:nezu to The results demonstrated that children headed by Leonard' Belasco, obtains :::tetich' vocabulary to children.zoirtc o listened learned(the new words the film of eaeliTV program weeks te kw:ink:yr thew homes Thi system, d cOncepti taught \ during the pro- : fore it is broadcast. The films are then 2irhicleinakes use of simultaneous.tele-. gram:, transferrekto videotape and studied to rss:on :aridradioVroadarsts, is dei "Because dual audio is ineipensiye _determine. 'which words used in the -eribed below: to produce, it his great_ potential as an show Would be approPriate.fot,build- educational:it-lass ineditim,"explained ing_ the vocabularyof. element I n-Philadelphia,'a school .1:11s- trict re- Dr. Borton of school students. -Igieirch team has l'ound-a new Way to. die idea of dual audio and directs_ the teadt7iiocabulary tolhousands-OHtidS----reseal-dr-project: - ;4atehing TV at hOme. It's don't "Vocabnlar,y is emphasized in our _through- an:ingenious. coinliination ofcurrent broicli4st; but dual audio can television and radio using popular af- be nsed:to teach. a .wide range of sub- "4' ier;4chool -television showy The new'.jects to students of any age," he ,said. idea is called dual audio tele('ision; and, The.dual audio instructor, Stephen it had ite'premiere season: this -past.Baskeivdle ("Steve"to the'kids), is an. --wmter. ' appealing perionility kids love ;to While- the kids watd; The 'hear- For, a child listening io him, the stones on -channel- 48 (Kaiser Broad- effe t .15'much the same as witching casting), they 'tune in -to Steve on 91 FIVIraditi-A1VUliti).Steve speaks gnly during the silence, in theTV dialogue, -jolting, -singing, arid...teaching new

A.words. - At...hoine, kids respond by giggling at Steve's jokes,. answering his cities tiorit, and lianiing(rrew words. Duataudio is -the result of a three- "The most complex part of the pro.; year research and developmPni effort dnction ;process is the actual.script_ conducted- by' the DuarAudio Televi- writing," Belasco explained:, "We of- sion Project of:the School District; of ten have to. write a comment for. Steve . that is only ten seconds long, reaches a hi April 1974,-the fast publicly `-fin- word or concept, and at the same-time nOuneed' dual- audio programs WeVe conveys a sense of warmth -and Person- broadcast for a two-week test.: Theq' older- lriertd wCri9 -Li e5c- ality: It takes skillful writing." . American Research Bureau, in inde- at is going onfn addition. The Agency foci' Insitoctional pen-dent national TV rating_agercy,toe test ts, letters frorn children--vision has uirdertaken. toSporisOr reported that some-20500 viewersAnd their parents show- that Steve is audio television and is now exploring., tuned into dual atidio. In the city ofhighly effective jn reaching and teach- ways to, offer dual audio on a national. ..: Plidadelphia;:the dual audio audience ing kids. .- level. was 25 pgrcem highoxthan'that of The fiectric.Company, which was on TV at the same time. - oral tests of the voeabu lary taught orkclual audialvere-admiri-

COVAgociption '..forgcrucatioryffCorn. - munkatione and Tedinotociy 1975. lite Instruction, May Zr VISUAL4P4STRUCTION-3-:' TV AFTER THE

aUlgENBERRY. CHARLES -13: ' .2'

Shortly the Concept.of a ; to - seeifchildrencurtailed- their of the TV szt. On May-1, 1976, s time "' was intro- viewing afterthefamili- viewing Louise Bates Ames, -in .TV1GUide; "... duced to' thel Amer' eWing public., thne.' .. . suggested "pon't. Complain About -TV Guide releazied the is Of a- We randomly tekcted 174 diaries TVUse It.," and gavadvice to natiOhWide. -poll. The- es from,.each of thee three grade; and - - parents to begin with chiliken at-an gait eight Out. of ten Ateericans found that-onlV tow of the children: early.' age to develop positive viewing voted the new rule that set aside two viewing at .the- close of the'habits. hours (6:00pm.. tot 8:00pin, -Central_ fa /nay- Viewing dine, -18. vieited an: Teachers received suggestions in Standard" Time): for .television Oro-. hour -Ionger viewzd ; until neWs-- articlessuchasAnn_ Christine graining \that would be suitable for time or 1p:00pm CST, and 15 more:Heintz's "Using Whitt Kids Watch parents to,View with ;their children. turned- orthe set after the news. The OnTV". (Media' Metliocts.c::o IroniCally, -that. Mine issu%of startling- figutb horever, was that Air& 1976): Heintz 'emihasizes the Guide .(Decembe:r 6, 1975) 'reported - 41childien, or *out 23 percent, use 'of. .pro-, that ABC1would drop' six of Iii televi-- rem. irie4ingafter1-0:30pm grami inin the language arts:An:Law,. szon.programs; add seven new ones, CST, with four rchildren re *ning in guago,Arts (February 1976); I-kr- and .charige the time slots -of three. front ofuthe sex at 1,:00am' T (24 -tan Hamilton reports . his article . The dropped were Live with three of these werefourth- ders). _ -"TV as a Bridge..to FAzithidCosell,',When' Things Were -, us,_ the *-toptrov es raging about the influehce television has on Rotten,That's My Mama; ficiibary around the valiclitf-atid I legality-of-.the reading habiti of junior\- high 'coast, e. One, and. Matt Helm. family vitivingt timethe _effect_ of schdhlstudents.He. 'suggests \ that All of showi were included in television vio/enCe on the behavior b ooks,_dealing with a TV series or the f Viewing time except Malt or children, and the quality. and leadcharacter . might be ,...reading veracity of television advertising sud- bridges to other kindsof reading (or On SundaDecember 7, 1975, .clenly. becalm', both -moot. and-- peri- the student.- Jay. Sharbutt, AP -television :writer; pheral:i Regardless of whik. side one The mine. isstie of Language Arts reported that-1,in three commercial, was on in any of the argMnenti, one contained; a .suinmary--Of:a" Philadel- netivorki- had env 1series,.' 15 of fact.clearli..emeried: While the me- phia. innee-citY school project' that - which were new. He noted, "the in- dia; both print and'zionpi-int, argued. 'capitalizedon .students'.intimacy , teresting thing' about this season's wjth 'themselves and theircritics, with the medium to stimulate program - Whacking is-thatAwls in children were watching Iall, of the ing -and- &creatiVek writing t(Bernard. the heavily- satirized, much,citiciZed television programs: Everyday,' they Soloman, --"The- Television : Redding hour.' accounted for most Of cane- to school haying watched pro- Program"). The -, comnrehen- the cancellations.' A total .of 12 grams from all" frequencies 'of the sive book to...be-published was Rose-

faMily-viewing-time programs were .programcontentspectrum. What _ maryPOttei'S:- Neon- Seirson: The deOpped, 10 of them, new: The .casu--- Were teachers to 'do :if they 'cared Po4tive Use .e.f. connizercial Teletii any list ..tvas almOsi equally about ffieir,stucients? M.iny,Lof the ",sion- with Children 'Charres E .:among the ii -'works: teachers were not even viewers of the rill, 1976). Within a few weeks after the pub- same -.0rogranii-HS. W.A.T., Bronk, flfseemed to us,. howeeer, thauthe".

_fication ofe TV Guide survey and and Starsky and Huich were foreign literature `has -not reached the.heart ' SliOrbutt's we asked375,,-terms in their conversational- vocabier. of".the problemthe. causal'SrelatiOn- fourth-, fifth-, and Sixth-graders, to larks. . . ships among'program content, keep television viewing diaries-over a Some writers have attempted" tot, Yiewer;.assimilation; and. niazulestel four-;week" period.. Although the data. assist teacheri and parents by mak...behavior:- It is essential; for teachers: Collected wetfor arther type of re- Mg, positivesuggestions. The first to -know. about, the -effect of television,' -Search, we Coukl not pass up :the op- -book,- essentially 'for - parents,, viewing Otc children as it- relates...tit portunitY.: totabulatethe _viewing written 'by Evelyn;Kaye in coopeia- theii. intellectual and de- habits of the children. in teems of tion. with Action-for Children's Tele- veIopmene so triat they can., in turn . latertenpf viewing.. We.via-e curious vision. Its title 1..ioThe Family Guide deal with 'the- behaVior maniksted, by V' to Children's Televis these, inlluenceS, in classrooin learn -

1974). s' TV. Guide (September 27;. . ing 'inust .go. beYond 'the fun and . tAssociationforEducational 1975), in an article by EdvrarciMor- gains of the curreftt literature and municahoni and' Technology 1976. Re- ris and Freida Gregory, offered a engage in a : serious struggle for -the , Ffintedfrom Aud>ovlsual -InsfrOction:- nuinber of games that adults and positive deVelopment--offstiident be Novemb- or-10i. children: could-la'y ...together- in- froni. - and learning patterns. :Where Li -_ . LEARNIII4a,VIA'TELEtOMMUNICATIQNS' o once we trained: teachers to use in -queitions !related to current. research fine and discusi :fantasy - reality differ- 7 . structio-aar ----effeedvely,:' we-andeducators' ..cdniniests! entiaiion;emotional:attitudhia)- -are now, f4cing a\. new needto train . througff' a short multiinedia Vel6pment, modeling;-aggression, teachei4" to use .' commercial Productioneloped fcirthis pro-sciial: behavior, ,arui sion ,for positive student intellectual pose. reytew of Oast. and .current -..* The' heart of the I;voCkshdp -helps ' and-eMotiorial deyqlopment. 7 research. 'highlights: and. identities. the participant ;become a ."1--X-aware ..An;'inser'vice Araining model was'areas Of, concern'abOut- the effect of 6,`teacher." Knowledge .401' -program.,. 'developed mit of sessions-with teach-'TY ...viewing, on, the child as well as. contet,',15'e6viorpredictiontech= eisTwho-.--indiCatecl need_ _to__ tinder= revealing tffe various. arias of ton- ttiqtiirs/MethOds:-.4, obtaining spar stand teleYiSiob and its effect on chil- ent- teacher sooperation,' and' reccitti. dren. The ideas--and content of the The presenter' *urn immediately:_inendedviewing-all, :_arc .feetised MservAce workshap- -We're-refined in to the commercial teleyision,escene:'uiSon. A hands-on apPi-oacl is used seipionswithteachers 1.thrinigliOu A review. of current commercial 'tele- to give .practice as well, as informa7.7;.. the spring and summer. in various sion. fare 'In .reFiresentative tior in this session.- . , '../Y.1!clwesternstates. The :workihop'..gor .'Situation comediigcartoOns,- .The learning -goal. -for the. work= was then piloted in the late ,summer ° shows, andso fbithis shop:-is .to develop teachers .who .are = ..-.."'arid early. fall, of -1976 with selected'__demons through.pi .identirica=r,' yrograin content; can :, pablie scho4,.._ nursery ?"scht161, .andtion scenes,, situation's, and Eon---.familiar match this,.Content with student Head- Siatc:teachers in .Illinois -and flirts'thal." cCltildaffect the subse-' haviors manifested, in'the classroom; isconsin.. '. 4:pieht_.behavior the child :in- the . fleyeltir;cla activit to\ . . . \ .- --: . classroom. . cocounteract ntera ct or.... re iforce f theseth n t iv e The Workshop Format - Televisidn viewing. mi- thechild' or pOSiti,Ye Lithal/iOrs,7an d can levels .-. As 'with any inservice model, the can- rforttiltinynegative on /positive ..op a ielaiionship with parenti7-to _-- stage4must be set for the audience toPatterns in "six-areas of child/learning continueposirhe,i, relatedactivities '

tune- in" to Thee topic.Background and develop ent. The presenters dein the home:" . ' . ,

O 12 READINGS FRoM warmowsuAt noNL3 PUBLIC_ 0DUCATION7S_LEASMIUSED MEDW OPRCE PATRICK D. H

11.

\ , . I've kno n about the "edu- for the classroom. For .exaMple, thewell-;freshman. English studenti cational" tentialofradioever hour-long Options in Educationcould take notes on material that since my ys as a seventh-grade deals with many issues that teachers was interesting as well as intel- 7. teadher in East Lansing, Michigan. confront in the course of an academic lectually complex. During a recent I 'went oithe Michigan State FM year. The weekly Voices in the Wind broadcast - theyheardfascinating outlet to discuss "Motivating Teen- explores the arts in America. Re- features about a Harvard.- physician agersin/the Elvis Presley Era."In cently NPR pioneered a new and ...vh'oisdecentralizing medicine,. a my enthusiasm it wad my pioneer very promising- form of-Institutional Chicago_ 'theater- directorwho radio broadcast kept- referring to cooperation with the National En- teaches lawyers to use theater tech,' the students as "kids." A few:- days dowment fortheArts1-7a month- niques in their- courtroom presenta- later a Postcard arrived chiding me long series 'of programs on the place tions,. and- an interview with j -for alluding to the children. as ofartinAmericanculture. withCarter Brown; the director of the "young goats." Although l regarded special treats such as the fast radio National Galley -1nWashington-,------,

thislistenerreaction .asschool- production of a musical comedy in D.C.,.about the gallery's new East Mara* to %the point of ludicrousness, many years. Building I find, looking back over twenty-five Itis possible for teachers at all All _Things Considered. is a daily, years of teaching and broadcasting, education levels to- Use NPR as apatchwork quilt of ;America. Some' that I've never used the term "kid" -learning experience in their days as many as ten lOcal affiliates away from a farm or zoo-7,-since. rooms. --Itis a medium Where .)the contributematerial:Listenersare Radio does teach, and so do teacher and students can_'-be bothurged to make themselves. heard by listeners.. I prodLIM'Sand anconsumers.The\ e. only7. means of a 4-minute cassette corn- it was while I was in England,.cii- equipinent, necessary to Make air-.mentary or by a letter requesting a recting a U.S. Office of Education worthy cassettes is a SONY \TC-42 beeper phone interview. I have done study on using the newer media in (about $150) and a two such "editoriali"one on how Englikh claisrooms, that I first began mierophOne. (about .$1140). As -prod-best to use a Eurailpass and the to be .avir-ate of how imaginative and ucers;" for,: example, thy 'class cele-other on the art .calendar boom / f good radio could be. I became biated the centennial of Luther \ Bur-and it is a satisfying feeling ,to speak

- anaddictof+ the highbrow . bank'S arrival in Califoniia with a. to the nation when you have some- granime and ,a helpless guffawer -;poetry and country 'musicfestival-_ thing interesting to say. at the,. Goon Show (the zany god-. 'taped for later- replay.. We also noted_ If your citydoesn't,. yet have a father of Monty Python and' other the 'anniversary' of Jack LondOn'sNPR affiliate; write to National BBC... absurdities): More 'recently 'birth by taping a conversation heldPublic Radio, 2025. M Street. NW, taught a axirse about -radio at Santa'during a jeep ride with, the inheritorWashington -- D.C. 20036 for a Rdia Junior College in California of the famous writer's riiiCh:-.11f,ALW- brochure -giving a summary of the where' I came to appreciate., the. FM, the public radio outlet of theprograms it :takes- available for pur-. teaching potential of public radio. '\ San FranciscO Unified -School Dis-chase: Either as Producer or con- It was. in 1967, when the federaktiict, broadcast this tape -alone withsumer you can "beat electronic infla- government first began to do some-, an interview with the director Of the .non by becoming a patron of these thingfiscalaboutnoncommercial;Jack-- London museum. AS these ex-flexible and diverse educational pro- broadcasting'sshoestringbudgets, aMPlesshow, it is possibleto producegrams..' that "educational" radio 'turned. _viable -o progranis -without pro- "public."- Use of the new term was fessional brow "ng training: intended to exorcise the dull image Even if teach d students do that-educatioiial TV and radio had / not produce theircn.--Fn-----progranis, acquired. Media users began-to re-. thereareendlesspossibilities alize -that since radid is -about one - using NPR as an instructional tool. tenth as expensive 'as television that A standard AM/FM cassettere-. radio could afford ,tck 'take risks and corder (about $50), is all is neces- Serve a More diverse public. sary for'taping. My students, for at-- There are now 210 affiliates in the ample, were asked to outline as they National Public. Radio (NPR) chain listened to Al Things Considered

. providing 30 to 40 hburs of program- (a 90-minute news program with-a ing a Week. These programs for& a magazinelormat-).-1-found_thisjo-be-- treasure- trove or recyclable material an excellent device for testing how. 13 j.. . LF-ARNINGVIA TELECOMMUNICATIONS . -13 COURSES THROUGH TELEVISION KIKI SKAGEN MUNSHI DARRELL ICENOGLE

Media7-newspapers,radio,and,. quality, for dot only haire the semester. We have found that usual- most .particularly-,televisionhave. materialsbeendevelopedasself- ly a text that closely follows the been effective aids in the .procesS contained study packages, but each prograins, together with a book 4.. reaching the "new learner.'; rk-- course ,has 'been. created by outstand- supplementary readings, provides . ing,with -.variousinit.' utions ing scholars -and faculty from the the additional content students need. - throughout thenation, niversity Igniiersity of California and other Because many teevision students

Extensionat.the. _ U 'versityof institutions. . are at home rather than in a da cc- : California, San Dieg has created a .room with an instructor, a 'third of dingtelevision Who Watches Television? print component is needed to supple- number ott Central to each course is a series : courses overthe pait few years. ment the programs, ...text, and. read -" These courses have found users far ..of excellent television, programs. Wezings. A Study. Guide, to some extent, beyond our immediate area. Hun- feel that programs must have twotakes the 'place of an instructor. It qualitiesbefore' they can be - con- .dreds of institutions and thousands- tellsstudents when to watch for of _students have \ participated and sidered as the basis of a television- important points,providesself:test course: They must' be- as interesting . we .now find ourselves part oFa na- questions,andsuppliesnecessary tional network.. to create a new kind and engaging as good commercial background information. We do not televisioninordertoholdthe ...6 of learning eicperience.: say that, the Study Guide replaces viewer'sattention,: and they must . - aninstructorcompletely,for we Developing the Course include enough content matter to be have foundthat neither, printed _ used as a : vehicle for an academic Components materials .nor teachers are Obsolete. . program. We have identified three Students taking one .of our tele, Atleast two contactsessions on sets of viewers who fit= fronr these z. vision coursesthese includeThe 'campus .are recommended during a Programs;thetelevisionprogram Ascent ,.of Man,ClassicTheatri: coursefor :questians,- review,diS- The Humanities in Drama, The should, ideally, satisfy all of them. Ciissions,: andSociability..Inour - of Uncertainty, and. Perspectives. on'First there are those who simply evaluation "studies have found watch :aprogramfor enjoyment. Effective Parentingreceive ma- Then there are those who watch a that, both in. television-based courses terials that integrate the efforts of - and in the traditional classroom, the severalinstitutions. The National program for what they can learn -institutionsand: instructors Media Office at UC San Diego Ex- from and who, perhaps, will -readmakemake are, directly related to student tension, often working -.'cooperatively a certain amount of responie. ." with- another institution of higher l - Finally,there are thoSe who take. a course for credit and who A Trial Course education, provides the 'basic printneed to feel that their time in front inateliali_ andsuggestionsfora Since we still use printed mated* course format. ,The-"televisiod. pro- of the set has been well spent. and feel that hninan contact Plays a grams are developed by a majorSupplemen -Materials valuableroleineducation,some v production orwm- non, then aired Although erely ontelevision-people have asked. whether television on Public.'" Broadcasting TV stations as a pri vehicle; we have found coursesare effective:Fortunately, or .7rentediollircz--11ieappropriate that televisi/on alone isn't sufficient circumstances gave us a chance to ,agency._ ' and.universities..as an instructional tool. -Class mem-judge the effect of a television -com- i'aa-oss the nation' 'offer-. the courses bers shnuldn4 attempt to take notes'ponentinourfirstofferinga is part of their curriculums.. :. during the course of a program be-.-course on introductory' psychology. Each institution that offersone- cause the unique role of visual raa-.The learning materials text- of our courses assigns the course to terialsTit lostif students are bent book,studyguides,records,.self- a department,' determines . the ar.: overniebooks:However,since check 'quizzes, and- computer scored Propriate number of credit : hours, viewerscannotassimilateand examinations)' had been employed by . and adds or .deletes the assignments remembereverythingthey -haye the University ,of California's Inde-- -!. needed to tailor- our materials to the seen in an hour with Jacob Bron-pendent Study Division in a cor- needs of ! its particular 'student body. owski or in a -series of interviewsrespondence format. The only dif- , The -individual institution also uses on child development, we use printferenCe froth the course.that was, ...,,,;its own financial structure in deter- to supplement programs, to elabo-'subsequently offered was the absence - 7,-. .; -inining ;fees. and follows its own rate concepti,- and to put .'irma-of televisionprograms.After two \ registration- and examination pro-tiOn in a form that is ;le to yeztrs'experiencethecompletion \ CeehireS.'s __Costs are low in relation students, at any; time throlughout therate for the correspondence course . -, - , .- 14 READINGS FROM AUDIOVISUAL INSTRUCTION -3 was about 25%. This percentage .vas servesasmotivatingagentand Growing Years, a course qn child in the average to high range for cor7 pacer. Through the years we have development,tookstudentsinto respondence courses nationally. The learned that television.can entertain, laboratories ,andintroducedthem TV course, after the same period of persuade, and aid in the production to outstanding schOlars in the. field. time, had abodt 65 to 70% comple- of effective learning. Our efforts have Through these andothercourses tiona rate that compares favorably had a variety of impacts. The Bron- now underconsideration for with traditional in-class instruction. owski series offered a master teacher prAduction we hope that University at work and utilized the fullre- ExtensionattheUniversityof Looking Toward the Future sources of an opulent budget in 27 California,San Diego,willco .1. :Thisexperience,: supportedby countries.Classic Theatre: The tinuetoTkovidenew modes of subsequent . research,h-asindicated Humanities in Drama brought an utilizingtelevisiontoreachboth that television is more than a means immediacy to greatliterature that traditional andnontraditionalstu- oftransferring .information.It is not available ithrough print. The dent audiences.

15 LEARNING VIA TELECOMMUNICATIONS 15- .4 DEWS GUIDE-TOVIDE0131.---SC-TECHOLOGY: CTED ANNOTATED BIBLIOGRAPHY , "R. KENT WOOD

NOTE:___The-fallortifr Instructional - System. Submitted as of a coding system for an optical is -anannotated: bibliographyon partialfulfillment, of : the req,iire- videodisc.'syStern.Itis one of a videodiicthelatest:Video techments for -the doctoraldegree.in seriesof papers presentedcol - nology: While-some observers, `equate_instructional psychology. Provo, lectivelyby' MCA, Zenith, and the development vidthdisc -with Utah: Brigham Young University, NorthAmericanPhilips,and the invention of printing, others seeDivisionof -InstructionalResearch deieribesrecommendationsthat itas just another gimmick. BothDevelopment and Evaluation (March may result' in -thebest possible views are represented in -the follow--191,6), Illustrated, 88 pp. solutionforthe important, new _iterns, which were selected from _The manual provides (1) a sum- medium yideodisc.(Also techntia .crld -news -peri- mary of videodisc technology and eluded-- in journal of the Society of odicals,. -brochures, and books: The: its 'applicationto individual in- Motion' Picture andTelevision bibliography is intended to meet the struction, (2) a 'review interactive Engineers (February1977),pp.- needs of the casual err serious reader.: and.. 74-79. . ' The compiler of the bibliography is branching'programs, and(3) currently working on research and, guidelinesfor and examples of Bouwhuis, G. and T. Burgstede. cretieforrajects----for Utah _State-- interactive videodisc' authoring- ".The Optical. Scanning System of University's MCA Discovision Ecfu- th e VLP '--Record Player,"- catialtal/lndustriai Model. . Society -of,_Motion. Bennion, Junius L. and EdWard W. Pictureand e Schneider. "Interactive "A Right to Replay ?" Time (April Videodisc (July 1979, pp. 572-575. Systems for Education," Journal of EXplains how the optical system 11, 1977), p. 64. the Society of Motion Picture and A short review of the case of Sony is used to readout the information Television- -Engineers (Deo-rnber stored in the form of a pattern of Ciorporation versus Universa'and 1975), pp. 949-953. Walt Disney Studios in which the small pits 'in l'the surface of the A discussion and explanation of ,yLr record (disc). legal question of home video re- how the videodisc may be pro- cording on Sony's Betainax grainedfor'interactive.usein Boyle,DeudreJ"WhateverHap- utpe. recording machine _will be training and education. The penbd to Viideoclist," Amirican `decided. The case-in-all likelihood "freeze -frame, electronic address, Libraries (Felopary 1977), pp. 97- 'will be a long-court battle taken and fast random- access make poste 98: all the :say to the Supreme Court sible-diecreation of a new audio-:- Althoughpessimisticimisticalk,utthe .4-3the United States. It will have visualdeliverysystem that has future of the videodise, -suggests a great effect. on _the investment applications for individualized application; ifthepresent : U.S. Music Corporationof America interact; . instruction'' The 171V standard- improves. (MCA) has made in producing article has also .developed foririulas Suggests _applications in-reference videodiscs for the -home consumer f g model. - work,informationsioiage.and market. . retrieval, ibut implies such apPli- _ Benson' K. Blair. "Videodisc Up- /We l-. cations a-4 a "long way off." , Robert. "Video -Disc System- date, ".Journal of theSociety of Alternatives,"'RIFF Transactions Motion, Picture and Television Engi- Bradshaw,-. Jerry. An Overview -on"Consumer Electronics (Novembe'neers (March 1977), pp. 144-145. of Videod c Technology: Some Pos- 1976), pp. 302,303.. - Presented 'as a paper to the first sible : Infl'ences on Our Libraries The director Of reTearch for Zenith InternationalVideodisc Con- in the ,..ear Future. A paper. pre- Corporationexploresthe 'Major ference in. New York City,- No- sented . the Utah Library As- videodisc systems and the reasons vember 15, 1976, it reviewed the sociation (Mardi 1; T975), '13 pp. 'the videodisc is so interesting for . major' developments and,- systems today's ReviC.vs the impact -videodiscs-are dOmrnunicationmedia: used-in videodisc techisolegy. vingon libraries. Suggests the very low cost, very high informa- L . Bogels;P.W."SystemCoding -,; bhcation of "'ilideotextdisc," tion 'density, and .ireaant access to-Parameters, Mechanics and Electro- .w -eir would be a book' in "freeze any -portion of a long recording.Merhanics of the Reflective Video frame"- for reading, mixed with a The ,director also discusses a new DiscPlayer,"IEEE. Transactions filmproducers'version-for semiconductor ; lasersystemde--on Consumer Eletfronics Novetaber" motion viewing. _Makes sugges- . . 309 -317. 1976). pp. tions of what mien be done to _Hermon,Junius:_L. .Awizoring A technical paper Presentingnting con- enhancemorerapid. videodisc Prncoduzcs for -.Inte;wetive Videodisc siderations. inv;hied iii the choice :Utilization for libraries. 16 Rai laiNiiS FROMACIDIOVAUAL INiTRiJCTION-3

Bradshaw, H. Jerry:- "Videodiscs a senior consultant to the United to. store . branching_instructions FutureShock," Utah.Libraries States Office, of. Education reviews and-tocontrolthedisplayof (Spring 1975), pp. 10-16. the .educational technology of the frames: onthe restof thedisc.. A film library manager suggests Ipast, and projects what some of Interchangeability of .-discs -in. the applicationsof videodiscs,. film, . "the new videodisc technology can MCA- and Philips system is iug- and other media in libraries. An mean to higher education. gested. edited. yersion of a paper delivered Bulthuis, K. and George C. Kenney, Compaan, K. and P. Kramer, !`The . to the Utah Library Association Philips `VLP' System," Journal of on March 1.,1975. II. .t`Philips.,MC.A Videodiscs Sys- tems," Journal of Optical Soq;ey of the Society. of Motion PictUre and Braun,Ludwig."Microcomputers America' (April 1976), p.-379: Television. Engineers (July1974), andVideoDiicSystems:Magic An abstract of a 25-minute paper 'PP. 564-566. Lamps For Educators?" A .Paper on laser and electro-optical sys- 'Explains the video long-play re- prepared for the National instinie tems delivered to the society ,con- cordingsystemofthePhilips of Education, 1977..,Reyised yersioni ference on May 25, 1976 in San Corporation and its 'applications and excerpts have appeared in Per-: Diego, Cagornia. Mr: Kenney's to- the home consumer -market. sonalComputing,. January,1978, - addressis Laboratories,...-(MCA and Philips have co- pp.10S-104;.. PeoplesComputers, 345 Scarborough Road, Briarcliff, operated, resulting in a standard : January-February, 1978, pp. 14-15,'. NY 10510. The article describes- means of playback, and. making. 47 and aSeriesof three articles the videodisc system -with:Optical the MCA ...discplayable on the: in .Cdlculatbrs/Computers, Jaritiary, systein, -serves, and signal Process Philipsrecorder.-This- recorder 'February and Mardi, 1978; were ingr . will be manufactured by Mag- also based upon the National In- navoxcompiler's note.)_ Bussche; W. Van Den, A: H. Ho- stitc:ze of Education.Report. ', . Dann, Michael The Videocassette, .A..` reviewof.. personal computers ogendijk, and J-;1-1. Wessels, "Signal and videodisc systenis,- with the Processing in the Philips `I/LP' Sys- and Video Disc in the Development purpose of evaluating the. present -tern,"Journal of theSociety ofof -theCoralnunicationsMedia. Bethesda, Maryland: ..ERIC Doeu-; state of development of microcom- Motion Picture and. Telebision Engi- neers auly 1974), pp. 567-571. ment Reproduction Service (October puter and videodisc technologies 3, 1973), `ED 084 790: as they relate to education. -Eicplains how the Philips -system is.recOrded in asingle,track on the Stiessesthegreatamountof Br cot, C., J. C. tehure; u, and C. 'VLP' record,in. technil Ian- money expended on hardware de- -Puech. "Optical Readout or vid:o- guage with diagrams. velopment;withlittleattention .disc,".IEEE Transactions on Con-. Cavanagh,R.,N. Adamson; and- paid to the- develoPment_ of Soft- sumer Electronics '(November 1976), . ware for video recording systems. -F.Kot. Consumer OpticalVideo- - iftheindustry./ pp. 304-308. disc Player. Suggests -that : A reportpresented by F.Le An illUitrated paPer prese.:ted to would- invest $50 - million in. soft- P.a.evenneo of ,-.Thomson-CsSF. .Re- International -Tape .ware development, amultiMillion- sea:rch LaboratOries of France on theannual MeetingatHilton &liarindustrywoulddevelop 'to. Association recentdevelopmentsrelating- within three years.- / based Head, South Carolina; April 5-6, videodiscsystemsreadout - 1977. Areview of the "state of on Prototypes that use a loW"-cost the art" for the consumer video- Dayries, Rodney R. -Videodisc- Tech- flexible transparent-- videodisc. . nology -Use Through 1986: A Delphi .diSc r4yer- to be distributed in the Study:NavyP.::_rsonnel Research Broadbent.; Kent D: "A -Review of late 1970's as built.-7 Magnavox, Development / Center, San System," / and the MCA DiscorVisiOn ! a subsidiary of North American Diego, California ('December 1976), Journal of the Society of Motion Philips. 41 pp._ NTIS D(cument AD-A034/ Engineers Picture and .Television Cavanagh, R. - T. "Educational/In- 857. (July 974), pp. 554359. stitutional Features of the Optical This i'esear report forecasts the The vice-piesident of Disco-Vision Videodisc System," 'Journal._ of the -potential / impactof;videodisc 'and director of MCA's videodisc SOciety of Motion Picture and- Tele- .technologyy from 1976 'to. 1986 by '.. researchprogramreviews -the 1'977), pp. using? tie opinions -of a panel of "state of the art" developments vision Engineers (April 201:203. ex .The report stiggestS 'that to- 1974 .forthe _MCA ,,system. near videodiic technology is Diagrams _sand:. technical data add Describes ,a reflect/3re optical-yicteo-.. disc'systemwitaf laserreadout moresuited 'toNavytraining tothe usefulness of this article that has_special applicationfor requirements.Morethan 100 (available from MCA in brdchure. educational/industrial institutions. - experts from the fields oC..1 research fiirmat as a reprint). .. The- PhilipS/MCA system has a and development, hard- and soft- Brudner, Harvey J. "The Past, Pre- low-COst home/educational center wiremanufacturing,and Conclusions sent and Future of'Technology. in .and a. more ; elaborate indtistrial/ cationwerepolled. kligherEducation,"The Journal.- "educationaL.,model of ,1SICA that are that videodisc will' be a Major. Technological41orizonsInEdiz- may be linked -to amicroprocesor, AY trainingsystem-- by1986. cation (March 1977),..pp. 14-17, 22-. a keyboard,,: and/or a variety of Specificfindingsrelate- to mass few cultural impact, . 26. . other peripherals. - The fii-st communications, A former president of Washington thousand tracks on a single disc .commercialapplications,educa- House Learning .Corporation and (ho: 54,000 tracksi FaitY be -used . .0on quality, feasibility, and library jB" LEARNINQ VIA TELECOMMUNICATIONS \ 17: applications. A preli ry -report Reviews the Teldec, Zenith, CSF bilitiesofthisoptical-system --Was given at the tion of Thomson, MCA Discoviiiem, I/O . enables -extremely. effective st,...iiage- Educational Communicationsand- Metrics and ..the RCA; videodisc . of:special purpose information".. Technology Conference in 1976. systems: Suggests ,that the Japa- Kessler,WilliamJ.,"Keepir,,gin nese "are hard at work developing TouchwithTechnology,"Public . Drukker, Leender. "Audiovideo videodisc systems. Playback:- TV: The Little 'BoxIs TeleamMunications Review (August -about to Grow Up," Popular; Pho- Gerson, Robert E. "Videodisc-Video- 1974), pp: 2-8-33. tography (June 976), pp. 109-110. -,.tape,1976,':Radio-Electronics' An. update on available hardware Suggeststhat home programing (June 1976), pp. 3840, 88. writtenfortheprofessionalin by low-cost videodiscswillgive Compares videotape and 'videodisc -telecommunications. Video re- TV viewers, for the 'first time, a systems. . cordingdevices arc reviewed in Ole .choice of when. they will watch Gerson, Robert E. "Coming Soon,- . latterpart .ofzhearticle,With coverageor videodiscdevelop.- whatprograms.Suggeststhat Home- Video-players,"Radio-Elec- videodisc _development will "take - ments.. tronics (June 1975), pp. 33-35. : ,\ us, culturally, out of the TVdark A', visual and verbal .reviewof Kincheloe, Fontaine. "Sponsored aces." videodisc systems and -status up Fi lths and the Videodisc Revolution," . Dcukker, Leender."Next Year, You to 1975for the layinan. Educational and IndustrialTele- vision (Z1pti1.1976); N. Mly." Be Able to Pick Your Own,TV Hensey, J.L.:Philips and- MCA Program,"PopularPhotography A review of fideodisc technology 'Optical Videodisc System. A :Paper .by the president of Karol 'Media, 1975), pp. 40, 208. .presented "to the' American Library A two-page update on videodisc Association,Detroit,Michigan.a distribution company for spon- projecting gored and 'rental films and former dtl.:ve,lopments that (June 19; 1977), 8 Pp. . . svice=president of Modern Talking MCA. and Philip's are to begin A representative of North nation: marketing of videodiscs_ Picture Service. He believes .Videb- canPhilips: confirmsthatthe discs may bectnie .a major corn- . finthe date 1970's]: Compares videodisc' system PhilipS and RCA, MCA with .short mention' munication medium/and a primary -MCA willbe compatible With -format for sponsored films. because ofthe. Sony Betamax. 'videotape - ome consumer , units. The agree- recorcubg system. ment .between Philips and 'MCA . of their low cost as a mass meditiin. Evans,'Art."Videodisconthe requires the MCA to' offer a broad Kreiman, Robert T. "The Video- Horizon, ";Audiovisual 'Instniction range of programsat". the same disc: The Next' Step -in the Com- time that the videodisc player is munications Evolution," Journal of (May'1975), pp. 31-33. . - ' The vice-president of Oxford Films introduced. the Society of Motion Picture and *Compares the videodisc with film Television- Engineers(July1974), Hrbek, ;George. W. ; "An Exoeri- pp. 552-554. formats and sees a rather gloomy/inentar Optical. Videodisc Playback piettire-Of costing- products.in_ com- Relates videodisc development to System,' Journal of the Society. ibf -other AV formats and suggests petition with videodisc -programs'. Motin Pietiiieand, Televisitm He suggests that. a program a,,ffitn- the Use of film and videotape as Engineers (July 1974), pp. 580-582. editing media :)for videodisc pro--: liboratorycurrentlysellsto a- Describes the development of a duction. distributor -for '$20 to 330 would :- thin,'flexible, clear polyvinyl cost' ""-a dollar or so" in videodisc. chlciride (PVC) dise, which use La enbruch,David./ "The Video -fortnat _He concludes by suggest- laser to record and playback- data. Discs ArezCOrning," Radio Elec- ing/AECI" must begin to consider The -,experimental work- reported tronics :(-August1974), pp. 41-44, this new format. and givess pros - inthe., article was acknowledged 88.//v" pects and pitfalls. with _- .Thomson -CSF.- Research ?Describes andillustratesthe Farber, Ed. "The New Videodisc Laboratories in France. videodisc systems including .Tele- Is Now- a Reality," Modern -'Pho- KenrieY, George C.' "Special Pun - funken/Deccra, Phinps, MCA, ApplicationsoftheOptical :Thomson-CSF,Zenith,I/C ,lography (M.arch 1976), pp. 61-63. pose Metrics, 'RCA, Digital Recording . A deseriptiye article on the future Videodisc' System," IEEE Trans-, COrporation, ofvideodiscs> withapplications actionson :Consumer/Electronics andthe MDR for photography..:' (November 1976), pp. 327-337. (magnetic disc recorder) a West German invention. Describesexamplesofspecial ;Free,. John:' "Here at Last: Video- . 'purposeapplicationsemploying Lanier, Robin. "TV Revolution," i Disc . Players,". ,Popular.: Science the. Philips 'consumer player, such New York -Times Magazine (May r (February 1977); pp. 85-87, 140- asdigital"read- only - memories, 25, 1975), pp. 9, 43, '50-5T. Coenpares-the MCA/pfiilips and "Xiray and document storage, and Discuisesthe competitive' battle the'RCA.videOdiscsystems a 'talkingencyclopedia."The .between MCA and RCA videodisc, 'players, concluding that the.multi- entertainmentfunction ofthe systeMs,suggesting that- which- deVelopthent- efforts Philip.: and 'NICA. Optical Videor . ever win& the home viewer will k for videodisc systems may. be well disc Systeiri has been established be able to view, everything from worth the high investment. by 'numerous public "clemonstra- ballet to cooking leSsons. -A de- Free, John R.: "Videodiscs for -Your tions; but,; according to the author tailed desciiption 'of the two sys- for ty," Popular' .Science (No- of the rticle;. the 'freeze- frame" tems is given with diagrams. ex- 1974), pp. 92-95,144 - 145... and -the "ridom aceessr caps- plaining their basic, functioning. - . Y i3; READINGS FROM AUDIOVISUAL INSTRUCTION-3 . . _ ,Leonard. "Optks of Reflective arrangements through MCA.' The meets... This 'system uses a disc of fournzl Of the -industrial player haS been special- .:: holographic. film for the storage

Society- of MOtiOn Picture cnd Tele- ly desiined for instruction, train- device.. - ._ . /vision Engitit.er4. (November 1976), ing,audiovisual archivefilere- ."The NeW Television ,' Forbes /. pp. 881-886: - trieval, and other communication (Juriel-i-1975), pp. 24-2% A technical paper presented on uses by federal and Military agen- A livelyipuinalistic article written June- 8, 4976 iris Chigo at - the cies,edticational/scientificinsti- and illustrated for laymen, review- ,,,Instieute of Electrical and Elec-: tutions, and private industry.It ing. MCA/Philips and the RCA'. troches -- Engineerspring Confer, is more rugged, more sophisti- videodisc systern, suggesting edu- ence on ;Consumer Electronics. ;It cated; and more durable than the ..cational and entertainmentuses. dismissesprinciplesof scanning, home consumer unit- The video Compares. cost.factors;. -: playing transfer functions, ing con- format -is. standard NTSC; 525 time; and 'Other details. e,,servorne- lines, 30 frames per second...Avail- sidc:rations;and , - chanisms usedwith reflective ablebywriting MCA, Disco- "New Tricks Your . TV 'Can Do,". Changing Times(October1976), videodisc. . . Vision,Inc., 100 Universal City Plaza; Universal City, CA 91608: pp. \9 -20. -: . .MiChel. "A Random `:Ac- Briefly ,.revieWs TV games, video- c ess System Adapted for the Optical Mickelson, Lee; John S. Winslow, disc,: and large screen TM: and Kent D. Broadbent: "Use of the Videodisc: Its Impact- on InfOrmation "Nett nr TV: Video-Disc Players Reirieval," Journal 'of the Soci.i.y of Laser in a Home .Videodisc System," Annals of the New York Academy of . ..Buy Voyles Like Phonograph.' .. Motion -Pictureand TelevisiOn Records," .S: 'News and '..World,-- . -Erisineei-s. (February 1977), p0. 80E.Science (January 30, 1976), pp. 477- Report (N6ve r 24, 1975), .0.44:. . 83: , - Describes the Thornion-05F and Describes the initial aim of the A. one -pageeSeriOtiv.i nek,i's an-..... ? research effortsof MQA Disco - nouncement of\ the videodisc sys- f.!' Philips/MCA,. videodhc Systems, tems,includingthestylusand. suggesting strong capabilitiesfor Vision. "to put at least 20 minutes, o_ f color TV On- a 12-inch disc and: laser types. ,-. industrialapplications; /such . 1 decentralizedpartscatalogs layitback:. in:: the consumer's -Pfannkuch, Robert. "Characteristics living- room." The disc was chosen . cardfileretrievalsystems and of Videodisc Systems," Journal_ of - individualized, .interactive learning as to allow the recorded infor- the 'Society of Motion Picture and with branchingpr.ega.ms. mationtobe replicatedquickly TelevisionEngineers(July1974), and to- keep costs low or corn- gams theoptical. sys- . pp. 585-586. . tern,addresssearsearch',frequency - parablewithreplicationof an An.. introduction -to a panel dis- spectruni of recorded/ signal', .and audiolong-play recordas now cussion on videodisc 'player sys- .positioning- of ntiinepical informa- distributedformusicuse.Dis-. . tems heldon 461 26, 1974 at the tion in. the .blanking -,interval part\ cusses technical,scientific Society's TechniCal' Conference in of the .disctracks./ Suggests 'that. lerminoiogy the Disco- Vision syst Los Angeles,California-.Quei- s. 10 seconds iS the ina2durn. time to teen, the result- of .a.multimillion - Lions raised in the...paper concern access -a single picture from 'more dollar research effort. cOmpatabilityof systems, mech- than 40,000. Moor, Paul. "dolor TV from a . anicalvs.optical systems," time , Video Disc," Saturday Review (Sepr capacity,manufaCturabilitY;ser- "MCA and Philips Premiere Their viceability, and costs. The panel Optical Home Video-disc System,"tember 25, 1971), p., 73. . discU.ssiOnfollowi onpp.586- Broadcasting -(March 24, 1975), p.. An- early short review of video: disc technolbj- -Sforthegeneral 587,7. . -.-.. ._ . 1 reader.° 'Philips --and MCA .Videodisc Sys- A review. of the demonstration of - - ,- tem(n.d.), limited, number available . th.z..:Philips-rdeodisc. sys- "NeW Low -Cd "' -Video- Recording tem in NeW York that was held andPlayback stems' Unveiled," frOin the New Vork'nffice a Nor*th American Philips. ''=f--`;',A;.,...... , for nporters when the companies' American Ci grapher (March .Y....._ marketing plans were announced. 1974), pp. 304307, 42. .A .lour -page color - printed bp,Olifitie-,.. deScribing , -4:1 illtistrativighe e on a new ow- ..,--- MCA Disco-Vision (n.4.), unpaged Aescriptivecost videotr(-Cording and play- new.1 Ph.4iPs/m5A"---"Iide'3(hTe4n` sys develOped by -I/0 1;41- ,Ps.,tsthe Charactetistics- of A' color-printed pamphlet intrO- :back random access, frame by ducing the -layman to the MCA-.- demonstrated. by Peter G. Wahlmut, president- The I presentation, and, ease of videodiSesystem, with -- references discsdemonstrated .ca0acityfor operationforentertainment, In- -2(--5";-"?` tocivspaperie:riews and Tele- 'one hour -of color"televisiX,,or struction, training, and childretn..--;-;;?-= Digest Available,by writing 500 SIC-501- hours of high-,i Programing, as well as a_ selcle*-- _ Inc.,100 MCA, fidelity music. -The recording u n i t of MCA films to be--vat`-ift"witli Universal City Plaza,Universal was estimatedtocost $30,000`. /the new- City, CA 91608_ _ withtheplaybackunitselling PrograntProditoticiii:-duide for MCA The MCA` Disco-VisionIndustrial. for .around $300.It was trade IndustrialOpticalVideo-diic Sys- Player in.d -), 12 pp. Clear that I/O Metrics did hot temp' (NTSC Version),(441.);.un-' A descriptive .-,trochure of the edu- intend, to mark& the system, but _paged. .r_ati:,naljindustrial videodisc were negotiating with other corn- / A short guideptiblished by MCA player,. now, ivailahle by special -panies for 'the marketing arrange! Disco-Vision in 1977 to introduce LEARNING VEA TELECOMMUNICATIONS 19

their-- firsteducational/indusirial with the disc of 70 to 1_ cassette.Conclusions - arethat Playeirlits- videodiscs_ willlikely havepro- - Ruark, Henry C. "The Videodisc found effects' upon how content 'is' Rice,- Jaines, Jr._"There's A Video- Impact -on AV Technology," Func- . organized fOr educational- systems disc_ InYourFuture,"Library tional Photography (January '1976), and that, videodiscs will set -.anew pp. 17-32, 33. JO-urnal (January 15; 1978), pp. 143- standardsforInexpensivelarge 144- \\ A former AV consultani to the scale media distribuiion. Reviews kttie undue characteristics- OregonState.Department 'of Edu-' of videcelic technology -ands sug- cation, now consultant and writer, - Luxembourg Firm Plans to gests that '`:librarians are eagerly suggests that "there is little doubt ?Market MDR 'Before Its Giant Coin- awaiting the advent of the video- ; aboutthemostsignificant AV petitorS Do;" Electronics (November disc because of its durability, ac- technologydevelopmentof..last 25;.1 976), p. 63. cessibility, and capacity for volume year, and what -will be the strong- Discusses a magneiic disc record- of materials in visual, sound and : estinfluenceshapingthisyear ing device for video systems that print. too: The- :Videodisc!" Roark --Uses a- special chrome ,dioxide syS- . further suggests thatthe item and is capable' Of recording 7 Robson,. Wall: "Is It True What. disc format will have great iniAact two hours of video on each side .! They Say- AbOut Videodiscs?"' Train- on every phase of communications - of thedisc. The small firm has the ing (December 1975); mi. 80-821 and that the AV world will never only disc system. that both records The.president of Media Services be the same again. and 'plays -- on reasonably priced GroupinRedwood,California videodiscs. The system unit cost review:: the ,extrusive capabilities Salsberg, -Arthur P.The Videodisc for the pia* is projected at. 8700, Cometh" Popular:, Electronics (June of videodisc -technology for train with,511. for dgcs.. --- ing,education, and information.'1975), p. 4. Smith, RObert Frederick. "A Fuliny Services by the tio:in with a micro- An editorial describing videodiscs Thing Is Happening to the Library . process(computers).Thepro- as thenext major development ott its Way to the Future, ". Tile gramable characterists of video- for the home: TV market. Futurist (April 1978), pp. 85-9 discs i.re. emphasized. Schneider, E. W. "Videodiscs Jr. the . -Aeneralarticle on the future- gozinsky, Saul. -"Comes The Revo- Individualization of Instructional-'.libraries which include discussion. lution .."Teciniical Photography Television," EducaticinTechnology of"Videodisc .tedinology as a major (August '1977)49.120, 50. - (May 1976), PP- 53 -58. . . , informatiOn delivery: system. The The chief television engineer for Compares costs of various audio- article treats several technologies Pace University of New York City, visual reproduction systems with -tvith enipliasisuponrrideodise an active video consultant, reviews %-riditicliscs and suggeas that :video- -. ithPliCatiOns for libraries.

. , . the' potentialof videodisctech- discsarelowesthi'.Cost-. when . .. . more. than 1,800 images are re-.Sturm Ralph E., Enl L. anman, nology from the point of View of and "short-rim"; raining- projects on guired.. Concludes that initial pro-Th:obert J-1 ';-1211-sell, 'F'ir'l 'H-'. Wood;"Sper..ial Communications, super _8mm Aim. Revievis the lack .grains. must followinstructional development, :_ processes it.inter-. Recording as Multichannel Analog of programs on videodiscs, and is Data and Video. Images oti' the Same ,______ther---pessiinistic of the immediate active `videodiscs,are ,, toreach their potential.: '.':- . Video Tape or Disc,"\Journal. -of applications. -(except for mass 1974), Seidel, Robert J: and Ruhin, Martin, Applied .-PhysiologY ..(Jime ''marketing videodiscs). pp. 761,764. ecs.Computers.and Comiuunica-, Ruark, .Henry & C. "MCA V-Disc Implications For Education, Describes- how as many as.16 On U.S. Market. in Fourth Quarter,...tioris: channels of -9....nalog data,' can be This Year," Technical Photography the Proceedings- of the Conference simultaneously recorded on video- (May 1977), p. 12. on Computer Technology-g -Edu- cation forl 985 held at Airlie House, aisc far-medical-applicati9ns" Notes- that thefirst MCA as- "ThoinsOn-CSF Re-ainis Videodisk. -mum- is the Central-Intelligence Warrenton,' Virginia on : Sept?niber Agency and that MCA will beat .1548, 1975: 'New York, Academic Player-At EdUcational and 'Industrial- Buyers ' ElectroniCsInternationzal RCA competitor in the video- Press,-1977. disc) to the :market and will gain Videodisc applications sin educa- anuary 6,-1977), pp. 55-56.- tiOnrs are '.mentionedin k several RepOn.s that "the Thomson -CSF-- distinet advantage over RCA. articles; but the major papers di- Research La.bOratories of France R k, Henry . C "Video-dise' De- rectly_ bearing upon vii;leodise in- planstoproducesome. .1,1000 Albpments: Impact on Production clude "Intelligent Video Disc- videodisc: players' and aiming arid- \Marketing,"Tee. nual .Pho-. terns-,4mplicationsFor F..duca- itspriniaryeffoitsat industries togriphy. (August 1975), pp: 16-24, by Arthur W. Luau-mann, ,such as- Renault-- Thomson':; sys-, 28, 33..\ *. -pp. 367-369 and "Applications of -ten ,,uscs12-inch" discs made of A disCussiOn .of.the predicted im- VideodiscTechnolOgytoIndi- -flexible plastic. This French sys- - -I.pact of ,videodiscs on. honie and \ vidualiied Instruction" by Edward tern- iscompatible--.with:-NTSC edikationalz, markets in the -near .W. Schneider pp. 31.3-325. Sch- standards (U.S.) or ,the European ;future. Reference and .comparisons fielder ___girs. several.illustrations standard (1500 .or .1800 rpm) and made to the; Sony Betamax; and charts on cost comparisons of 715rovides step-by=step slow motion videotape recording sistan,,,,show- videcidis"to other media such as andfre4eframing.1 (Informed a rant :materials edst advantage 16n-Uir film, 8mm film and ''Video -sources hive suggested thai Sur-, .

READINGS FROMAUDIOVISUAL INSTRUCTION-3

rough'sComputerCorporation,--Wilcox, R. 'Max. ("Special- Report: new capabilitki of videodisc sys- Thomson, -and Controlled Data 4 Million Catalog Cards on Seven terns. .. are Planning a team effort to tie Little!P/atters;Libra Spinoffs into - Wood, R. Kent and4 Kent-. G. computer -bases systems from/Videodisc Technology," Ameri- Stephens. "Videodiscs an ImMediate compiler's note.) . can /Libraries .-(December 1975), pp. Future:Shock for Educators," Inter- 682-683. Vance,Adrian."MCA;Philips 4-, ,..., national journal' of instructional /,...evelops analogies 'of the storage : Join Forces:Videodisc- Player for -./ Media (1976-77), pp. 229233: capacity- =of the disc. Notes &hat Suggests that many educators are An TV. Set Now 'Targeted-for '76,"/ one disc_ contain '500-page ,,-. unfamiliar. with.the . applitation .Populai. photogniphy (May 1975), books- or more thtin 10Q,000 slides. PP-.97-98- y ofvideodiscs.Afterdescribing / -SeVen disci will contain more than characteristics.- and- advantages of Discusses- the- educationalenter- . 4 millionlibrary tainment capabilities of the video-/ catalog. 'cards. major videodisc systems, projects Suggestsextensive -potential ; use disc. Notes: That the disc has. 59 . cost and relationships .to present , of videodise for--education and in tim:s . for print and nonprint media. the/capabilities Pr?"' --,librariii. graining/as-a .250-page programed' -.. .: -..1.,.. .-- Wood, -R. Kent. Videodisc Update . "saambled": textbook.'Relates William; El "Image-Disc Designers '77. A paper presented to the Ameri- the/current filinstrip to th.c-iideo Must Get ithe:-.Groove on.- Sys- can Association .off Agriculture, Col- format of the disc;- suggesting' that terns,"Engirieer(January'1976), lege Editors Annual. Conference at /because Of the low-cost economics. . pp. 20-21. . ./ - Utah State- UniverSity,. Logan; Utah -.presaged by . the videodiscthat .-Videodisc technology seen from a (July 14, 1977), 10 pp.- MCA Disco-Vision .. (brand. name,;,,,. :British ;viewpoint; .suggesti .prob- Reviews the early--atteiiipts of TV of videodisc system)' prOrrfises to terns with some of the European research- and developmentspe- bring about a revolution in "both \ systems- and .briefly reviews tie, cialists to use videodiscs for mass - ecication.and entertainment, majorsystems. .information, journaL and maga7 :."Video in the Rounc;". Time(0bc Winslow,John:"Masteringand zine publications. toter 20, 1975)-,...p. 75;/ C Replication of Optical Videodiscs," Wbkid,R.Kent and. Kent C. A one-page descriptive news an-.IournalofOptical Society ofStephens. .."An -Educator's Guide...to nouneementof ,;,i...majorvideodisc Ameiica (April 1976), p. 379. Videodisc Technology," Phi Delta systems heralding changes in TV. An abstract of a 25-minute: paper' Kappan (February 1977), pp. 466- prOgrathing./ . delivered. tothesociety-'scon 467. "The Videodisc' Rebolution: A New ference on laser and electro-optical Reviews two major videodisc, sys. systems, May 25, -4976, held in -of/- Information," The . ',terns,suggesting educational. Futurist (October, -1977), pp. 311- San &ego, California. The' paper .plications _willfollow the . intro- 312. discusses quiet, reliable gas lasers duction 'of these systems in the A review of videodisc Systems. in- thatproduce nearnearlyundistorted commercialmarket. t Sees' videci= eluding/. MCA/Phillips, RCA' and wave fronts. These "are of priine discs as prime tools to be used by Telefkinken/Decca (Teltkc),. sug-. importanceformastering .video - educators 'in the teaching/learning discs -- Mr. Win_slow's address is gest.mg:rthatlow cost videodisc process. MCA - Disco - Vision,Inc., '100' . .coupled television via satel- Zwaneveld,- Eddy" H. A. "An may Make TV Uhiversal -City. Plaza,Universal City;CA 9166& .1 AudisaVklual Producer User's View availableand IffOrdableevery' of Videodisc Technology," Journal - /where on earth: .7- Winslow, Ken. "A' Videodisc in Your of the Society". of Motion Picture and `VideodisCs:The Expensive : RaceFuture," Educational and Industrial...Television: Engineers(July .1974), To Be First," Buisiriess Week (Sep.-'Teldiision (May 1975), .pp. 21 -22 pp. 583-585. ternber 15,.1975), 'pp. 58-61, 66:,, "Reviews the advantages of 634' A review.. of Brigham Young disc lystems,,,* . An extensive review of videodisc 'versity's audiovisual -program . developmentsgivingspecial Winslow, Ken.. "Videodiscs: Reality needs and practicis stressing that: ;entionto the RCA and .MCABegins- (Almost)," 'Education _arzd videodiscs can reduce the costs and videodisc systems. Industrial Television. (Noveivber bulk of storing'-.and transmitting "Videograph," -Scientific '1974), pp. 3640. -; :information. brief reviewof (May1975), Discusses the Philips/MCA 'agree- major videodisc .systems, with an . ment andthe effect it will haveOn evaluation of what the new Video- . A short notice'of -videodisc de- - the videodisc age: disc.technology eventually . velopments. . mean to, a large, producer/user of "Why Sony's tetamax Has MCA.-Wood, Donald` K.. and Donald G. audiovisuals. Compares 'thecost 'See:thing,"BusinessWeek.(1Slo: Wylie. Educational elecommunica- -'Or videcidisti withslides,film: v..:-.`cher 29,1976j; Pp.-293g., tions.Belmont, -California:Wads- Strips, MiciMilths, and other film Background of copyright case that orth Publ:shingCOMPany,-1977.,. and videotape. formats. : 'MCA's, Universal CityStudios.,. 'A recent TV textbook gives "ciis=---,

_ andWalt Disney--Studio;have. cession Of videodiscson .pages

brought- againstthe Sony _-Cor,- 62, -44, 17Z-277-278. - 27-9,.287,- poration, with videodisc implica-- . 338. -Stiggests a strong need. for

tions: -,- research on hOW 'to best use the

,,,Y1%.434r.X4"

FRomAUDIOVISCIALINSTRUCTION-3:, SE...-snmy_OF VIDEOTAPE

Thrhigh school. girls -sneaked de in the local Honolulu newspaper of attitude change and Information' an $80 'dress out of a Honolulu de-, saiddf meanor,"It's.- an gain was designed.. This utilized the partmentsitOre with the intent ofexample of what itst-eatorcalls Lilcert summated rating scale -returning to get tvio more. Instead, `video-verite.' It was unscripted, un- the true-false question. A. Pre-... and the three girls _ended up sfieaking.the i''etiearsed and `unacted.' The onk posttest were administered- to- the' . dress back into:the store, One--youlig actor. .is-theshoplifter. -Everyone Students :before and after their view- -man returned a television set he had store personnel, police officers, ing of the' videotape .recording. Data stolen from a local appliance store..judgeMerely arethemselvesin were subjected to the t test. . These -and _Other cases of planned what to most of thein Idas a real, if Ordinarily,,'thiSis Where a thesis

. and_actual-shopliftingare ". being routine,- case.r2 ends-=With copied of -the completed:- shared-in classrooms in Honolulu for 5* Video itrerite is avideotape-record-thesi;. being filed in : the appropriate academic offices. -and- lib.rax-r. How- 'the first .timeasresult of viewing i_ ng stylewithinale documentary .1, videotape entitled Miklerneartor.. tradition., It Strives to -capon cer- eVer, the testing 'situation had -given . What' began as- a _ master's thesis tairi aspects ofreality 'without ma- exposure to the videotape, and some communication at the University nipulating the action and without of the 'students who had.seen. Afis-

fiO has become a successful pre Conceived point of ,View. As used demeanor:. Were imprenedlenough to: educational production seen by ap- in this study, -it .folloWs.Wisrman's tell -their parents about it, 'many- of proximately 14,000 young people in lead of the cinema write' approach:- whom were in the retail business.' Honolulu. The written'thesis and its the ,process of in institution is the Shoplifting. in Hawaii,- as .in the .-baccompadying25-mintitevideotape essentialfocusaltherecording. rest of the nation,. is- a serious prob7 production became the fOCal point Misdemeanor is a produCtiOn.abotit km: As the news of Misdemeanor. for a campaign' to -combat the $30 what happens:in:the.arrist_proteSs.. spread', fromchildrentoparents, -million, a -- year Honolulu business- Members,,of the legal:System facil- showiiigsran"--to-7-bescheduled men have keen losing, to shoplifters: itated the recording-by agreeing to around the. thy; The Retail' In addition, thideotape -has. beentreat a "-"planter shoplifter in the :-chants. of Hawaii, Chamber of Com: produced as a h6i r color : 'Same manner' that- an acnitil law- mercer requeSted.a showing for their film, Shoplifting: SharonStory. - breaker Would betreated for this of-.-entire Board; Not only did they en= Misdemeanor is a study of 'what false This was one of the first film- list...the use of the videotape,--but they haPpens to a _person arrested forings to be allowed in Hawaii inside sponsored-; .-to.five. shoplifting, as seen from the view- an official court of A dePak--high ..schools" to tell and shoW app Point of the shoplifter. The audience went store, a security agerkey, the .- proximately 7,504 students the story-. 2-s-7-meartousty--plaeed in ,'Sharon's" HOnolulu Police Department, and-7 of Misdemeanor: The ten .ciayi fore. Christinasse%statistics.e 'chosen -for thii- situation as ihe au% waia_i:gLate 'Courts .each gave Honoluludepartment :store .. with PM.:11911. for Cr77PrerifiP.es-:_. viewing'becau _for- shop- items she has stolen"' Tlieviewer is''eniPloyees to be videotape .recorded dnrizig--the---holiday,seas- left to question, 'Is it worth it?Z' whilethelatterperformed- -:ihei; .on. The Retail Merchants' cainpaign .1krideotak-recording -can help us normal occupational functions. Re- against shoplifting paid both- for the lease Of the videotape and 'for Clot= . examine the institutions of this so- leases were obtamed_fiom all indird- ciety by proViding a mirror for cul- uals who appeared in the recording "' zen's visits.. tural feedback. It awl help us view The. videotape recoedingwas The reactions .and the results were the -contexts, in whicl we live and.evaluated with members-of the legal favorable. The organization mem-, strUitures 4ive--have _created. An arti-'.system - and with the public. 'Feed- bers dixided to institute a crash, pro- back -interviews were condui:ted with- .gram during the< summer to reach. the pOlice and with the justices and as. manychildren,Ind teeners staff of the -court. system for the first poisible. The Honolulu p ailment_ a 'yvonneElisabethChoncen,"'Videotape. .method of evaluation, For the, sec-.of' Parks and, 'Recreation sponsors '. Write in the Study Process; A Methoefoiogy summer- programS.for. young people. "for_ the Porta Pak Videotape Recorder" (Mas- =ond -method,- an' audience of high ter's thesis, University of Hawaii, 1974). school students was chosen...A.4. tost As .part of these, -Chotzen visited centers showing the iideotipe and talking with7s.hildren, age- 5 to 18;: -1: adapting the presentation to the tar- .. get audience. the - assistance of .Wen; Metzler, ``A Burst ei.RealiSin Wprks -Theft ,7 Star-BulktiliandAdvertiser the Department . of . Education; tl)e (Honcduln) .;.Fe -.,9:1975;pg:-..,c3L, ... . videotape .,WasshoWn:, in public in= ikatlaft22. ga . . I LEARNING VIA TELECOMMUNICATIONS. , 23

teimediate and high tchAl summer *crite raistliod- for" the treatment ,of 7. Uses a/ minimum of equipmen .,---sdidol; By the end of summer 1976,, probleins. intheir own areas,the while still ,carrying enough to .e pre- .,,.-'..apprOximately 14,000 young peoplc following .may prove . -pared at all times. Be ready to find hid seen and discussed it. '.1. Observe a philosophy and op-. incoMpatible outletS in older buird- 'most film .and- -videotapeIproachofunobtrusiveness.Video ings.--.,,Carryextra daptors;-- extra _.presentations Where audience is verite 'requires thatyou become. self- tape, plenty of- extension cords,'-ex- passive 'receiver, theSe. -sessions 'effacing in.the sense that. you strive tra ' _batteries, 'heatl- cleaningfluid, encouraged Land..depended _.on- inter- to disOppear froth' the scene. This is Screwdrivers, etc. Depend on avail- action: Each session -began with an a way df minimizing the affect oC the ablelightwhereverpossibleand introduction to the 'videotape, telling video caiiera the-: subject: The-"learntoholdthe camerasteady it was made (concern over a, goal is to "blend into the setting, to withoitt a tripod. - friendwho had -4)....ropped- outof become. a part Of the process you-are Use a minimal 'crew. Wherever . school after -being, arrested for 'shop-. recording to the extent that you do possible, move into the context Of the lifting; and precupation with the-not disrupt that process. place you are, recording 'without fap- ctuestionwhat cotild be so humil- 2.' Avoid :the temptation to inter- fare or' commotion: The smaller yoUr_ iating about -the arrest 'process -that vene in the process you are record-_working team, the ,more likely are it could' produce thiS reacticiriD; how ing. You are there to. record as much your chances of recording _the work- 'it was madei (from details of working natural.activity as you can; and. to'ings of a process WO \aecuracy.-Tivo with the. police and through' the ju- the degree that you intervene, you persbns are suificierain -mist "set- dicial system to the testing process); are, .interferingwith. thenatural tings c';\ ." and emphasizing the way in which ,-process. and the possibility of making' . 9. Become,.atttineea.` the tempo .' the arrest process begins to absorb a tape abiiut that process. . and--rhythrn of the pr.Ciiss_ you are -the' shOplifter :who becontei a case, a 3. Maintain an attitude of reeording4-letitdirect',-yourpace statistic, . losing personal freedom and tation.. Thcact of recording is a kind and' prescribe yotir -shots. Allow your identity. of discovery... Be_ ready for tAe urt[-.7. The viewers of the' videotape are camera to flow with the' energy lev- planned, the 'unknown, the Unpre- els artiuncl- you. Keep pace with' the challenged' togues; which 'ofthe dictable elements of recording people action. - many- shoppers who pass t`Sharon" li;e and in action. Always be ready as she steals is the plainclothes de- .- 10. _Edit.- your tapes in the. most to record.. straightforWard Way possible:- Seek tective; to obs4-ve_ the fright and be- 4. Get. permiSsion to record people wilderment of 'Sharon as she is sud- to assemble rather than to restive: - before hand. If an individdal objects. ture the process yob have recorded.. denly caught and finds herself-in a to being recorded, either before or Avoid voice-over:. narration or im- .situationover which she has no mmediately afterward, erase. Get a. posedsound efTectsl ... control. signed release front 'anyone _you re;_. 1 l'Z'Realize that'll:le finished prod- After viewing, small-gioup discus- cord if ypu -plan to use the -produc- uct may 'haVe poor lighting,' hardi sions are,held.,At-- one school, in an tion commercially_ to-hear dialog, backgroundnoises, attempt to reach' more students, the 5.Proceed. without 'ascript. A and occasional lapses in foals.. These Videotape was sent by dosed- circuit general sense of the process to be re- technicalfaults ',givevideo- verite .televisionintoseveral .Classroom"'corded .; of good idea.. Informal re- its'freshneSs and sense ofreality.._ ate one time.. This was not as success- search.intthe process 'before vided- 12. Playback your final product to ful 'a 'session as those in ..which Stu: taping is advantage. its participants.- Seekfeedbac!.-... 'and dents could, interact with the. leader. 6: Avci d the use of--actors 'except; reactions on the-cornpleted version. When time permitted,, role playing where,b' necessity, incliVidualS'agrce Record _this session using. audio 'or enabled -members of the classesto, to por ay themselves in interaction video 'wherever possible., -and main- like the parts of persons they had with a process. (It is against the law tain this as a record of theyerite ex:- seen in,the videotape. - -. fotoor proceed-- periehce along with the 'final -video- tw.arose corffictering n a courtroom, foci. example.) tape. . -"," '444r. "."1-

.. 7- '

. O ,JOYCE:HARD

In tlevelophavthe Grossnionttplan inalce.; available informatici -that stu- the 'telephone line, and signals the- fie- career gnidance..-and conii.seling,dents -.May too .to -request.- operator that the cartridge can be' f474, a clisiiictwide sukfcir of sale:- '(8)14t-must protect inonyartity of removed. The tape is an endleseloop-- dent and .parelit information: needsthe caller, allowing perscitis asking and is therefore immediately ready' 3irdS .-takin;c:Thez*.eitilts Of the'. survey sensitive or - embarrassing\ quesfions,- to play again. .. indicatecrcilearlYIbe need fer;-an on- ;to" 'avoid ichentifying-themselyes(9) ; -- going information -system that couldIt must provide content that\-3.e. ac-:. Preparing.Software provide answers to -coinnionly"asked ',curateandcurrent;therefore,if --The system_ iras with guidance questioniA - must allow for quirk and easy change presentlyavailable apes programs 13igh School of content. , \ that would fit. focal heeds, -and an- District, whiehborder's San Diego on commonly- asked uestions. We the east, is 50 miles long. and 10-DeveloPing a Solution - -determined that: -many 'Usefulpro- I Mild. wick (80 '-x145kni).- It, is: cote- , The Grossinontdistrict 'budgets grams were already available. An posed of -7nine ---iomprehensive _bigh; iimnited fund: for innovative Prejr advisory: committee was established schools -andtwocontinuation ects.-These projects arefunded for 'a.- to oversethe seNection develop-- :Schools,. 'enrolling 22,500 "students one-year ,period only They- can be meat of tontem for-the .system. Es- in- grades 9-12..in addition, 17,000 continued, only after favorable!al- tablisliing criteria for%;prograrn der: more- students are .enrolled in qdult nation and provisions for: other. fund.% velopment or \selection.: has - proved schOol .classes.' The- district serves a ing. The, search- for a system, :and -to be :the most "difficult .probleni in . _ population of-approximately- 270,000 the initiation..of an ongoingguidance operating the prOikain. As we moved peopIeliving- in biith -.urban and ru- :,,,information _service to students and into writing,our: own scripts, we es- rat- eommunities,and from a variety parents, was supported by innova- tablished :criteria for\ icript,develop-

. of gnomic groups 7- bona project funds .during itsfirst. /item_ ,

To provide answers to guidance year . Finding competent writers, even

anestions" from both students and _ The search resulted in :the: select among, our facility, has pecnred more> parents;an availablecoannikinica- non of i a Teletromx., Information difficult than we anticipated- There Oohs system' was sought thaV. would System i(manufactured by United, is :Solite Specialized skill iniolyed in SuPptirt anirc6nnplernent the work- Recording ElectrOnici = Industries in writing :hi- eoncise outline formefor of existing personnel, printed visual North Hollywood, CA). Tektronix_use on andiota I materials, and4 computerized guid- is. a = writing has been. done.by counselors.' nceinformation makes at possible for the-N Work experience coordinators have -Seve01,--,eritcria'were" established student ;or parenio:allingfrom bane, helped with :scripts regarding. their seleCtion of a system: (1) It:*:inust to reqnest an indi;idnally selected. prograns,vice-principals.on-, cur help -answer frequently 'asked ques5 _tape program ',and, listen-- to it iii- um, or special. s-ubjectsi nurses dons without using additional*coun- mediately on. the telephone. - von health topici; and vocational edu- selor and 'professional (2) 'It A Hit of th'tapes.. available in the cation- faculty on occupational" must .be actessible.,ta 'students.,ancPdistrict' tape System" diitributed manses. SchOO1 psychqlogistsare' parents durinenonschool" hours,. (3) to each student school, and to now becoming involved in preparing . .It Mirk- prOvide current: of each honie via the' islult.sdiook.,cat- materials-1 on speCific 'student con inforiiittiOn-(4) meet de- -alog,'!three:: times a'year. Using the terns and are in the Process cif de- .maints.:.: Air new inlortnation7 by-, pro:. list,a. student or parent.. dials One _ye-loping :tapes on the-35 most- seri- viding answers from piperts. (5) It phone -number to reach the Tele- ous chological concerns of muicansWer.AtieStions correctly and tronideoperator.' =*°:, s.tu uniformly,... 'Abe: same an- Theealler requests a tape,. by title Abo*:.:55 preprepared tapes' with 'sWer. to 'students and. Paran.Sdlitrict- -orMUnber:The opesator inserts the. .etistoni,endingi were purehased from igiae..(6)dint increase the amount requested tape ,,cattridge:;intOr. the TeleironixOVer.40 new tapes were: of:eommunicationwith .students; and playback anittactivited by the-. . in-' written' and *educed the fir,st. parents.:.:(7) It must provide a way to con3infaill.".The tape prOgram plays Another, '40.are-being- produced to 'the, Calliri and :at- the. same acne. ing this second year of operation. aiifoiziatically. disconnects. theop- -' The key "to e success and effecuve7 eratorso- he or ,she can:reSpond to ess of this,systein is .in involving 1977: Ftei cttit5rOdli- faCultt and- students in development :.hen. -ths tape basplayedthraUgh of materials 'that, meet the specific

tceiheeti. ;t stops'kid; :discOnnects.1 ibrmation needs of our.ichool. . !-,...... - ,- . . . . '..-:... . - ...... 1 ...; goidartitkiraleer.,..Z,4,;i ::.:.-." -*.:.', -, sx ...*.e.nLa?.AV-;ti-47.5,-- ",.,i:....:-...ti?".ist&A.'.4.,-:.!..::. i...!-::-.1 . . LEARNING VIA TELECOMMUNICATIONS c25

toCiltion, and OieratiOn: 'Educational Amendments' tSf1974 single phone numbei:,* the -hours of The Systein: has been lOcated-in (career,consuiner, and, community:. operation, and titles curr-entlY avail- education);(2) an- operating Carter' center. in one VocationalEduca- . able: , . hi:ichool that serves students : don.° Act; (3) NDEA, "Title III; (4) tOmplete recordsGo. f incoming rains- ing th; day s:a,ntl° adults during the Emergency School Aid Act; '"and (5) to the system are maintained. They N.O: :additiOnal -pr.ofeisional _the Elementary and, Secondary Edu- indiCate that whiles there :were high .meinberst:were hired. The ad- cation Act (ESEA), Titles I II, III, and tow:periods of,usage in the early. and IVC. persoimel cost to staff the _ months,- the frequeriey of Calls .has sYSten with a telephone operator -;,. i::.vi'Ened out, and the numbs.' 6(calls bas been Only $2,000 per . ° rromotion has increasedas, more- tapes ate The TeletrOnixsWitchboaidis To make the system work' effec- added and as the system become§o: operated by students and careercen- tively, ood -initial---.-publicityand better known. er.:aides on part-thne schedules. The then-, sustained promotionare- -re-. students receive credit for .this Work; quiredr When the system was first. . the. career center aides .ve paid by initiated,: it received a great amount Second Year the hour. of ace- publicity: 'in newspapers,.on airing this second year of opera- , 'inschoolpublications, system. usage ,and ;evaluation , .and- newsletters.. Complete :will be developed further... (1) Financial Support listings _arid- instructions- qnseiow to proximately 40 new tapes will ,he The telephone information Rs- use. the: System art now ineluded In added after a-careftil /survey of stu- fent .was..3upported for the first year - School eatalOgs7. AnnoUnce-.. dent acrd faculty needs. (2) The_ Style- 13Y. the district innovatibn fund_ Dur- merits and listings can be -Ant to and format of the scriptswill. -be' ing subscq'uentyears,it,is -being. every- home free bf charge by arrang- varied order to test the -relative

Supported thrOugh ESEA Title IVB ing_"to enclose them in the water . value of different formatg. -(3) pe;". _ fundS -district guidance bud- _ amount of -publicity given -tlaKsyS- - get. Many other sources of future While. these initial announcements tem will be increased, and'-great& _funding -can be considered, -since. tbe: are effective at the outset, as are n-uniber of be ciis7.7 system such a wide variety reminders, -,the most ef- tributed 'to studi-nts and 'parents:, (2i)" of _information... :a. :Cross-section' of fective promotional ,tool is the stu- We will continue to mohitor call!- the student-4nd: community. popula- de.% Wallet -pocket guide. This guide , for each taped -program and analyze. .lion. 'Potential funding_ Sources- in- is provided to every student and can the patterns of response' to the' sys-- crude -(1) the .Special._ Projects :Act; be folded to wallet size. lists the tem. c< 1 pERI4°D7NIissIALE NINsTrALPROGRAM IN RADIO

Fop years,. educators have beeirbility :that is so necessary in today's. edge '-of electronics 'radio,- but Overlooking one of the most power- 'World.' Many of the-.pupils are wary most 'educational systems can-easily- .. motivational and instructional 'of education and school. -Their voca- find: the expertise within their,,,own.,\ : "devices ever created. Most -audio7 tional future. is unsure-their"'feel- .staff for this procedure:, all it, takei--.." Visual- hardware: tends to stress ..the ing of belonging practically nil. All is imagination and time As a. rnit visual rather: than,theaudio, so of us are familiar with these chit- of this work, a el:st:;tif 25 students that 'film, Slides, and }projectors are drill,for they -arethe, ones.- who _had the,' opportunity gain insight usually preferred over-records and most need_ the services :that- AV can intothefunctioning-. radio studio, tapes. Of course,the ultimate goal offer- : For the:, most part, . they lack developnecessarycommunica- in the audiovistial plan is to combine the.. necessary/ 'communications skills tions and_ most' - important, 6oth approaches to stimulate the eye needed for/future produCtive fives. hoW to work .A.s..a icam and the ear in the attempt to Com7 -:Into thistuatiOn, Mr. Streern and I meaningfulexperienCe..- 'The moti- Municate:- tiowever,. we are,ne- mixed? our ..-backgrounds:a. deep vation for reading and the Acquisition glectingan aspectoftheaudio interest in science and. its_ relation' technical skills was.:noted to be media thatcartprovidesolutionsAtO7sOciety and concern for the social high, especially iia .disTric; where to many pro6lems facing .the t !ban and educational. development of our most students' have difficultx relating school in these times: RADIO. .stud its; we _bath have had experi- to school. ,

It must be stressed that I .ain:not ence" in the radio- broidealting field" We have, observed --wages! in .--referringtotheradioprOgrams and -hold -FCC licenses. MOst im- shy, 1.vithdrawn7.1-nidents who might-- produced for children- by ,Odio sta-Rortantly, we sought to.add-a more--Toth's:it-wise' never attempt to read or tiOns nor am I referring "tothe_ meaningful and prothictive--vfgram .experiment; even the so- called

groups of children' sitting in a rfis-q- to, the existing- curriculum... What re- , "behavioralproblem"childre- room listening to theie 'radio shows: ..sulted from this work is a' program sponded . well to the hands-on en- 'Both have their .,place in the educa- (the only one of its kind on Ifiropment offered by the course. :At , .tionalsystem,/ howeverlimited. junior high school -level) based upon times,v.olimteers from, speech and Whit is .referred to here is a Means,rioperatingdosed-circuit. radio reading': departmentsOfferedtheir: providi4intensiveinteraction facility-,that has become a permanent 'assistancetoaid our announcers, betwenth"e e student- and the radio. partrof our school's media resources.` disc jockeys, and newscasters. Medirnas ,-cmatorratherthan Our ginalproposal, in June The -'instruction itself is informal pastivei listener.WiththeStress 19-73, r.mdted in allocation- -of and xangesfromthelectureto

toward- relevance and a search for . $275 with which_ -we. were 'able to -student-teacherone- to-oneinter - ./competency-based > curriculum,one build a radio studio modeled after -action.Students workalone,in

realizes . immediately that the the actual facilities at modern sta- pairs, or in groups of five depend- "handion" mediumprovidesin- lions. The studio includes two record . ing upon '-the .type of skill they are Credible educational opportunities. turntables,:tworeel-to-reeltape -exploring-. Extensive use is made of During& the past few years, J an recorders, a' cartridge' machine, two the' audio: equipment with bv&head, experimentalprogramin microphones, power'" supplies, -a con-. projectors extremely useful for broadcastinghas -beenconducted..necting"patch"panel,'speakers, specificriaqs instruction. We have in JHS 123X in the South Bronxheadplidnes, and aradioeon:sole. attempted toinclude various teach- area of New York. City.It was with numerous 'cables and switches ing approaches" in the class (iince planned, proposed, -.1311ilt and oper= connecting the hardware: we are still in the- process' of experi- ated- by Dennis Streeni and me, two The, studio's low expense resulted-mentation) and findmost benefit

oftheschool'sscienceteachers. . froin the use of materials on hand: from the actual use of the equipment. The school itself is likvmaitY schools thetape recorderi were botrOwed The program. hasbeenbased.. in the New 'York area: the pupils from the AV departinent; the tables mostly upon our own knowledge are lacking in reading skills and were appropriatoR from the cafeteria of radio, being" modified, at times,

.propex speech habital They lack the and remodeled using. thefacilities with source materials 'from related self-confidenee and socialresponsi- of the woodworking shop. The metal 'books and magazineS. A local library v shop allowed us to fabricate 'various can easily supply theneeded texts covers. and damps; withthere-. forstudentuse andeventhose ®Aisociation ...forEdneitionalCorn: -minderoftheequipment being required, by., the teacher. The most mn uications and --I-ethnology 1974. Re- purchased as components and helpful- are included at the end of Printed frorn:the instructional ftesOurces reconnectedforour ,purposes._ this article. . section of Audiovisual instruction. Obviously, this req_uir-es some knowl- Of course;the main advantage

'4,1'41'11 LEARNING VIA TELECOMMUNICATIONS 27,

of this: program is the student `in- 'We -are convizced of the, power andstudio(oncebuilt) `aretoo volvementwith audioequip-- of the audio approach to audiovisual numerous to overlook: student- ment The, phOtograph belOW shows media. The low cost of such a pro- producedradii)playsforEnglish theradioconsole. (control 'board)- gram depends uponthe imaginalion Zksses, soundtracks for social. studies. as it appears to the engineer.-- This . of the administrator -Or instructor. slideshows,auditoriumfunctions board is capable of all the necessary ,.Inourcase;ourstudefitswrote taped' for futdre schoolbroadcast, techniques_. and switchingChing required:letterstorecord .companies who a school news . center, lunch hour- by. Modein...radio; and, thestudent--generously donated reccirds. to :,our programs,teacher-producedlearn- learns time' to' perform each move-.station. Blank tapes-,were acquired ing tapes produced-in-the studio for

.menr.Additionalaspectsof . the from local radio stations, as were class use: All of these are simple, program can be.tripi to actual radio . old news copy and commercials. Our outgrowths of the audio' approach stations in the community- or visits'audiocontrolCenter,which' con- to media. The studio itself need not, by radio personnel., The studio can tributed so much to student enthuybe any more complicated than a ; be linked by wire to the media cenler.iasm and skill, was fabricated mostly record player, microphone, and tape orto -the main amplifierinthe .from 'casting school 'supplies. The recorder *which can then be con- office for school broadcasts. ". advantages" thisradioprogram nected to the school PA system for "blVadcasting:" The possibilities

, are \as endlessas your (or your students') imagination. I. 4

s JO trn. c References C ReiRr(E-ct:-)-;=:-.qadio Broad- casting: An IntroduCtion to the Sound Medium. New York: ,...... ,,, ComniunicationsArts Books, -ii..s. ..ri_ ...... :::,...... 1970. 0 77- taw ... ",..-. . .:. Martin, EdWard. A "Hands-on Ex- 4 e 'It ...... q perienceinR.;dio Broadcast- ".1 4? ing. In Career Education-Work- shop. West, Nyack, New- York: --,.k...,..,- .:.._ ParkerPublishing,November 1976. Oringeg- Robert - S. Audio Control Handbook for Radiodr TV Br'aadcastin: .New York: Hast- ings House; 1968. Seidle, Ronald J. Air Time.. Boston: .. Holbrook Press, 1977: Zuckerman, Art. Tape Recording for :."Current WJMIC str.Cclio- zaith cartridge. machineiturnIables, reel-to-reel tape recorders, the 1-lobbyist. 'Indianapolis: tape and record storage, ard hand -built console. Howard W. Sams, 1973.

, . READINGS FROM. AUDIOVISUAL 7N4TRUCTION--3

HOW TO -PLAY-"BRAIN .DRAIN" JAMES ill-.AZKIEWICZ a .

"Brain Drain" is a- television quiz '.dealing With" current events, sports, "Brain. Drain" is taped. on one

. show produced-and -directed by staff and generalinformation .alSOare day, either after, schoOl or during an members at J. 1.. BlockJunior High used. - activity. 'period: It is then shown .at School _in _Easts-Chicago,----IN. The The procedure of the. quiz :show three different times on the follow- ditied-eireuit television equipment is follows the same format weekly:The ing school day. By showing the tape operated by junick: high itudents at moderator,afacultymemberis in three different time slots,itis the school. The goalsof "Brain placed between, the two seated.com- hoped that' most students Will have Drain," which isthe .'"rongest-run- peting teams and is responsible for the opportunity to view each pro- iiing TV show at the school(five posing questions and judging the gram and see their peers, or them= years), are to promote quick think- correctness of answers. Two cameras ,..:selves, competing academically. .ing,sharpen, academicprowess, areusedduring -thetaping: one:-"Brain Drain" provides entertain-

. stimulate classroom discussion, and focuied on the moderator and one ment as well as serving an aeademic .entertain. switching frbm team to team. Thefunction. It is -often used as an en- .The East Chicago school -system moderator is assisted by three...off - richment toolin the classroom to employsafull-timeinstructional eamera helpers,,-atinier and . two reinforce learned material and stimu-- television :-specialistatBleat.' The team scorers: Students, under super- latediscussion regarding questions'. specialist's job is to work 'out the vision of the media-. specialist, cue asked.. Many .teachers have men- . technical 'details for television ideas theme music, set- Microphone levels, tioned that students in the classroom developed by students and teacheri make camera adjustments, ready. flip-. often become -involved in the pro- Those students who show' an- inter- charts, and set proper lighting.- gram, trying to answer the questions est in, television technology are given Before 'actual taping begins, the before' the students on the show an- .. inStruction_ by the specialist_ :This is'producerpreparesthecompeting swer them. done as 'an extracurriCular activity teams by going over the -of,_the Each member of the two 'first - according to programing needs. Stu- quiz game. There are two 'seventh.; placeteams -(seventhand eighth dents 'receive training on the use, cif grade teams competing .againSt each grades) receives an individual trophy. the console,'-the_use of cameras, the other as- well as two t:Onh-grade The second- and third-place team' .running 'of videotape recorders, tie;teams. There 'is no comp tikion be-' znembers receive certificates of merit. operation of,:audio -equipment, and -Meal the -two 'grade levels_ Each the proper uselighting. team receives a'iree minutes to an- _Besidesrunningthetelevision swer as many questions as it can, equipment, students are the partici- with each correct answer worth ten 5; pantsin20 consecutive half-hour points. The team that is behind after videotapes.Eachseventh-and the first three-minute round receives eighth-grade advisory class chooses._an additional two minutes to answer a team of three students. In this questions and try to overtake the way, we have achieved direct Partici- leading team. If the trailing team pationof over 130 students each faili to catch up; the game is over. ;year.ear.y, All students have a chance to However,],..,if it does go. ahead, the either as members of the team that led originally also receives crew or as quiish.3wpanelists, two Minutes.to 'try to reestablish its Teachers from all departments and dominance. Ties the played for one - students from all classes are encour- minute sessions until a winner is de- aged to contribute questions for use termined.. The quiz game is one of on the show_ There is an emphasis elimination: one loss drops a team from contention,'while a win moves on tdtal. -schoolinvolvement_ Most--- questions are primarily of ran.aca-. the team into the next round_ . demic nature, butsortie __questions A public service commercial' by the .. moderator 'alioivsfor. :atransition' fromseventh -grade to eighth-grade quiz,:tearns. The commercial's mes7 @Associatiot forEducationalCom- sage runs the gainut from urging the munications and Technology 1977_ Ra- student body to keep a neater school printedfromAudiovisualInstruction, to promoting an upcoming science

- February 1977. fair. . 9 LEARtiNees VIA TELECOMMUNICATIONS ABSTRACT USE` FOR THE COIRDER

Remember when as a child you a:. daisyllikeAloi,verthat _irotates, the surface of the telei,ision monitor's couldgo into a clothing. store, Step expands; arid" contracts. Some images face. Be sure to -tate a large enough a three-sided mirror, and becomebolti-of lightning; .others sheet- of acetate -to alloW an ample swing the minors in to surround become am-Oeba-likeformsthat border around the print.. Place the you? The result :was aninfinite::spread,aoss the tube. . graphics In front. of- the Monitor and nuitiber Of reflections of oneself You needtoexperimentwith ',shoot" the face of the monitor with J each one -Nnaller than the first with the .VTR system 7totry" to capture the camera. You may find it neces- _apparently no end to the numberthese effects on -videOtape If the sary to light the graphics at an angle and -depth of 'the.multiple reflec-camera' ;is_ equite-idwith zoom__.to_lceiep Ref nv.the print but off the tions.-It. is a- fascinating `experienCe lest,then :any adjustment of the face of.the TV tube. With a littl for I£ you have never ex- zoomwillcorrespondinglyaffect experimentation,- you can: achieve perienced-- thisphenomenon,then the image that is being "looped" unique graphic for television. one day when a clothing -store isthrough the VTR' system. .The Educators are constantlysearch/ quiet, steal your way into a three-'stop Of the: lens also has a different ing for tools to add to their mirror viewing area aid try it! effect on the imag so dOes the skills so that novel approaches This same phenomenon_ of an angle at which the camera is pointed be used stimulate learning. The image apparently cast into. -infinity.at the television monitor face. Even areaof languagearts- instruction can easily andcquickly give students physically.turning the monitor on can be given an added boost. by using a creative ekperience using a. basic its side or upside idown while -the the described video technique. Have single-cameravideotaperecording television camera follows the moni-. yotir students (*mei:, or- better.

System. The result will be interest- tor's picture face 'results inc "startling write a 'shert.--poem: --Perhaps they. - ingvisuallyl'i,abStract images, 'someimages: If'. the VTR and/or camera could, write- Haikupoenis. of whicli are- incredibly beauiiful. is ''equipped. with automatic light and Any,other literary :form, poetic/. or, Each' effort will produce a totally'videocontroltvarytheManual prose, can be used, but a good tug- new combination 'of images,-;so that sErtings for more interesting results. g.estion might be M. keep _theselec- snovflakes, duplication' is im-If' the videotape 'recorder, is in the tion short. This video tIclue possible. record mode, then these -effects are not lend_itselfto7epie works! Stu- To create this edict, you'll need a recorded on tape.so that th04_catt-ber can choose video effects they videotape recorder, (VTR) set up in replayed. feel best visually describe the theconventional .manner. Connect Appropriate 'audio- such as elec- Video' collages of-these varied -i eels closed-circuittelevisioncamera tronic music or sound effects can be can then be made, to 'interpror and the TV monitor' to the VTR.added br using the audio dub mode- represent the poem they've writtfm. 1-lowever;- instead of pointing: :the on the videotaperecorder. '..-One ef- Literary . efforts,whether camera at an/ object dr a person,fective -Ur of, voice over the visual or prose, modern or classic, a ct 7----'-focus the camera on the face or thecan be produced if. the voiceis Orrepresentational, when upled TVmonitor-screen- and then re-altered -.by. being run through..1 withhittsic.,stylizedgran cson . picture.it on the screen againl and echo box or a reverberation .chamber. acetate, and 'creative' video. Menages, again. "The inmposite of all these.Boththeseelectronic deiicesare can combine to allow the students pictures' gives an, effectthat does commonlyUsed- byrockgroups. proAuce a one-of-a-kind .-piesenta- .not, in -any 'ray resemble the ,face Students who belong to.the.se musital don... beit de° poems cian: be- -; of the TV monitor. Rather, uniquegroups :night agree to come'.. personalized 'statements, images develop. - . equipment .to. used inin -the school. unique to the individuals prodcidng The images canbe caused 'toIf not, speech recorded in a. ceramic- them.After the initialpurchase pulsate, to flare up in a nova--type.tiled- room can 'Sound very sintilar of theVTR.,., systetir,thecostis to the echo. box technique. minimal,. the - creative -e, potential of- effect, to spiral inward on them- . is selves-in a graceful curve, or to form the voice is .mixed with Music and extremelyhigh, ,,andfurthermore, sound effect's, 1 the combination can it's downright. fun!

be quite impressive. . Why. don't-you and your students Titling and credits can be added- try it? to the program by placing -the in- toasociationforEducattand COM-. wionicatIons and TecheolOgy. 1975. Re- formation 'in the cenfer of a sheet of ptintect,_troth the Instructional Resources dear acetate with white lettering. I '/ SectIOnof Audiovisual instruction,kitty'The'area. covered by the lettering should be approximately, the size of :FROLtAUDIOVISUALINSTRUCTION-3. VERITAS 1141101111..i. INDS TIR) M

Truth about one's own teaching different;obSeivers as a pedagogical larn to duplicati teachers so that performance seems to be about the jewel,a'dangerouSincompetent, the- original could observe the copy most difficult type of truth to acquire. a mediocre-'nonentity,acid a solid teaching, and vice versa.It was a _Teachersassembleani,imaginary- workerall inthespace* of one cosmic injustice that teachers should , mosaic -.of.themselvesteaching a 'semester.(Itisprobably a good be the people least able to get first- typical' class on atypicalc- day. But-thing that Yotihg teachers often dis,:hand information about their own how truthful a representation is that believe their, supervisors" comments. performances. . . mosaic? . Where do the fragments Student evaluations are in vogue, -; that make -up that mosaic image but again, one must question *.heir come from? descriptive-. value.Adolescentstu- Videotaping Performance dents are among the most eager and it. wasnot Xerox but videotape, Traditio`nal-Evaluatjon _outspoken of judges, bat few are thalsuppliedtherequisite tech Techniques - filled in.characterizing good or_bad nology. With relief and some queasi- In the past; teachers have relied ng.Evaluations register con- ness,Idisccveredtheteaching on the"vilies ".. they receive from tentrnent or-dissatisfaction, but not effectiveness 'center at_my-university. theirclasses,' on. writtenstudent the underlying caused. For example, was offermg_to---tape 'teachersin evaluations, and on the advice ofa student might write, "This teach-:their - classrooms, to comment updn observers and. supervisors."Vibes" mg'asiistant has a lot of prOhleins. thetaped performance,toteach /are_ 'theintuitiveper,:.eptioni that She should be more- specific and less supervisors to tape supervisees and sendlecturersboundingbacktp Vagiie." Moreover, we all .remember supervisees to tape :one another. ` their offices after class, flushed with some course we detested:but Which The teaching cerue: has deVeloped victory,. fantasizingaboutdistin- welaterrealizedhad. -givenUs certain = precautionary runes. NO guished teaching awards and a host,'valuable material. At most, eValua- videotaped teacher could view -his or ofdisciples.Bad vibes can said tions can provide mosaic, tiles marked .her, performance alone. Too Many lecturers Slinking- off in. a -cloud of only -With a plus or a minus =not .traumatized. teachers had been found 41ooin, counting- the remaining Class a very well-nuanced portrait of the sitting 'in viewing (roams, paralyzed, sessions as prisoners count the days,teacher as performer. with disgust at their awn classrodm of their sentences. The emotion with selves. Theirtrauma,moreover,. which: ateacherleavesclassis Self-Ohservation A Necessity,- . . was 'based on trip.. most trivial fea- certainly.an interesting phenomenon. The obviouS solution would be to , turesa 'Physicalcharacteristicor.

As a- wayy ` of assembling teachers' suppleMent. the remarks of Super- typical 7 gesturehadcaughttheir self-imagesi it .must be rated "poor visors. ,and students with one's own entire-attention.To.- combatthis to. unacceptable. " Too many in- observations:- to ..sneak quietly into bizarre .human quirk; a- teaching explicable ,factorsenterintothe the back row of one's. classroom and center -employee had to sit at the . picture: 'the amount of .sunlight in see,what really is..going on between taped person's side; directing inter- theroom;theclasshour;the self and students: est . away. fioni=Misbuttoned shirts adrenaline the lecturer has ,dumped The impossibility self,observa- and fidgety_thumbs to the larger into 'his OP lier blooditream whilevtion has often made me despair of issuesoftransmitting :;ideas' 'arid making a point. either supervision or of.self,improve, information.I agreed to be taped Supervision, providesa ment. I would look for minutes at a under-these stipulations.

limited /source. of information. As a student, comment, zsuch as,"She Walking to the" classroom where Supervisor,' I. know that: informing should try not to 'let the 'classfeel.: thetaping was 'to. take. place,I teachers about hoW they teach is that She 4 better informed about the puzzled overthe..., center's require- % not my main goal. Particularly in subjectthan F: they 'are.Buther meat' that a 'consultant be present at large multhectioned -courses,stan-_ ImoWledge. is impressive."I would . viewings. Some strange dread must dardizatiore and _..coordinationof point out to a teacher supervised lurk ..in the mediumand; indeed, various sections is important. Check- that many' minutes of the class hour;,I felt none too calm at that moment_ ing for standardization may 'be a . went . intoconvoluted grammatical Justthen- I 'spotteda 'newspaPer, necessity, -but it does nor answer the eexplanations,ons, and ihat teacher would headline,'Video': Setup Nabs Three- question,, ,"Whatismy teaching reply, "NO,littletime was spent in Dope Deal." While few teachers like?" Moreover, supervisors 40 not.on grammar." Like every Ameri- deal drugs in claqs, I : think their. "knove'4, in - any absolute sense what can; I wondered .why technology had -fear of videotape is the hoiror felt . teaching is best.% I have found the not yet resolved all the problemi of by the video-caught contrabandists. -same teacher 'characterized .by four theuniverse.Xerox- couldsurely We, all fear we are: doing something . _ LEARNING.VIA TELECOMMUNICATIONS 31

horribly, wrong intheclassroom, Revelations Via Videotape, assembled . from- other people's corn- . andthatthemaraudingvideo It would be nice to say that all .ments and titelings.hoped 'that the camera. will "get the goods" on us. teachersfelt- asenlightenedas'I immediacy and accessibility Of Ahe Insomeindefinableway,tech-, after viewing their tapes. Alas, for,video image wouldoccasionson-te

nological,recording will multiply the every person who leaYes the viewing form of confrontation with self.. It . gravity of our !..eaching, defecti. Iroom with a light bulb glowing over seemed that .in video, "there' would the_ same sOrt rof logic that insists a hisorherhead, .anotherleaves be veritas. camera.. canstealthesoulsof tinder a dark cloud of despair.Ite- And was there? phezographic subjects. actions, vary wildly, bUt no one is --The answer seemstobethat,: .Theanxietygeneratedbythe indifferent.In each case,thedis- everyonetakes away fromvideo- taping -processissecondonly to parity between one's painstakingly tapingsessionssome measure of the nervousness of the teacher about assembled self-imagination and truth. Even teachers who do not to confront his or /her taped 'sell. the 'videotaped imageisstartling. appear .tobereceptiveget some Once the tape 'begins to unfold, the TeacherS who' think they intimidate kind .of insight. The main drawback teacher is subjected to surprise after studentsfinditudents-intimidate is that the truth gained is not altvays--, surp\iTise. I had always 'imagined My them. Self-accuieddawdlers see thetruth most Worth having. To teachingto be -linedwith ong,. themielves'dashingattopspeed 'catchacosmic 4glimpseinto- the -awkward: _silences,duringwhich thrOUgh theirlectures.Everyone extent of one's baldnessishardly failure hung heavy in the air. On gets some shocking truth: -.aworthwhile goal. On -the other the tape, though, .31Iences were short The worst reaction, to tapingI'-.hand, to discover that one is not andriot _oppressive.Infact,'the have heard of was witnessed by some demanding enough of students is a teaching center consultant suggested ofmytape-trainedteachingas-. productive insight : that .Can 'benefit .giving: students more time to formu- .sistants.A historyprofessorhad claisroom sessions in the future. lateananswer"Silence-isa good-naturedly volunteered to be the- How can .videotape be made a powerfulmotivator."Thepicture object at whiCh they could aim their source of self:revelation and not just I had mentally' assembled of my own novice rameras. Everything seemed a'fault-finding, magic mirror? One classroombehavior was alsosub- ,t be going line until the historianaid is the presence pf a sane indi- jectdtoquick' revision:.Ihad 'viewed: the tapes. "I'm bald!" he vidualtoguide the self- observer imagined a woman clinging.: to her started lamenting. "I never realized throughtheMomentarymadness lecturenotesasashipwrecked I.. was so bald! Why -wouldn't -my generatedby watchingthftapes "T . survivor 'grasps ta plank. The tape wifetellme!" The 'teachingas- The Second determiningfactoris '- shoived a woman walking about, sistantscotildnot redirect his at-the approach of the person who is looking studentsin_ the . eye,and- tention. to matters more intimatelytaped. A lot of people do not care -only occasionally looking at notes. related successful teaching.. tobe told. anything 'new 'about their Inshort,the mosaic of. myself Instead,' they had to reassure himteaching, not even when itis their -teachingthat'1- tra, preYiously as- that he was really not so bald and own image th.at is doing the tefling: sembled from - available information that a bald man could also be im-.They sit "there, grimly_ assigning a 'had net been `an accurate picture. pressive:: Eventhemostsensible minu s or a pus to what they observe Becatoe of the informationI had teachers can 'turn. into obsessed :Men on the screen, and leave in a state been getting and using, I had spentand women when theyfixupon,of- "that's that." The link -between a be ofeffortsolving''' imaginary:some detail of appearance or .gesture. the' -session they haVe. just obierved, problems such 'aslong silences, a Another typical reaction: is con- and -all the future sessions they will coldairof pedantry, and ,the sternation over the disparity between teach escapes them. "I was surprised absenceofanimation.BecauseI one's previously-acquired' self-trnagz to get off as lightly at I did," said was notgetting and using better.'andthe_ tape.'Thisdisparity can one such observer, as if leaving the information,Ihad not considered help teachers redirect their -remedial courtroom after sentencing. - snorepressingproblems.Forin- efforts.However,it' can also turn Itis hard to think of the 'video- stance, I saw Student's ,who were not .into a trivial business. One teacher-_tape Camera as merely; a. toolfor contributingto sCussions, but spent his entire viewing time 'noting getting information- about 'teaching. who obviously could shave done so in exhkuitivedetail the pointsTo an excitable human teacher; 'it if made to. Some students' seemed of difference between: what he had'seems that Big- BrOther has .come . continually 'On the yerge Of raising 'a pictured io himself 'and what he was .intotheclassroom,.Iget enough hand to answer, but kept lOsing their .seeing.Thesebitsof infOrMation-veritas .,out Of my video 'sessions to Courage. It daWned On me that stu- seemed ..tofascinate himfch- -their plan to repeat; the experience every dents who seldom contributed could number and variety, not as a basis semester, yet 'I have the, same iieeri- becalledonbynamewithout for thinking about his future teach-seated dread of expOSure by camera; 'brir'gingabotitanembarrassing ing. Again, attempts to Move !him SoMething Urges me to "quit_ while

situation:- At first: I was afraid these toward a more productive reaction you're ahead." . recalcitrants- were. going to'die of tohisaltered.perceptionsfailed. Given the unique power of video- Shame andignorance,but t: they Such instances make apparent the-, tape, thereis no problem in pre-- turned out_ to be justas able to necessityof distinguishing between sentingteacherswiththetruth-1:- respond as their braver classmates.}the important and the trivial. about their teaching. The....pr-oblem, Viewing the tapes made me see the My interest hi videotaping arase,given human reactions-Jo video self- needtopushmorestudentsto because I wanted to get more- truth images, is how -1"o make that truth participate. . about my teaching than _could be assimilable arid productive. . .; a2 FR441111610"3414STRUCP04-3 TEACHINIG:. PPROAC H 4.

learned more from a tape record- 1. Identifythe particularteach -. already exists.'.. Each is designed to ing 1-mad of 'my class than I-had ing skill(-)r set of skills) you want nieasuresome aspect(s)of . clasS4 - . room behavior.It's to you to in ,eighteen months of talking with to &writ.. . my supsrvisor. After all, you- can't .1".. Determine a specificstrategy. fitidaninstrument thatmatches very well debate kith a- tape re- for Observing those skills. _y-our particular interests.. (For a' look corder. It's -q11 there on tape, the 3. Select your equipment.:. at an instrument that'sespecially simple. to use, see. Figure 1.) - things you. remember 'and the things.1. 4. Schedule, your taping session., you'drather forget."Comments 5. Set up for the session. ;, - ofa.sixth-grade teacher' -5: Tapia sample lesson. .. Select your equipMent 7. Playtack and analyze the .re- It's; impossible to overemphasize Along with this, sixth-grasle cording this step.. Whatever type of audio- teacher are many others who believe take a ' brief look :at each of tape recorder you °Choosecaisette, that the tape recorder is invaluable these steps. cartridge,orreel-to-reelit's im-- portant that you select your equip, in' self-evaluation. In the last- ten . . 'years, alot has helm written on the Identify the particular skill (or meat carefully. Many'? teachers 'ace. useof . audiotape and _videotape set of skills) you want to-observe touse' audiotape -equip- ,, This first step may seem to itate..ment because they" anticipate a num- . recording in teacher training Both, provide teaChers with- the opporni- the obvious. But the -fact that this bee; of technical problems. For the nity....AO_examine their- teaching and--.. step . is "so .makes itcritical. Most.. part, these problems boil down You.. needs4o begin with a dear to ,one _basicprnblemthe thiCro- tape 'recording has the --a-diantage-of_2_. sense.ofyeti'robjectives.What letting teachers see as well 'as,. hear spe-eifie...skill or skins do you want The microphone tends 'to-be the what happens in the classroom. But to observe?.--lf--you try to observe. weak link in an audiotape system. audiotape' recording has some dis- too 'much at once, yott-risk being A %umber of.mantifacturcs -build tinct advantage& Audiotape equip.%superficial. T: Bynarrowing .quality microphOnes.into them -is reasonably priced, easy to perspective;,youcanfocusyour otheryilse, good.equipment. Four many, users, this 'aiiy be acceptable. - . use, and generally"enerally unobtrusive This .energies more etfeCtively.... -last point, in partieular, is important. . Nevertheless, tor- your purposes" .the Many teachers:are 'hesitant to use a Determine a specific" strategy for microphone is criticpl_ So be sure to , - . be- 'VTR setupbecalise theyfeelits observing-those-skilbi check. themicrophone closely Onceyou'vechosen your ob- fore you selecttape recorder. presence will'disrupt. students.` In jectivet, the next, :step., is to deter- contrast,.thesightofaudiotape You may.. alSO want AO Consider equipment is so common nowadays mine a systematic way to accom- the use of additional pieces of equip-- push them. For etample, you !night ment. One' highly. effective, arrange. r.;" in- and out of ...the classroom that question;. it- generally -goes unnoticed. 'AM, of).,wantl., to . analyzeyour ment includes a wireless. microphone. course, the cost factor is also, im-asking skills. One approach isto and an FM tuner connected to a . taperecord a lesson . that highlights tape ,recortier:3 A wirelessniicro7 portant. The _relatively low price of FM transmitter. good audiotape equipment compared these. skills. An audiotape would .phone has a- with that of VTR equipment puts '-certainly provide. a lot of raw data As you speak, -the microphone con- - it- within' the range of almost every- oh your behavior. .But the rawdatal*vertsyourvoiceintoelectrical. by itself is- not enough. -You need. , s. E ' sr-13091- some. way _of Orginizing and.under-1 ... For the ;either who's interested' I "'You may want to look at Mirrors for Be- standing this data. . : inself-evaluation,audiotape -re- 1-1.0 '''''r. tx.c.; '4--'''.'olutZe anth°,11Y.,heof l'aslr°anthology°?'2 _ . ..With this in. Mind, you may wane cordingis effective and inex- to select an observationinstrurneni._.-indudes °n2b.;71struMenenitss.: that ,represent a pensive approadl. B,ut hoiv should variety of approaches in the affective..and to use when You_Listen to. thetape. . you go abourplanmng it? Basically, Very briefly, an observation instru- cognffivedomains.. Simon;Antic,. and .11oyer, there are seven steps 'you'll want to ..Cil; ed. Mirrors for Behavior,.Philade4s/na: ment. isa behavioral checklist:It Schools, consider; ,, . Research f,67 Bettei 1967" helps you. to identify and-- etaccify.: . .,. -. the!typesofclaisroombehavior 1.. 2 For a fascinating looh at what :tan be done . Com- with this equipment, read Wireless Ohms:- ationfor 'Educational. that you hear On the tape. This; munIcalions and Technology 1975. Re- 'vat"- bytlohn Herbert. and John Swayze. provides.E , -basis . for printed. !corn the Instinchoilal Resources knowledge (John Herbert and John 4Wayze. Wireless .. section of audiovisual instruction, 'April .analyzing your skills., Observation. New York:Teachers 'College, .19964. }' . A number of . such instrumepts ColumbiaUniversity, LEARNING VIA TELECOMMUNICATIONS 33

may never get toit.Since you're xt This- Observation instrument is designed to help teachers recognize a number the only one who will be listening . of habits that interfere with their interaction - with students. The instrument to* the tape, you should not feel is reprinted with permission from Margaret Rector' and Douglass Rector. The pressured., Choose. a particular -.les- -Gift is Given. - Dunkirk ,-New York: Easttow1)-Press, 1974. son or class: period .`that you know presents' problems.If you have to .1. "O.K." Your Coun -Total Note: This phrase' is much used by help, mg teachers: It can be a weak worryabout a -microphone and repetitious acceptance answer, or;. wo yet,. ask itudents to accept . youmightchoosea" lesson. that what is being said or done. Substitute-other words,or praise!- doesn'tinvolvetoo much moving \ around. If yOti're 'using' a Wireless 2.. "All Right" Count ' Total . microphone, you won't have that Often overdone. Try for variety. vs problem. In fact, a wireless microphone' was even used by a gym 3. Other word repetitions, such as "Now," "Good", "Fine," or "Right." teacherwhiledemonstrating exer- Which one? Coun Tota ' cises to her students! , Count Tata 4. 21/4 As for. your students, you knoW 4. Often-repeated mannerismsfacial, - head, hand, or bodyanything from best howmuch,advance warning hair-patting to'grunts.. theywilk. need. .Y6u might even Which one? . Coun Total feel "thatit'sbetterto waituntil. Coun Total theday you tapetomake, -your . - announcement. - 5. -Repeating or rephrasing questions, usually a beginner's habit. This is a time-waster, andmonotonous.Worse yet, it encourages inattention the Setup for the session first question: A good question is one that gets an answer', Perhapsthe;single most -.im Count Total, portant'. point. to. remember in set- . 6. Routine or regular repetition of student aiiiwers, for no purpose except.: itAing< up yourequipmentisthe . to repeat.. Don't count, in this total, ansWers that are repeated in order to placemenkv ofthe-niicrophone,k.. PRAISE, or USE' in teaching, in- Order ..to give indirect .praise. ROUTINE Generally:it's not a good idea to AND REGUAR REPETITION OF STUDENT ANSWERS' MAKES THE , place the microphone in an open TEACHER THE SOLE. FOCUS .OF ATTENTION. IT DISCOURAGES spotin,, the clasSfoom ',.(unless you . STUDENTS FROM LISTk TO EACH OTHER; REACTING TO want fa hear a recording of books EACH OTHER, OR V,AL G EACH OTHER! shuffling and papers rustling). With Count ' r Total mostmicrophones;therecording . .. qtiality falls off dramatically as the 7. Phrases such as, FOR ME, TO ME, or / WANT. -If you say them because i'distance between the' audio source .you- want to, you are apparently trying to make yourself the center of the dassroofn universe.1;,* you don't' want this, WIPE THESE OUT. Say, andthe microphone increases. instead, "For us," "For the group," or "For yourself," etc. Consequently, you -risk. a garbled-- Which? Count Total recording.- unlessyoustayrooted Count - Total near.. "filemicrophone.Andeven, then, you would have '-to watch your 8. Teacher interrupts,Or brushes- off, student response. Count any- time this head movements to avoid variations happens. in volume. Count Total Thereareseveralalternatives.. 9. Students interrupt each other,or the teacher.' This is a student action, _The first and most obvious isfor rather than a teacher action. you -to wear the microphone either Count Total around your neck or clipped to a belt or pocket. The principal draw- .-- 10. Was any other- annoying or repetitive habit missed? back is that the length ;of the micro- What was it' ?, Count Total phone. cord determines your mobility.. If ithii restriction doesn't prove too

Figure 1. SamplebservatiM2 Instrument - - inconvenient, thete clinive should work well. And, of course, if ..yoti t- havea -wireles§microphoneat signalsthatare thentransmired. fairlyaccessible.Wirelessmicro- your disposal, the problem isles- These signals are picked up by the phones cost froth $20 . on up -and sened. tiier-thaChas_been set at the same represent a good investment for your frequency as the microphone. The school. FM tuners vary in price but ..Tape a sample session 'tuner feeds these ,signals into the are generally available_ If it'S neces-- Make afew. quickoperational _tape recorder where they are re -- sary, you can .sUbStitute a, battery-. checks before you start taping. This .corded on magnetic tape. powered FM. -pocket radio for the - is essential in any event, but par- This arrangenient has a:- number tuner. ticularly so when you are using a of advantages. if you ever felt that , wireless.microphone.Ifalocal a :microphone cord was chaining Sched le your taping session FM station broadcasting on 'a you to one spot, this setup is for If u waituntil a "normal" frequency dose tothe one you've YOU.' In addition, the equipment is schoolay to do your taping, , you chosen, you may end up with a very . .'. , Re/3P4t3 ii104L1,4 Uth0 VISUAL INSTRU97703 t .p, _ `strange .-recording. The process- of listento no more than aboutis impression of yourskills,- retuninglour microphoneand minutes. Those minutes will provide ;atm a, 'second time, using an tuner is simple,,, and well' worth'-yau with agreat deaf of information, -...bscryLd. w:" inQtrtiipenetogather ..-the effort to check. and_ it will be-easier _to direct your snore detziled'informarion., energies _than if you use a longer. Whateveryour approach,, your Playbackand analyze. the'- section. tape should provide you with some recording Thereis no set procedurefor ,interestinginsightinto a tremens The firit- couple of --timesyou listening to your"tape.You may7-douslycomplexsubject,-youk play back a it is advisable towant tolistentoit once for an teaching.

. . \ ul-EARNING IAATELECOMMUNICATIONS, N.-YOURTCOREIGN

The:-foreign language teacher who check with the broadcasting station .Techniques' ,wanes to 'bring live foreign language to avoid possible copyright violation. . The initial steps involved in put- hroadeaSts -directly into theclass,. - - '-Coom. will :find-it useful to try short- figure 1 wave. listening ...(SWL).1 : some eleinentabtr knowledge, of sliortivave Meter Fiends. Megaherz (frequency) 6. V .9 11 15 17 .21 .25 , .receivers and antenna con- . , satiation:. is: realliprieceisary. 1:here/are.over 3,000 short - Antenna - ,wave. itations.;;:inthe world, wethe. One factor in achieving./, good re- foreign language teachers -=are ception of a shortwave program-_ is ting together . meaningful .imit of ...terested. in only about a dozen of the density and height. of the iono- anindividualized,subject-matter, thern. This' is for a variety _of reit-sphere, which' reflects fadi6 waves package include the following) (1) sons,:priinarily relating to the-Watt- back to the earth: AnOther impor- Write -a script of the broadcast yOu -- age of the transmitter or perhaps,tant factor. is.. the use! a, proles- haVe taped. (2) -Write out qUestions based: on these recordings. (3) Write. the time of the day. . ''Sionally designed shortwave. anien- outthe perrormatiee- Objectives of .Of: the 14 international and do- The antenna lead`-in wires must .each learning unit ob recorded -ma-. 'nestic ishortv`wave. bands, Only two alsobe -appropriatelyshielded.I I. three will beeof use at a particular hasi'esuceessfulli., used the Mosely terial that has been '. supplied witha -.. time of the year Don't become awed SWL-7 trap antenna.. kit in several . script. -Make .ithe description as Sim-, by; thei-;magnitude of SWI. options, schools- for __reception .on. :the 1.1 13; aST Possible=although "7`allfour' because only a few of these pro-,16, 19, :25, 31, 41, atid49 meter parts (purpose of the behavior, de- grams are of sufficient' quality for bands. Any. -.Seasoned ..high. -school scription .!of the' behavior, the condi- your;,.students" use. Any local radio radi6 amateur could put this amen- dons, under which -they. are to,;,,occur, electronics firm should be happy to kit- together in less than an hour and the criteria by which theyare with you the concepts of the price'of the kit7ii quite to be eyaluited) should,- if .possible; :,selectivity;' searsitivity,-and stability. reasonable. be-. given-. (4) Let the' students-read -- the script out loud. -(5) Extract- key .- If you pn't6 buya Shortwave radio , t for ekiesroom use, members of an .*(audio)- sentences: or phrases flew .amateur high sebOol or -college dub.AdNiantages/ . the broadcast;let she students -Shortwave listening offers. many Peat than ..after the announcer,`.let should ber. able to eXplain the audio signifiCance of these terms.- advantages// to the foreign language theft :Compare- the differences 'in in- .. class? (1)It providei practical tonation, stress, pitch, etc..' Use the 'formation: (2) It is alive. .(3) It is*. pause button if :needed to ,teinpiorar Wavelength . entertaining.(4)It 'represents ily stop the tape. .(6)' Ask- for syn- The .numbers Figure 1 should'additfon: to the foreign langua'ge..,(5) be learned' by any tOcher who wants onyms, antonyins of the Vocabu Ithas, superior interest value.(6) lary found in the script: (7) Write. =to the. shortwave radio for pro- Current events brOadr-i-os: contribute .brief -dialogs using the script "i' as grim dubbing .pUrposCs:. Daytime to the learning' of a meaningful 'vo- listening-Or dubbing :siw.uld be Em- snurCe material: (8) 'Ask qUestions, rabu:lary. (7) It Is. the language used . ited to the higher .frecrieneies. Diikb- based on these dialogs. (9)Provide and -heard by the natives. (8) The foraquesticin-and-arisWerblack-. ing can be done in the evening hours GeStalt image is kept intact: (9) Cul- , you are listening on the49, 41, 31, boardcontest---boy-girl,leftrow-. .-tiii-al 'tidbits are offered- daily....(10) right row; ascertainthe . or 25 meter -bands. Before 'dubbing.4t provides a variety orinb:thations, any commercial programs: of dramat- 'champions ,-Of the day:',Use the script expressions, :* linguisticphenomena,., and the recorded radio broadcast for ic or literary contmt, be sure to voices, subject matter, 'affective do- reference. . ain 'learning :areas,novelties, 'Renee S. Disick, Inefitidualizing Language; "Totting &strut! ion: Strategies' and Methods, 1975. / achievementexperiences, and eir- ricular innovations. , - In spite of the- fact that foreign .. . .- 'for. :Educational, - .7Reidunann, E., ed- , .'"hoiv-t-Wave Radio Viatoidatioe. Corn7 - Language Teaching" in The Teaching, of titinkiiiiionts. and Technology 1977. Re- Germimt1970, pp: 304-396;.1Gvers, 77Ie P*. . -.. .1:14111*1 from Audiovisuallnstrirctforr, May\chologist And the ,Foreiri Language Teacher,' 3Diesick and Valerie,. Modern Language ` .Classroom Techniques: 44:11afidbook, 1972. S A^ 7 . - _ guag teitingaor.-any °the's' forM F.'%Iglich word is related in thought to ceivers and . the Foreign banguage.' Of educational measurements for-that _the group of words at the left?' Under- Teacher," NALLD- (October 1971), matter is "not 'Yet an-exact science, : line it. --/------' Pp. 37-42. 41'' . we nevertheless': have/ certain "in- : I. dress . (1) .Due attention mus be .giklen 5-77 - coat cooking, dancing, clothing to -the selection-8f- the radio,'tog -.fl tnixiiC,0,1111--ans to 'llatg°°& test shoes int in:, a foreign- language is all -.data,and possible class , use of 2. snow SWL. (2) The receiver. should abouCt(1} We want as many target.., rain mountain, weather, wood language test items included .as have AGC, RF, and AF Controls .- alit) we do tiop want to; rely 7 (3) Visit a stirpltii store for radt):!. .too much -English-to-target-lan- Annotated-Bibliographit ° bargains. (4) See recent .issues guage exercises. .(2). We -wouldall . Jerrold B., "How Short- . popularelectronicjournals to use more' graphicsrepresenta. waye _Radios Can Improve Teaching listing of .times and freqUencies lions, piettu=k-draniatilationS, para- .Effectiveness,"EdticalioiralTech- when programs are on the air. -: phrasingin thetarget language, nology (October 1971), pp. (5)Write, if_neeeisary,--tow. the. . synonyms,- antonyms,cognates; The shortwave radio is a 'useful embassiesinWashington,DtINk idioats, flashairdi-Oournal cutOuti,, . tool -.thatis' not being, teen ad- (6) At Marquette. UniversitY, the 1 abssivord nuzzlei,menus;_- vantage- of .in many :school sys- Hammarlund HQ100 radio is be- and-iiiiiiir-iither testing optiqns. (3) tents.The° radio costisunder ing used. (7) Voice of 'An-lexica Testing should deal, more with prin-'.:. $400,. thus making feaSible to (VOA)broadcasts- in ;Germa ciples of semantic knowledges and bay for most Schools. Joiwnaliim,. daily'at 7:45 a.m. on 15MHz. (8) skills, and.; less with ''specific points history, and -many Other Radio. Canada transmits Gernian:. grammar=-- enunciated :in English. subjects Might govate time' to the at 11:45 a.m. on almost the same For example: use of the shortwave programs. - ,frequeneST,(9) 11 French may be The value of the shortwave ra- heard throtighotit/the day on Ra- it. Write a sign if the list of *lords : have the same meaning and a ÷ sign if . inthestucq...,?!. foreign lank- dio Canada. (10)' Spanish is trans= they areantonyms:'_ .guagesisunmeas-urahle.Pro- mined daily/by VOA, Radio Mac- grams originating ists-7foreign coon ico International;' and Radio Ha- 'morning, evening. - 2.- physician, doctor tries-can _familiarize students with / vana on the 16MHz freqtier cy.. phases they niien 'never find in a (11.). Radio Mexico is on 9.765, textbook:f-, Hearing--.-the news and 11.770, and ?1,704MHz .frequen:- - BasicS*1..Frequencies. _ political,Opinions of another court- 'des. , 13 Meter Band...21,450 td 21,750kHz trY can bring a 'student Much clos- 16Meter Band . . 1.7,700 to.17,900kHz er. tojhe language being studied. Mohr, William; and .Dale Lally; I :19 MeterBark. .15,100 to 15,450kHz Since3.many of. the more clear pro.."Teaching German via Shortwave 25 Mete _Band ....11,70n011,975kHz grains come through in the even-. Broadcasts, ".'Modern Language .31 Meter Band: -_, 9,500:io 9,775kHz ings, _programs may be taped. for Journal, Vol. 57. (1973), pp.119-124.--- 41--Meter Bane'. 7,100 to 7,300kHz later-usein the classroom. _ (1) Reports on a summer schOot 49 Meter Band .., 5,950 to 6,200kHz By :contacting, foreign language experiment-. in 1971 that inchlded 60-Meter Band .. 4,750 'to' 5,060kHz ratfiostations,teachers.cap get are SWL unit. (2)Unit goals were SKIMeter Band .. 3,200 to 3;400kHz ilk . 'copies of the schedule for- the to enliven the curriculum, to bring' :- month mailed_ AO °dein 'ahead of contemporary speech anti'. topical E. Underline the words that are asso- time. Some of, the AM stations. in materials 'into The_ classroom, to the larger -cities the United data al4oughts: integrate-,conteinporaryl. - speech I. dentist, river, heart, Icier, pain Stares may also be :heard' broad- intogrammarinstruction,to 2. piano, wine, play, week, horse , foreign languagepro- train students to listen more. at- grants. These programs- are aimed tentivelytospoken German. in.' C Underline the words that are an- . -at particular ethni0-grou io the longer breath groups arid various tonymi: community. -- . intonationpatterns,toprovide .. I. small, fats tall, skinny, old Motivation to continue with answer, eat, the, ask, teach Kirrnan, Joseph- M., "Listen in on man linguae study, and to instill D. Underline the wordi that any syn- the World withShortwave Radio," a genuine feeling of confidencein Teacher (Apiti 1973); pp. 60-12: the students in the comprehension I. pretty,' to be sure,' red, attractive, ,:(1)Subtract, -the, appropriate and_ oral production of the Ian- blue number of hours-from Greenwich guage. (3) Sources used were Ra--. 2.laugh, smile, get up, ski, run Mean Time (GMT) for your area. dio, Canada, Voice. of America, (2) Write to ihe embassies of the and the `professor's taped record- ' E. Underlinethe = wordsthat . would countries or beat consulates for ' ings made when he. visited' Ger-, complete the Seritenc,s. properly: . times and fiequencies of the short- many. (4) Radio Canada trans-. et.1. Six . times six'. es. (thirtyz )(sixty-. wave broadcasts' that you ;-may mined at 11;45 a.m.. on 11.325, (3) SWL , .'There are (seven) (seventeen) .days. hear' in_ your locality': 17:820, and 21.595MHz with 10- ,in a week.' automatically, maintains-current' minute. newscasts.(5) Voice .of If contene information. (4) SWL re-: America transmitted at 7:45 'a.m. t quires little or no care. on 15:325MHz daily.. (6)The .4Valette,Modern LanguageTesting: A . . topic of thefirst day was 'basket- . Iitabwk, 19714 German 'ctu741'47.-Janu- Lally,Dale V., "Short Wave Re- any 1952, pp 27-32. ball and 'hockey (by chance!). (7) LEARNING VIA7ELECOPMUNICATIONS 37

Med in Radio Transmission F. Spanish Frequenze Frecuencia =Baridedefrecinence Frequenzband Banda-de frecuencia Kiloheitz Kilocidq H&c. Radio oyente - Programm Programa RadiocliffuSion Rundfunk.. Raclioclifusora Onde courte Kurawellet . *Onda coria

_-lei - }Her ifs' Aqui Kurrzwellensender Tranimisora Longdenr d'onde. Wellerdinge Longiiud de onda . - e. ranimatical_ 'extracted -ou. (8). Duplicate ihe tape script. is on the 16, 19, aficr.:25- :meter chided indirect discoilrye,. passive 19) Make a list of vocabulary and bands during the 'day. -(11). Write..

and Word order in *depend- recurring each day. (10) to Deusche -Welle, D -5KtilnI, . ent clause's.; (8) written. Use rpm _minutes 'of tape. for 50. Postfach -100 4414., hive your Aests,'...quizzes; and dittatiOill were. minutes of class time initially. (11) name put on their_ mailing list foi used...19) 'There was an- enormous. Afterthe recurring' idiomsare -program, sehedules... (13) Sackville.. "*.--expaniion .Of; vocabulary, indud- learned, a five-minute `:tape can New BrunsWiek,:relaye 'from 7:00 1.1ing. Word.S4as- Verseuchung, be covered in a 30- minute class . pin. to 9:10 p.m. 11 ;8651cHz LohniOrderunge period.'" (12) -The' extra work for on. the 25 meter band year round, ;and Matialanderathre.: (10) In test- "fie teacher includes tape duplica- and on 15,6651iHz on the,19 meter ing,_ primary .%eniphasis ;vas non, writing the'script, duplicat- band during the summer- months.; oral,withquestion -and- answer, ing, checking errors, testing and (14)Austria'broadcastson tiiiiltipleaioice,anddictation correcting,andplatiningnew '9,770kHz on the 31 'meter band. . items. (11). It was recoaimended methods of using teaching mater- (15)Switzerlandbroadcastson that all test 'questions besecorded iar. (13) A round-table discussion 9,535kHz on the 31 meterdband. . sothat the student may 'iiractice should be used to conclude each (16) Radio Berlin interrationa, the .answers ahead of time. (12) unit. from East Gerinany, transmits 'Onk. :All students showed enthusiasm Wood, Richard' Es.; ".Shomvaye Ra- 5,955kHzy,--and :,9,730kHz. ./(17).. . for the.program. (13) It. was .rec- dio as a Teaching Aid for German," Deusche"- Wel:,has.`,`Itur=iach- ,..ozaratticled that the units be made Unterrichtspraxis, -No. 1 (1972),epp. riChten":at 6:00 g.m., 8:00 p.m.; short; with a maximum of 10- to 36-41.. and 10:00 p.m. .(18) Beginning IS Minutes per- Oats hour. (1) -Live shortwave radio in the -German .studentstanlistento target -language provides a teacii- "Lernt Deut;ch-'bei der -deutscken enen,Melvin Learning mil-aid of unsurpassed authentic- T.Velle" at 6:30 p.m. and 9:30 p.m.. rench via Short WavezRadio and Aity and' directiiess;and temarkable 'ii the 31 and 49: meter bands 'French Review,. Vol. student appeal. (2) It is iniportant (V?) Radio Canada International,. 46 (1973),. pp. 1478-1,183. p to differentiate between shortwave from'Montreal,transmitsfrom This article describm a -pro- radio-and amateur radio. (3) West 10:45' a.m. to 11::15. a.m. the gram atsolgmano, Fl.Ign School in Germany, East Germany, Austria, 13, 16, and 19 meter bands, on St: -Pauf,`MN; which received a and Switzerland offer bioadeasts 21,595kHz, 17,820kHz,and .*:$500 gram The study of news in' in both German and English. (4) 15,325kHz. 120) -.-BBC, LondOn, depth (analysis of; French' -foreign- A radio should cover the 13, . transmits- throughout the day. '(21)

Policies, etc-) was rejected by the - 19, 25, 31, and 49 meter ;bands. I-ICJB; Stimine der Anden," students. Other activities under- :(5) ""Et_veningbroadcasts canbe ,from' Quito, -Ecuador N.B. comes

taken are listed here.1) Write to heard, on the.25, 31, and 49 Meter . in loud and clear every night. (22) the radio stations or.the countries" bands': (6) Deutsche ;Welk, frgm Radio..Mos44ow.. (23) Radio Japan trarsmitting in French. (2)' Sweep Cologne, transmits 'every evening broadcastsat10:00a.m., on the = frequency _bandsbands, ..thiClughout from 5:00 p.m. to 11:10 p.ni!. (7) 17,825kHz and 21,535kHz the_ school day: The day, 75' Use the 49 meter band during the (24).. RadioPeking.(25)_. Radio stations Wese-logged in- (3).,con- winter :months.(8) bsterreichi:s- Cairo. (26) Before you buy. a ra-' ;,:;cesitme On newweatfier, Sports Cher, Rundfunk;fromvicuna, -piease .Consnit with a .person r -results,- etc-, and .don't.- tackle... transmits on 6,155kliz from 4:00 who knowssomethingabout rural iirograms'Of literary analy- p.m. to Y ;:00 p.m. (9) Deusche SWL. (27) For proper antenna Ski. (4) Tape what -you kienz%. (5) Welle transmitson the 31 meter construction,write' toDeuscliC '="---W.-itcits---ioui.; for Impedance mi bandon 9,5651cHz at 5:00 p.m, on Welle or, the. BBC for a brochure. match (6) PdPlicate 'enough -tapes 9,-6051cHz at, 7:00 p:m., and on ,(28Y Rellard. only -. those broadcasts Or -cassettes- snShat each student_ 9,735kHz at 9:00 p.m. (10):In the that come in loud and clear. (29) 'haw one; (), Copy Alle- script-from summer. :months, use the 25 meter The professional radio announcer the *aster' taPeL---a very hand on 11,795kHz. (11) Deusche speaking his...native tongue is the -Asir local .resiclenta___-- Wehe, froin the Kigali -relay sta- ideal .target language 'model kir native French to p don. id-Rwanda, Central' Africa, the students at any level...... - .

4.1".t3;10=53.."14. FiiOAAtrosovesuAt OCK CA111 LPS T RICERS AT CENSUS. BUREAU . KAREN HOPE DEFAZIO

. .f In WO, the first offl-count of,144rner;:::' ." furthermore,- computet ,operators whether responsei are correct.: or in- karts', turned ;UP slightly kss than four -e.,74'woric -three nontotating shifts; correct and Also, students 'may b?.. say,4c.mlegrirg means that: training .classes----must be bebranched __too remedial 'sunder 'half chi .nurriber7ohpeelple rah''' ...condticie.tAttringall lived in threeshifts. depth instruetibn according to'o:needs the New 1'64 The hurdelf_on thefoul-nonpro-- or desires. 'area in 1974. . when ta.Bureau.-4.the Census.. be_--gtannng instructors, who must ..teach 4' . r gins its 20th deiennial' count,: ..100, *. many as "fa' courses per semester -it take- a lotmoreihan,fteisttalions . each oftlithree-shifts, Cooperative stEi . of head;cOuritersto gather the many. Prospective 'Progi-amers. .haVe spb-. -Because the Buleau was already. ,kind, of data now neede$And.sO,.. the' ciar needs. New employees using. a' cor.figUration. of UNIVAC Bureau of the Census is turning We must learn the computer -languages' -conspu andheciuse-' UNIVAC /ate.st-' methodiof colirltingad Bureau . some Of which ihkro. actiGely -.involved in. CAI, that .tsgehing peciphfhozo4o4o it. have6i-en7nodilleAltofit--specifie- cbmpany was selected' to support the major effortis underway to Bureiu reqftirenients: is.difficult, CAI effoit at Census. the one CAI . .. . A.develop a computer-assisted in- if .not impossible,,. to leain these lang- tcrtninal UNIVAC was suppoi-ting : structioii (CAI) system. within' the. uages through ori-the,job training: at that time, the Uniscope-100, was CensusBureauinWashington, Beyond theseilkunediatcneeds found to be cadeqUate for our needs. D.C.; One of the largest data col- arethelearning- and, implement-' AJNIVAC,;shose the Census B-u- lection and data processing -Orgaiii--:-ing-Tof- new techniques that are con- rean as one of-three test sites for the -zations_ in the world. It, employs over:scantly being developed- in the ,:com7 implementation ..of- ASET

400 people. juit to operate and Main,_ patting reel& These are taught .(Author' System foc. Education 'and'. taut. the computing -equipment used continuingeducationcoursescon Training). This neW-. CAI language, in processing Census jobs: . ducted on a semester_ basis 'dutch like developedby UNIVAC, combines' - - fortraining com- a college curriculum. ar i greatly enhances the features of J !niterOperalion.s personnel and the - their 'earlier languages. _.t.&10---this 360- prOgrainers'-;znployed in the-Bu- cooperative effort, :computer software How CAI Can Help reau.isin.the Training Branch,-: for ASET would be provided without Investigation led to the _conclusion - located.- intheSystems', SoftWare . 'charge in exchange for._ help in de- instruction Division.' The Training Branch con- thatco nstruction bugging the language. would hme p.meet many: Jraining sig..; a fourfull time -eprogramuig , instructors,four Jull-time enonpro-.7 needs. Pne. hope was that, CAI, , . .graming instructors whin train those which- utilizes a computer; a curri- beveIopmeitt of CAI Training 'who operate the computers, and the cuIum developed for or adapted to Since' its creation, the CAI Sec- atermipal 'newly crested CAI Section.. theconiputer,.and- don the; Training Branch has through which the student. interacts-. been , headed John, Luther;it ! BOrean Training Needs with me system, might, reduce 'the now consists of two eduCators and a The Censils -Bureau has numerous wear and,'on, the`fourtear. initruc- computer engineer. Their major re- training needs in the torsof nonprograming -employees. 7 -. sponsibility iscourse development: Although CAI" is often considered and evaluation. Lesser ations.',area, mansrof them Critical. New employees must be trained to not to be cost- effective, minimal in- ties include traihing other instructors vestment- was needed inthis case. and assisting them in :course d oPeiate equipMentBecausecoin- '. Since. the CensUS Bureau proeesses- CAI strategy and coding, and eval:. ....; puters -can \becOme obsolete after -as / ectti4)_. ' ',I:nog:, of its data on a -confi. guration....tiation: . little fives'years, -i i-...... , laiiperipherals are constantly of three UNIVAC 1108's and one.-.,...,-.-. The 'firit CAI effort. was directed enhai.kernenti_ UNIVAC ..1110 only ,,a Iew rentalf;',..',Xoward computer operations perSon- 'being , acquired, - and modifiations- are Often" made iln terminals were needed: - nelthe people- Who con-i - The generally- recognized advan-oputers: iTheir job. situation a a '- existing 'equip:dent:: People must. be ,.7,, tages of CAI also -entered into its particularly welt. to CAL, The ,first .. trained to operate this 'new or im- . . . selection as an instructional method.2. conrie: !addressed -'computer console Er:67edetiniPtheni- ,...... Students 'learnattheirindividUal' -.operation` in general, with empha.Sis-.: ..0Ass.pcation foi.,:Eclt.:iiional-corn_ eaves,neitherrushed. nor delayed. On' diffictiltsituations tkat can de7 4nunieations: and-and Technotody 1976: Fie-:',: by , other..students; ,studentsare , velop during, the 'processing of Ceni . printed'. trdM Instruction, active in .ttielearning situation. and; efts data,(production , rusts), which Aixii 1976.. receiveimmediate cleedback: as to ;e:oniprise 'the bulk 'Of dailywork,', LEARNING VIA TELECOMMUNICATIONS 39 and the procedures for overcoming for both the Uniscope and the com- student answer and- branching pat- them. Course f,or:mat combined con- puterconsole,' are quipped with ternsall' thedata needed.for 'sole simulation,questions concern- 'cathoderaytube(CRT) display instructional' planning.

. ing ,choices available, and inaly- screens.) It is anticipated that CAI. courses. Isis_ of answers and_ keyins (the re- will be develOped for use during the

- sponses to messages or actions of the The Future of CAI at the Bureau .1980 -Decennial Census. Programing computer). -' Some exercises required When the course is completed, it courses. will, be 'partially convened. only a, keyin;. others required 'stu- Will be presented to a test popula-- to CAI. Eventually, additional 'media dents to answer a series.of.qiiestions tion to determine whether the lessOn will be used with the .CRT display based on ,a :simulated console situa- is coherent and understandable and screen of the -.CAI terminal, Slides, tion. Each answer. led either to a if,everythingfunctionssmoothly. microfiche,vidootapesaudiot&pes, ;new queition or to the :presentation. Revisions can be made in the 'course and graphics. diSplay ..terminals 'can of new, data froiiiwhich to- make -if difficulties are encountered. After be used' conjunction with .this :furtherdecisionsand responses. students 'lake a course, the ASET tenninal. The future of computer- (Simulation can be--done' quite effec- language can supply the instructor, assiitedinstruction.;-at -;theCensus tively on at Uniscope -100 terminal, with' .progress reports, 'final reporis, Bureau seems assured. '

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40 IRlTERCONNECTIONS FOR LEARNING LEARNING VIA TELECOMMUNICATIONS -41

11. INTERCHANGE: A COMMUNICATIONS SATE_LLITE R TELECONFERENCING EXPERIMENT DAVID GREEN 'WILLIAM. LAZARUS

Project Interchange was conceived -ferencesteachershadsharedex-, Park; the Studios Of the Archdiocese as an experiment,. that would devise perlences. ideas, queStiOns, and of San Francisco. The color proditc-- alternatives _for 'rdisteminating edu- strategies on such issues as "Moti- tipn faciliti\there indude as studio, cational. innovations-. throughthe yatinz; the Passive/Reluctant recording deditingequipment, National Diffusion Netivork. Learner," and "Peer and Cross-Age two-camera single-camera remote The initial planning assumed- that Tutoring." capabilities, d -graphiCs and dark- o classroomteachers -couldsuggest In. March and April 1976, the room'. facilities. Any production can innovations to which the 'network regions held from one to threesmu- be transmitted live as well as re- could- respond.' Following finding' latedteleconferences.These simu- corded. .inthe summer of 1975, planning lations, observed and, commented on The television 'material. for CTS began with a_ series of 'conferences by the outside evaluators, were of broadcasts originatesat the ETV among a number of groups: great value in 'refining teachers! tele- Center in Menlo_ Park. The ITFS s teachers in the Torrance Unified- conferencing 'techniques. More im- signalistransmitted from Menlo:. School District, California, and in portant, the key teachers began to Park and is received at the NASA; the parochial schools of the Archdi- take control -.of the project in the Ames Re'search Center (ARC) at ocese of San Francisco with simulation -phase and to shape the Moffett Field, California, under the experts in thr Office of the superin- futuresatellite' `broadcasts- -sothat terms of an agreement with ARC. ten-ctrat'of schools in Santa Clara. they would -meet their needs. The for using its ground transmitter. The County and in the office of the state.;.teachers learned in this ,phase, fOr receivedsignalisdown-converted education facilitator at Chia5 State example,thatoutsideauthorities into baieband Video and audio 'chan- University. !.. often became authority figures who nels and': is interfaced with the ARC Then in late 1975 teacher-coordi- impeded,ratherthanfacilitated, transmitter system. The ARC trans- nators from- the two school districts interchange ,among teachers. When nutter output power. can be adjusted involved-selected"keyteachers" the actual teleconferences took place, to saturate' the 00-watt CTSpower who had demonstrated interestin such ,outside authorities played only tube. and experiencewithpersonalized small rolei. The CTS 'satellite relays the pro- ed ucation. Although planning fer the actual: grams to receivers in San -Francisco, In February 1976, the key teach- teleconferenam hid begim in early Los Angeles,' and Chico- where the ers,projectstaff,evaluators, and 1976, final preparations coal('not .figitalis'interfacedwithexisting expert, resource people met 'to -be- be completed until data from the ITFS and' CCTV_ systems come acquainted and to make final simulation broadcasts were' The and so transmiect to Schools. . decisions about topics raised at the satellite was launched in January, In discussions with previous satel- planning meetings. After simulated tested and positioned in February, lite userS, it was learned that it was teleconferenceswithkey.teachers and. eclipsed in March and _April. necessary °to overcome the delay of and project staff, each region began That -left May for i)rograming: approximately half a, second caused toplanits own localsimulation though teachers have a hectic sched- by the satellite transmission. In a broadcasts. ule in May, (the end of the school remote lOCatiim, .speakers are con- in this way, teachers became fa- year), three full interchanges were fused when they experience a delay miliar and comfortablewiththe scheduled for May 10, 14, and 19, in hearing their voices ',tome back on emerging technology of Satellite tele-, 1976. Many -other interested teach- . the television speaker. conferencing. During their teleo3n- ers watched the interchanges and.: In cooperation with the telephone

participated by: passing their com- company, a .standard t push-to-talk 1Ftmcls for Project-Interchange came from ments and questions. through. 'the handset was used with a separate Title III, DisseminitiOn of Educational In- local keyteachers. All key teachers audio line connected from the tele- -.novations,. Elementary-SecondaryEducation and project staff participated in an phonetothetelevisionspeaker. Ace. (ESEA). The Legal 'Education Agency evaluation broadcast on May 21. Thus, *hue the telephone is off the' was the Santa Clara County Supaintendent The Project Interchange Consortium .of Schools. Technical support came from Na- hook during aninterchange,the _ tional Aeronautics and Space Administration Committee also held one of its regu- person wishing to ask a question (NASA) headquarters. -NASA/Ames Research Aar meetings via satellite on 'May picks up the handset and pusli,z the -Center in -Mountain View,_ California; 26. _ button.Thissimultaneouslyacti- .Westiitghouse Comae:in:ion: the Public ServiCe cstiro..:Consortium (PSSC); and the Vet. vatesthe' mouthpiece', microphone trans Administration. The

via telephotie c-- problems(forexample,television erscould expand thismethod- of 711eacherS',comments are' 'than-sets not working or two or more teacher-to-teacher interchange. neled via the telephone line throughteachers' talking at Once) but these the Educational Televiiion Center inwere corrected by the time of the Evaluation: Objective Four Menlo :Park, to NASA's., sending-fa-finalbroadcasts. The teachers are A project management plan was city and beamed by satellite to all interestedinaddingtothetele- designed and carried out. This plan participants in the network., Teach--,communications system the capacity includedselecting(bycompetitive ers do not have to convene in ato participate 'in telephone or com- affirmative-actionbidding)two ex- central_ place in their school systemputer conferences between the satel- ternalevaluatorsfortheproject. for the programi;_ they can stay 'atlite broadcasts. Their formative evaluations played a ,their schools and participate through Telephone conferences have been significant role in the direction and their existing televitIon distribution systeni. Several audio rettu-njystems were Background of the Project considered',luring .the planning stages,butbudgetlimitationsre- Inthe,past 10 years there have room' teachers;. :quired an inexpensive-yet functional been great advances in satellite com- generate"teacher .specifications" system.Incoordinationwiththe munications technology. The advent forfuturedevelopmentof techno- telephone company,itwas found of synchronous orbiting satellites and logical support systems; that the least expensive and most the deyelopment of small,reliable,- plan,use, and evaluate theef- effective system would use a stan- high-powered devices such as NASA's fectiveness of the technological- dard telephone in the viewing ATS-6 ohave put communication via support systems of the project; and satellite Within reach of educators. . tions. The schooLs ineach- major The Conununications. Technology evaluate and report activities and viewing area call a Jocal, number. Satellite(CTS), a joint Canadian- outcomes of the project.- venture designed to reach Ali three members of the r:onsor- These local 'calls are "mixed with :- American tium- shared a longstanding and firth an audio mixer and the output be small, low-cost,. user-operated grouild comes one long distance call to the terminals in the 12 GHz band, is the commitment to: (1) teacher and staff newest and most 'advanced of 'these development; (2) systematic -develop- Menlo Park Studio. 'mentofindividualizedinstruction; -.satellites. Since' 1969 ithas been NASA's and(3) cost-effectiveapplicationof Evaluation: Objectives One; Two Policy to .encourage. worthwhile elect-nnic. technologies (computers publie-interest experimentation on its and television, for example). Program and technical models for Moreover, two school districts (the liveteacher-to-teacherinterchange 'ATS-series satellites. In l974-75, for example, dozens of experiments were Archdioceseof San Francisco and Via-,the Communications Technology carried out on .ATS-6 in Appalachia TorranceUnified)operatedfixed- Satellite and landline systems, were (teacherin-service') andthe, Rocky servi=instructionaltelevisionsta- developed and proved' ver;- sucteSsfult Mountain statescareer education). tions.It was the project's further Teachers communicated among -NASA provides y satellitetime and intentto experimEnt ininterfacing themselves and with the project staff exercises satellite command and con- satellitesandexistingground-dis-- dn. the studio and, by the end of the trol functions according to a schedule tribution systems. set up by NASA and the satellite The consortium membeis believed CTS' broadcasts. -weretelling C the that a satellite-based demonstration projectstaffwhatcontent'.,they users. A userorganizationisre- sponsible for providing resources to would help overcome teacher isola- 'needed and how they wanted it_ree-. tion while accelerating the develop- satellite hroac17, develop,operate,and- evaluateits sented during the experiments. NASA does not fund ment of teacher attitudes and com- I casts. user activity. petenciesneeded. forimplementing They were doing this from Tor- In August, 1974 a consortium of individualized instruction Thal would rance (Los Angeles County, Califor.- California schooldistricts submitted be .supportedby 'electroniccom- nia), to Chico (Butte County, Cali- a plan entitled "Project Interchange" munications. - fornia), and to the key teachers- and to NASA. The plan, envisaged Using On November 29, 1974, after a. review of "Project Interchange" by projectstaff in the San Francisco CTSto: . . Bay Area and back again. Their at.: the NASA CTS Proposal Evaluation develop a model for live interchange Committee, -the expert. -alt was 'ap- titudeS toward the project staff and about common- or periistent prob- proved for inclusion ir. the CTS Com- the. use .of CTS achieved and stayed lemsiiiindividualizinginstruction municationUserExperiments 75 at a high positive level. They pre-.' bygeographicallyseparated ''class- Experiment #16. feriedteacher-to-teacherdialogue

- LEAF84119V ELECOMMUNiICATIONS 43

outcomes of the project. of 1977.1 The content focus of Phase Councilfor.Exceptiotrial Children, The project was operated with II - was specialeducation with an the U versity of Kennicky and the minimum staffsize- andfacilities. emphasion integrating the learn- Edu Donal Televisilon Center) There were very limited funds Tor the ing dibled, child into the regular pla,cd a four-year project to use part:time staff, and the participatingclassroo .This portion of the pro- teconununications technologies, es- agencies donated use of their facil-ject was entirely funded bg the par- lly satellite, to promote imple- ities. Of the $145,000 total budget ticipatindistricts and consequently mentation of PL 94-1142 the Educa- . received, approximately $45,000 was lited in staff and number of tion. of All Handicapped Children went for CTS receivers,...related conferees. The two teleconferenc Act. The SESP plan 'envisions using equipment, telephone servicecosts, or-.Phas IIone among the P computer and -video Conferencing for and overhead to the Legal Educa- I key- tchers' and_ another beoeen the delivery of teacher educations and .. don Agency. At the beginning of the projectstaff and participants/ in a technical assistance to/ schaol distgicts project's search for funds, one agen- conferc ce on Satellites in Special as well. as the directi delivery .-of ser- cy director in Washington, D.C. who Ed non held at the U 'versitY of . vices and informationi to handicapped was knowledgeable about satellitesK ntuckywereboth *ghlysuc- childrenandtheirParents.The said the project couldn't be done for sful.-- SESP Consortium is currently await- less than 81,000,000.It was done A third phase of,e project saw ing operational funding from NIE. and, because of staff and teacherthe consortium groand the funding base' change.poject Interchange _dedication, done rather well for 1 much less than that amount. became the Special Education Satel- Ref.trences liteProject .( SESP). From October House, Ernest. Mir Politics of Edu-

- Continuing Activities 1977 to Mairh 1978, funded by a cationalInnotlation.Berkeley, The second phase of Project Inter: grant from/the National Institute of Calif.:McCutchan Publishing change took _place in May and June Education, theconsortium (the Corporation, 19741

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44 -,-11

AUDIOVISUAL ELINESS_OF THE LONG-DISTANCE

SIVASAItAMTHIAGARAJAN

This article is about adult educa- action that' they _ miss: ::(1) reassur- pone his or her assignment to pur- . don via ITV and- radio. However, its ances and -reinforcement froth: an in- sue other distractors. Commitment caphasii- is not on the technology of structor, and (2) misery-sharing and to another human beingto the telecoMmtmication. Instead, it 'deals mutual learning with theirpeers. structorhelps the learner take- the with. :a problem that Diane Dormant (Curiously enough,, very. few children instructional tasks-seriously. has labeled "the lonelihess of the -Make. similar complaints a6out. their Because the learnermissesthe long-distance learner." educational - television. -This is prob- peers, she or he is -likely to miss My experiences withfunctional ably.-.because they frequently, watch. the companionship, comparison, literacy through 'radio in developing the programs ingroups, or they- collaboration, and competition of nations,andesotericenrichment. have not acquired the .need for in- conventional clac.sroom: _through television in the developed teractiveinstruction,or theyarc companionship. Misery (and joy) nations,reveala common faitor much more easily attracted by the loves company. In a classroom, the -/ among all consumers of mass- educa- intrinsicinterest-value of the me- tion: they are lonely. In -an attempt dium, or all of the above.) learner can, share -his or her de- So what if the learner is lonely? pressiorts and delights with others -; to avoid the-inefficiencies- of the con- .andi find -camaraderie in -a common yentioralclassroom;telecommunica- We are in the edumtional businesi tion has also ihroi'M away the hid-, andnot in the organizaiioiiai busi- p den strengths 'of traditional- educa- ness. I am not pleading for a' reduc- CoMParisons. In spite of the vie.-..- tional 'systermzs :',The. engineers have tion.of learner loneliness in order to Cuesof criterion,referenced testing, consistently disregarded feedback sound humanistic,but. to 'provide most human- learners need to locate from the field and gone about creat- cost-effective,remote-control T.,. curri- themselvesin norm-referenced ing solutions for nonexistent prob- culums. Because the learner misses space:Knowing howone'sper- Jails. --If MPATI- (Midwest Project the instructor, she or he is likely. to formance compareswiththatof. on' Airborne Televised Instruction), misstheconfid clarification,. one's peers is not a° neurotic obses- with an airplane that flew thousands comfort; and co t of a eon- sion but an essential eleinent in ae- oft feet in the sky and bounced back ventional classroom. . quiringa more realistic self-concept. the broadcast, was a failure, then Confidence:ienci. r' Praise d personal thesetelecommunicationtechnolo-- feedback from; an authority figure do Collaboration.'Evenwithouta gists have created an ATS-E (Ap- wonders for the student's self-image. formal peer-tutoring, program, con- plied Technology -Satellite-F) to or- A mature student may' .not needsiderable collaborative learning bit thousands of:miles in space to do suchfeedback,butthistypeof takes place in.any group of students!: just about the ,same thing. ProduCers' :.student rarely 'need§ educafion'Talking to- each other in a classrosoin of the edixational message have not _thrOUgh telecommunication. treqUently -results in gaining-miduaL done any better, either. Basing the Clarification. -Not even- 'the Most' insightSand"clarifications.Often. decaon on body.-:Counts, they have-experiencedinstructional- develOper Students help. each other more ef- concozed cutegimmicksagainSt anticipate all the diffe;ent ways-ficiently than an instructor can be- channel-switching. As a rYstilt, we in which learners -get confused.. A causethey share a common language and learning. - .have adult' Sesame-Streets that turn single, simple misunderstanding off the serious learner and patronize early in any learning , process can for-, a long Competition. An optimum level of the. public at their lowest coinirion frustratethe student Competition-creates powerful motiva-! denominator:. Some notable...attempts time. An- instructor can efficiently don for learning. Attempting- 11- do provide: a support system- for. stir- and- effectively unblock the learning,better than the other learner as an' dents for 'credit. However;-,process -through :a brief individual- individual, or the other class as a_ niiich.more-has to be done.. ized remedial instruction. Comfort. Eden if a student never..team, has been one of the hidden strength of conventional classrooms. Two Faces of Learner Loneliness has occasion to use tutorial Contacts - Adult learners_ who watch educa- with: the teacher, it is reassuring to -tional televisionprograms complain that-- someone .is available in Redueu" 1g Isolation in Learning ...4.--...4mt two types of human inter- case gf instructional emergencies. How can we reduce the- lonelineis of the long- distance' learner and re- capturethe hiddenassetsof- the- goksaociallonforEducationalCom- Commitment., If all instructional munications and Technoloil 1978: ,Re--inteiactibris Were confmed between classroom? Thisis .not a simple pritedfrom -Audiovisual -instniction, the learner and the tube, even the problem with a single answer. How- highly-rnotivatecePerfniMuld post- ever, the solution seems to lie in, the 3978.r. LEARNING VGA TELECOMMUNICATIONS

. direction of reassuring the- learnerthe content and The format. How - Faiilitating friendships. with fel- :.... -that personal contacts are possibleever, such evaluation seldom takes low learners. Here are- some .utili- with:. In 'interested -instructor andinto 'account any aspect of the de- zation techniques that_ ensure inter-.. .. ,communal companions. This tonelivery system. Consequently, the ef- actionamonglearners:.(1)The can be built into the instructionalfective learning of the tryout sub-'course may begin with -a local ori- irograni during its design, develop-.-jects (who have the undivided -at- entation meeting ,during which past -.:. ment, and revision;. it can :be addedtention of many people) is seldom, and present !earners canget. on during dissemination and Utili-replicated in remote-learning situa- quainted with each: other. The de- zatiOn! tions.- Trulyfunctional,formative livery system can also provide peri- .,...... - .. evaluation requires the addition of odic; updated. listsof- learners. (2) DesirableDesign Techniques . typical-use testing where the prob- The design of the Jelevised lessons 71 Using. a credible instructor.. Thelems of the forlorn learner are identi- (and of- adjunct Study --guides) can .;- televised course haS to be associated- fled and attended to. stronglyencourageandsupport with an 'affective, authoritative .fig-- team learning.. Instruction can be uri, Few authoritative, figures pro- structured to_ utilize functional as- .. . - ject a periOilal totiiii; and if we canUseful Utilizatiim TeChniques pects of peer tutoring and perional- identify a charismatic content spe- 'Bringingoutthe,bigbrother. ized systemt of instruction (PSI). (3) Eachindividuallearnerworking . eialist, there is no need to hide her -Follow-upactivities can encourage or -his face. We do not want a con-through atelevised' course shoidd thelearnersto -Shire and apply the option., of personal. contact .tinuous talking. face, but we also do theirskills. andknowledgewith not want interminable, impersonalwith an .instructor.Suchcontact friends and colleagues. For example, voice-overs. .. can be maintained in a variety of simulationgamesanddiscussion Featuring friendly feedback.Ef- ways: (1) The British Open Univer- giiides can facilitate such sharing.- fectiveinstructionrequiresactive sity reputedly' supports a large.part learner, response. and appropriateof the national postal system so that feedback. FiTaidly induction sug, no enrolled learner is ever lonely. Miss,Education by the Masses gests that such feedback he in terms Guidance and feedback letters have a TelecoMmunication technology for Of how other learneri' have done..number of advantages, but mail is mass educationis :not merely the Rather than showing thecorrect slow and form - letters' are imper- hardware, nor even the courseware, sonal. (2) Cassette tapes permit con- but a complete system with. humap R resppnse from a master performer, it is more desirable to show &numberversational feedback with a greater...faces.Reducing the learning unit of .aVerage responses . from.ypical!'degree of intimacy. However, they tothe individuallearner may be do ant permit_r_eal,time "dialogues. instructionally efficient in the short Desigrzink. discussionsandde- (3) Telephone technology, with its term, but may not be motivationally . bates. A useful: device for handling toll-free lines, permits the instructor-effective in the long run. Sugges- unanticipated learner problems 'and and learner to talk at regular, pre- tions for bringing back the talking increasingthevisibility -6r other-scheduled times and during ewer- -faceandtheheterogenous ..group learners is to follow up each tele-,pricks. Whenever thelearneris may "appear to . be as anachronistic vised lesson with a spontaneous dis- baffled Or the instructor is curious, al . the horse cavalry. However, 'we cussion among 2 tyficallearners..If it becomes possible to. contact each 4 not able to use even a small 'these learners are unable_ to reconcile other personally over the telephone. portion of the sophisticated hardware (4) A local learning resources center and the innovative instruction when - .any majordifferences,thehost- instructor may intervene. with an instructor/monitor- permits very few people enroll in our broad- Planningformativeevaluation. all of the preceding techniques with cast courses. Maybe it is time to ex.- Most televised instruction undergoes theaddedoptionofface-to-face perimentwithdisseminationand formative evaluation and' revision of meetings. bringing back the people.. r K LLLNC

Althotigh ,-te.lelectureshave been served, along with stibstantial -sav- were used to provide a visual vs'ifitten used fdi: more than 2.__yeari in busi- ings in energy consup2ption. formatinadditionto the audio mess= and industrk, only within the Many .other states have telephone- equipment. The telewriter, a Victor last-decade have educators-put themassisted systems, but none -operates- Electro-writer;providedalarge to attensive practital' use. :The tele- exactlylikethe KansasRegents projection stage on which the -in- leiture traditionally has- _used long-Network:Forexamjle,Gerald structor could write". comnrats -or distance-telephone serviceNattached,McKay' wrote that the network 'at draw illustrations.'These =symbols toamplifyingequipment.This the University of Minnesota-Minne- were transmitted over the telephone transmits aninstructor'sremarks apolis utilized amplification through lines. Another important capability' from one 'location to several inter-a radio broadcast console, with cc- of the system' was that both written connected Classrooms, generally go- tensionmeetings heldon,general and verbal communication-could be rated great distances from one an- community information topics. And tape recorded- for later use. - other. Now, with both capabilities atDover Bigh Schoolin New The revamped audio equipment_ and convenience increasing, -manyJersey, two social studies teachers, was connected by WATS lines (Wide states are using this medium to bring RaymondSchwartzandRichard. AreaTelecommunicationService). nationally and internationally McNeely, used a telelecture system The newer equipment had a greater-

known eXpertsto elassrooms. - tocommunicateideas,:question% degree of portabiliti, sirfteit was ;The Kansas. Regents Network has and opinions between the classroom only half' the size -or the original initiated' someinnovative concepts in and major political personalities of equipment. However, the quality of this form of teaching by telephone. our nation. theaudioreproductionwasstill It began with the development of a In the spring of 1970, Kansas not entirely satisfactori. Consider- telenetwork by Kkinsas State: State Unifr;sity began its. pilot pro- able noise interference persisted, bat versify. about light years 'ago. At-gram of proirig instruction via this was attributable- toe the WATS that time; educators" were searching telephone lines to students 'located lines rather than to the electronic for a method of .extending the 250 miles. (400km) from the campus. equipment. An analysis .of the noise versity's educational: experiences to The .first/equipment used was ex- interference of--,the- system indicated remote, rural:locations- The meld- tremely /large and cumbersome. It thlt normal line load was the cause.

ituus- of television and radio :wereconsisted of two components with' a -From the' beginning, it was felt extilored; wit6 the -economics of each alimhbiedweightofabout180 that this telenetwork would have- to considered- from several.. viewpoints: .',pountls (811g). However, the size be of the finest .quality- beforeit- Jz. was concluded -tha.t the telenet- and/weight were -not the only. un- . would gain high. aixeptalice An- work Offered possibfiities lacking in desirablefeatures:thequality of other type of- transmission system, both -radio and television.. First, the sound produced was not at all desir- .knOWn as' a .dedicated telephone line, cost, of the equipment was approxi-/ablefor an educational classroom was investigated-A dedicated line in- mat* one. percent of that for tele- setting.Modification's' were made corporatesamplificationwithina vision equipment. Second, the tele- /. throughOut the semester tn-improve definite range, giving clearer 'voice network permitted.two,-Way :Commu-the Nyipmait.... ' --transniissionwithout annoying in- nicatitni, which was lacking in. both At the end of the first semester-of -terfaenCe. It-is similar to the .class-. television,- :ands -= radio. The teleriet- experimentation the. sponsors of the A radio line used to broadcast ath-, work also..illowed. the economic/use project,. the university's division of letic events from one city to another. of :talented 'and citialiSedperscins: continuing education, analyled the.. city. telephone lines are- Inforniati; could disseminated,to Jdata. They concluded _= that the . tele- noviusedexclusively,employing

a vast ,aonce at one :ti/without network. had considerable 'potential .originationequipmentnolarger having to travel from 4:11aCe to place: the -field education and decided thanaportabletypewriterand 'Perhaps- the most important attii, to explore additional possibilities. :weighing on 13 pounds (6kg). hoots of the teleoetWoi were the During the summer .of 1970,..two The novelty- of this telenetivork dine and human : resourcescon-.telenetwork- lines were combined in lies in the variety of prograrns that twolocatiOnsfor.Simultaneous °per- can be developed and offered. Both ation: Each location- was aPproxi- undergraduate and. graduate . credit matelp 270:miles (432km) from the criurset are taught.- Noncredit pro- temcsikinat university, and the two were 107 grams Fare presented as.a community atunicettoni: and :TedInagogy 197d. miles (17Ban) apart Courses: with service _across ine state.' SPecial pro- from. Aliwayk, instition;,Lasaliemie-Credit were included in the granis also are directed to specific 1: offering Newly installed telewriters: such as dixtors, business _ _ - .

.i..1.4.,ZP:r.a-..5:411.: 4211,1,..tiec4a ._ . LEARNING VIA TELECOMMUNICATIONS

*persons, and insurance trainees. instructorsprefer totravel among of ,thestate through the Regents One of the most appealing aspects the .various sites where students as-, Network. Students take- both gradu- of the program is that the in.struc- semble in small groups. This enables ate and. undergraduate courses; and don may originate wherever-7-there is some direct -contact with students, professionals'keepupto'date a telephone.Usually, the lecturer and also provides opportunities. for through educational experiences simply dials directly into a telenet- students to see and expetience orig- carried to them' on the network. Re-' work terminal.-, The conversation is ination of .at least. one session of the search is' being' conducted to d,eter- when relayed to. the _portable *ampli- Mune. mine the most appropriate- uses of fier. At a' designated dint-5 both the Telenetwork is not without prob- thenetwork. Redevelopment . of receiying_ and sending stations acti- lemS. It is a demanding medium in courses that will match learninex- katetheirUnitsvery...much terms of instructional planning. Sup- periences to the unique advantages- 4....ilugging a cord into _anelectrical portive.materials,such 'astrans- `and - limitations of this medium con- ''outlet.Whenthisconnectionis 'pare:rides, handouts, ' graphs, slides, tinues. The Regents Network has made, the instruction begins. and so on, are used extensively in proved to be a tremendously, valu- The jtelettetwttrk presently has 27 most courses and seem to be almost able system for educational outreach major locationterminals, 'each of:essential. These must be. prepared,: totheextensiveruralareasof. which has several branch stations. and distributed well before the ac- Kansas. . These may be divided into subloops tual class period in which they will The Regents Network 'is apt to for indiyidualiiink course materials. be used. Each lo-cation has an indi- becomeanincreasinglyvaluable The sys .em has additional capability vidual who serves as monitor. The teaching medium as research and ex, and could be expanded: An addi- moniiorisresponsibleforequip- perience enable instructors and stn..- tional 2.0 sublOops could easily be ment operatOn and local cocIrclina-.. dents to.achieve maximum learning incorporated. tion- of schiduling and correspon- results by use of the system. 'It will - While instruction y originate dence. The monitors arc local resi- likely become even more valuable. at .any of the locations the instructor dentS who are _selected,paid, and to the people of Kansas as -the need usually operates from one of the six trained by the Regents Network. to'conserve time and energy state-sponsored universities now The univeriities. of Kansas have' increases. cooperating in the program. Same_extended themselves likto every part

(

.o t`"..Clii00.14SUAre-INSMOen0143.- a Tapp OREGON STATE

State, Viiiiiersiti sits. in a son,- in' a 'special Rand Corp. study of -more tonifortable. groups of students, delicious snits*: in Oregon.State; adcriovvIedged and one-Oh-one 'assistance: For More Benton Cotinti,:south -of. Piort-- gructional TV is"still, widely re- : cost consider-ado/4; departinenti have land:: The..WilliMeite Valley iSjio gaided as afrpk" more free time to pursue-applications much.rich farm and iumbecland, with Frpfessors figted over their cork for special fimding grantS. (The, Psy- plenty of deer hunting for diOersion fortable bld habits. Sonie didn't want cliolegy Department,,,able by-cable toy and SoMeOfthe fastest salmon streams dieirelassrooin pixformances available cur. its tearfing load by three Sours, in the state (or_ -so boasts the Chainber to any---old..COrrallis cable subscriber used the time to develop re- of :CoMnierce). As Small universities who liaPpeneclaiross them mit& dial. search grants that resulted in estab- go, it is' not -uncommon,- with one ac-, Stich .reluetarice 4 'mammon- A report. lishing some advanced study.) Again; ception../VbfleinStitutional. ediscation_ bf,the Aspen.lnstitutefor Huministic With Rand-type computations, the in -; et Struggling toharness television, par- Studi0; asserts that one of the clifficult strut tional savings amounts to $55,000

the pcitential of abundance on --obstacles Of campus cable is faculty a year. That is, if TV teaching were coaxial: cable, Oregon State may be ignorance- or inflexibility" and the dropped and the faculty retiirned- to tOdai's best living eicaiiiple.of tomor- traditional anxiety over "teduiplogical conventional methods, .it would cost row displacement?", Oregon State $55,000 to maintain the The. school began dabbling in televi After the first fits and starts Kidder present level of instruction._ : sion. 20 years ago. But in 1966, Li Hall now disseminates 40 to 45 hours Kidder Hall also programs modern. Communications, owner...of .the-a week of instruction. Over Channel 5, language aikliotapes on afternoons and Corvallis Television: Cable gave from:Psy .200 at 7:30 a.m. to. Math 50 evenings on three of 151availible FM _Oregon State its Channel 5. at 9 p.m. Most "are high-enrollment channels on the cablesystem..These In the ensuing Years of trials and courses, plus some compiter-in-- involve noncredit -Spanish; French, the school evolved into what is troduetion lessons to FORTRAN and ,German, 'Italian, and Russian. The .7 y the first _"cable c_ anipus" in 0S-3: Studeriis. can -vratch -them in Staff' also- is trying to develop some the nation.- their hOmes and apartments, residence tapes. n study Methods. The'llub of thcSYstem is the Kidder halls, --orsit In five viewing rooms in And there is more: Kidder Hall has Hall . Classroom s. Televisia Center, K_ idder Hail. - started to fill in the 15-minnte breaks :sr vihiclxii'directed by Dr_ Harold Liv- By Dr_Lii.ringstonlatabulation, -classes on the closed-circuit. iion wri\COminitmernis'tO inStruc-' more than 70 percent of the-enrollees syst .by running promotions for the _tional which, afterall theseTwat& the Ie:mord offthe campus. The Unit -. Neighbor drive, aid yearS Of 'the tebnology still remains Corvallis --iisteni7. hai abOin 9,300:publicity for school, plays and other an'abstraction to mndi of academia.. houses hooked tip to.:-ible but now, campus events. All these are completed Al hough PiariCof.-most' unpsual through a new-microwave Connection, "prodnctioni" with the help of slides calm;Dr.Ifivirigiton :irries With him sAidents who happen to Ihie in .nearby or film dips. . : a well -developed -hoStali1).1or7 enrich- Albany and Lebanon can see. Channel The- cost of -all this is ridiculously meat television: "It makes my hackles 5. s low- by routine television standards.- rice," prob- Over the. school term, the cable The Kidder Hall budget ran about .enrichment need to courses -have more than 8,600 enroll- $69,000 in .*:the-:.:fieginning years and -7nieet 'is:Weak:mai problems-head oiL". ments (the campus population i§ about, has grostm only $20,000. With' some Oregon- -State hasinade great 15,500); which helps: alleviate the inoatel. from small -research giants, wardstridcs:. It:is natio niuchatiatter padring problem that everybody, has used:equipthent front commercial TV:. -of Dr4.ivingstorea skillinscience as itand (if you want to delve more deeply stances, and-the-ingenuit of the cen- is eitediflOn_Of.the,funlamentalit into 'cost -ems); -:saves: Oregon ter's engineers, the TV center now ha ..of aPPliekpsyetoOgY::-1.k on State-$40,000 a year in classroonicosts a .professiopal monochrome fadlity. faMilitir Olclrome-S.Of edprationalreac- 7b3i-RandIorniulas. With the cap.abilitnof 'transmitting. -the.ln-home viewing .tion andSCOred_:':Piinressii-re monochrobwor color TV lessons over by. Cable,---Xidtler Hall also Uperates a .: feared- damage to Channel '5. The budget also' covers their. budgets.Infacti,.LelandJOhn- fivet-channel:--..doiedrcircuit ,'network maintenance and salarieS for pro- . _ . that readies- into classrooms in _18 ducer-director John Root, three engi- other buildings on campus. It d'.trib- men, a seeretari:and three-fourths of eAssociadol Educationm Com- vices 80 to-`100 hours a week of video Dr. Livingston, whotas professor of Technology 1975:. Re-instruction. speech, alsOlias classroom!duties. On *feted '.fccinAudiovisual- "ftistreon. 7- Teachers have been for °erasion,qualified: studentsare May I975. . . team-teaching Projects, for smaler, brought in. 1 . . - LEARNING VIA TELECOMMUNICATIONS 49

. -'- In addition to the usual student.FM cruit sporiso hips fronicorvallis mer-; tional efficiency: Dr Livingston, with operation the campus has. =- -chants, on sporting events. the help of an $11,000 experimental project that serves to 'enhance it.s. Spots cost $15 $25. It has not been a state grant, has put together a multi- . promises of,Zable., bonanza bin, -moan Iva' ration* media program for the basic Speech On the second floor of Shepard ize, at. least the aration of com- 111 course and he is able" to teach 42 Hall, across 'Campus Way from 'Kid- mercials is -yet "goodexperi- students -better and more effectively der Hall; about_134 mostly upperelaSs ence" for the stud .-Good future - than the former classes of 21 students. studentS=produCe a schedule of more news is a new studio cility nfOr suk- . "They meet with me in the class -

conventional television for Channel dent communications tripling to room seven times during the term," . 11,. the community channel on the be built-next year. said. "Then they are on their own. I cable system. The "cOurses" are run Corvallis,with a pop. ation .61 assign them five audiotape projects off . iy Dr. Richard J. Weinman, head of about 37,000, doein't hava coin- campus and . two videotaped talks. the Broadcast Media Cominunication menial TV'station, so Shen flail is. Each student-lias a peer- partner of the i unitin. the Department of Speech the community's only access to elevi- opposite sexa popular part of the_ Communications. He is dedicated to'sion information about itself.I hat' course. They, take quizzes over the, . the concept of "hands -on" experience. .. function in and of itself: produces ex- reading materials at their convenience. It is, in -effeet,- a gfaded, fulltiine; 'cellent relations-for the camp In a controlled .study we discovered student-run television station. It Kidder Hall has about 500 hours of that they make better scores using this - presents15 to 20 hours a week of regu-. taped video lessoni worth perhaps inethOd than When the teacher wants ._lar ptograms, and frequent "Specials", $200;000 in replacement value. They to give them the exams. That is, when for subscribers on-the Corvallis cable don't sit on the shelf, very long, Since they're ready, not the teacher. I'm also lines. It ariounts.tothree hours alright they are erased-and reused- after' two using four videotapes on communica- Mondaiffirough Thursday, and Ore- - years, sometimes sooner. , tion theory for the course, with pauses gon State and Corvallis High School Kidder Hall likes to work a year in the tapes So that the students can _ basketball,football,andwrestling ahead; although the lead time usually write out their reactions. matches on weekends. For a time the is a term or more. -Here's how a course ".Remember, I'm teaching this class students were running, old films,.- like Might be - organized: General Science at 7:30 in the morning, and I had 11 "Flicks of the '40's," featuring "Na- 101, 102 and 103 might expect 700 or people ask me specifically 16 get in this bonga", with Buster Grabbeand Bar- 800 students. Dr. David Willis as- term:"

ton MacLane. , sembles. his staff, perhaps in a retreat; The project began last winter and Students carry out the whole assort- to plot out the curriculum "Later a three other instructors subsequently ment of assignments: One .\student producer-directOr..from Kidder _Hall used the system "with good success." might do play-by-play announcing one (sometimes a qualified advanced stu- - They had 35 in each of their classes, term, then serve as producer ofpub- dent) sits in for detailed planning- compared with the normal 18 to 21 licaffairs program the next _term. Members of the faculty-with special stu*nts. There are interview programs, .musi7 expertise are called on to tape the, ap, To deal with the tendersensibilities cal variety shows, election night 06v- propriate course unit... of student and staff "performers", Dr. , As a general philosophy against the Livingston has set aside Kidder Rbom . On.the half-hour nightly -news,. the. . television "talking head," kidder Hall 08g as a classroom studio in which resources include the United Press In- prefers that no more than-15 minutes the video cameras can be remotely con- ternational wire service, audio reports of any 45-miliute instruction be taken trolledby the user. He-or she then can from student newspeople on the FM up by-the lecturing.professor. For a practice classroom oratory, study-it on radio staff, a developing "morgue" li- ology lesson, for example,: the taping playback and thenerase the tapes brary of 35mm slides, Super 8 film crew might drive out to the Pacific without .anyhOdy else being permitted .dips Of local events, etc. The emphasis Coast for some ocean .phenomena. to view them. It is in constant use, is local news, with state newsa second an economics unit on garbage disposal, maybe nine hours kaday. (A second priority, and national and world news city dumps are displayed. For onedis- such, studio lab is now in operation.) down the line. cussion of the cost'of living, the staff ;FOr example,1all graduate assistants in Weinman, has setup procedures for"collected still photographs the . chemistry who teach recitation classes g performance, "with some dif- Depression era and 'presented theM must present the faculty with two for- ,.: fi.ty." But what is more vital-to the along with an audiotape of FDIC" mal videotapes a year. Dr: Darwin - true learning experience is the weight The. minimum enrollment for a Reese, considered a master teacher, -- of-deadline pressure. He notes tgat the cable coUrseis 25 Cr students: Any fewer works with the students three .nights a students have developed. the natural would not be considered economic use .week to help them with their presenta--

. antagonisms of television production.-of thcable. The faculty. also has estab; tional techniques. ..The producer will grumble aboUtthe lished a 'rule against complete. course- There are indiCations, if not empiri-

:engirieers,-the directors fume over.the work on television; since direct contact . cal studies, that the heavy use of video "talent.", - With instructors has- Proven to--be nec- at Oregon State is producing a better The Shepard Hall operation -runsI essary :for effective teaching. General -student on the other side of the tube on a fraction of the Kidder flail. bud- Science will run two segments a meek At least one department has been canget. They usually grub for: money and on Channel 5, and then the students ducting exhaustive research on an on- .. equipment. To get some 'additional come to classrooms on-camPusfor red: going basis that shows -student atti- funds, Weinman set up a student sales tations and labs. tudes are better now on the campus department (no-- commissions) to re- Here is another approach' to educa- than at any time in the recentpast. ..4.

professibnal challenge was pre- acting with the instruction. The lack them to follow the lesson-presenta\-=- sented to_the'- Industrial Education ofstudentinteractioncapabiiitiei lionmoreeasily,andfacilitated staff :at-the:University_ coCIVEssouri-. was a major drzwback of this sYs- 'their note-talcing.

Colinithia- to maintain .the proles- tern, = Setsof slides covering each lesson sional echicational offerings (on- and. The telelecture system was anoth- presentation were made for the. in- -effcamPusT under some rather er method conSidered as a' means of ..stractor and- for each location. At".. 'Cult circumstances. The-search for a iqstructing students. The advantages, the time of the lesson presentation, . differedt type ,.of ,:instructionalde- and asadvantageS of the telewriter- theinstructorandeachlocation.' livery system was brought about by were taken into consideration, but proceded through theslideseries

a staff resignation, hiringfreeze,;, it was feltthat:the, telewriter was simultaneously, withanaudible and a cut in extension travel fundS: not versatile enough for use in the tone used to signal the 'changing of The challenges Olt this new! -de-- deliverysystem.- Thetelelecture. a slide. - This method sYndironized liVery system presented were 'many. gystem without_-_the telewriter was theslidesateachlocationWith A system was sought- that Would found to be .dependable and enabled those of the instructor. bring allout an oPtimuni utililation existing .facilitiei to be used Verbal A significanteevelopment for use of 3 theinstructor's timewith a interaction with students could be with the telelecture system arras the . minimum amount of time spent be held, and only a =Mil investment .implementatiqnofa Clastiroonl the ..'wheel-4k...acar and a 'Lin equipmentwas needed at a site'Copy Sheet (see Figure I). At the mum amount of time...spent for in order lor the system to he opera- beginning of a lesson; each student, instruction. N systerb was _needed..tional. The use of WATTS -lines was given a Sheet to guide the learn- that.had. the of instruct- provided an economical and-existing ingexperiences.Thissheetten- ing Students"With diverse educatienal 'means of relaying informationto tamed the lesson title; lesson -objec- baCkgroundg. Another'capability,classes at locations that were miles:,tives; informational assignment; sup-. required of the sYstem was that Of . apart.This Was the- delivery system plementary ,teaching/learning items; handling students located hundreds the staff selected, . - classroom, laboratory, shop, 'or other of miles apart and at the same time activities;. and the interaction items. offering apersonalized 'approach. Design ofanitia.1 ystent This placed key information in .the The system also needed :to -: be im- To complemtthe- telelecture hands of the =dents and reduced Olemented -and operated at a mini- . system, a m monitor was the. amountof -notetaking require& mal, cost to the department,_ using 'appointedateachlocation.This Liveinteractionalsoplayed a existing'facilitieSand - budgeted selection usually took Place several role in the telelecture system.. If 4 monies wherever possible Materials weeki in advance of the first class student had a question,lt was easy had to. be -designed to facilitateeir session_ The classroom monitor was 'to askitof the instructor__ This use oncampus and on en eaten "on'.:vestedwiththeresponsibilityof enabled the student to -receive a re-!-- basis o(fcampus_ setting up the equipment, beginning sponse.before proceeding any hu-ther and the_class period; and in theolesson. Time was also allotted Alternatiile. Systems : :ersuring that the students -received at the end of- the leison to enable Instructional:* television was one-,the reqUired supplementary teach-.. the students to ask-further questions _- ol the systglis examurd. In many ing/learningitems. . aboutthelessioninformationor. locations; Missouri does not has.,e, a To aidthestudent'slearning, their assignthent. stateeducationaltelevision net- S sreS. *ere:presented in conjunction Thet-elasses.; were scheduledto

work; 'therefore: this :syktem :.could with% the -presentation. The slides meet on :gweek. Utilizing the elblete- not be ...implemented--without incur- were -based on lesson plan format,--ecturel stemmmadeditp for a ring large equipment costs. that .Missouri has adopted': for curii- single instructor to teach more than _ The Ose of 'radio -was another aT culum Materials in .vocationalltech- one course. to any gib number of ternative,.,: 'This system. wasaVa.II- nical edUcation.-:This -fOrzinatlogi- ,sitesin' 'an evening :by adjusting ablebut didnot --provide the Students .tally. presented the material and was starting times. With in. immediate- means for inter -already _familiar - to many teacher& Due to' adult teaching ,responsibi-, - - , . . Slides weretaken of 'key :points of lities,- a -few students eonld not at-- lessonusing' ;;'step -by -step pro- tend- the regular .teleleaure class:

,. ogiq*cif.storil. : Cod, ,gress iba'.' ihrough the . plan. Theso studentt' needs were met by. ann.' :Technology' .;,M77. slides7". providedthe students tapingthetelelectureseries and Authovisoap.Instrectioo4 with 'bird's\ eye" ..vieivof the ribroadoistingit by shortwave. radio instruCtor's-: lessonplan,_enabled at a-more convenient time. Threugh- . . . . - LEARNING YIA TELECOSAAUNICATIONG 51

outtheyearthe -suggestions -of .,.course -and studentresponsibilities face-to-faceinteraction _sessions are :studentsand --- dassrbom monitors and requirements. This is :followed conducted .by the visiting 'instructors. Diu:a-fling, the use of th-- telelec- by a brief history e -of ..the telelecture These visiting instructors -'are titresystem were sought.: Asa re- system.. The operational eharieteris- ted from graduate students whohave i Suitof. 'thesesuggestions,. some tics of- the. system are then explained hitd. prior ,teaching experience and modifications were made on the to the siudents. After a short break, prior :instruction in the competencies

delavery..; . system for subsequent when the students are once - again.beingit-aught. inthetelelecture classes. ' in the class-robin, one of the instruc-

-Revised-System Design leCture system. The instructor talks mannerisms and vfadaleipresisions . The role of,he classroom monitor'to the students liar a brief period, 'of the ?instructors is another addition was. expanded from that Of a' tech- and then- each student is invited to . tothe system.. Theseslides nical niaterials provider -to one of a themicrophoneforintrodUctions taken in the audio studio and.-are classroomdirector. The claroorn and background iuiformatiOn. This placed in the slide, series p3--iinpha- directOr is -now responsible for be- apprrsachhelpseliminatestudent size key. points and to act as an aid ..ginning the slide/tape presonationit anxietyandgiyei- eachstudent in personalizing the-series. establishing -student, breaktimes, practice in speaking -with the in- The major>change made Obni the and ending4te,.. period. The clan- structor. This interaction also pro- initial :series deals with' ipe record- room directoralsoperforinssuch' iridestheinstructor with valuable in _the. lectur& in an audio studio activitiesaskeeping. attendance information about the students. in advance 'Lather than broadcasting records,-collectingandreturning To further assistthe -instructor an entire- -lesson and then I. siding an . hornework assignments, and distri- with theidentificationof students interaction session viz the WATTS beting supplementary teaching/ and their present teaching -responsi-- line. The recording of the lecture, learning materials. Another impor- bilitiet, Polaroid pictures are taken together with the slides,is- sent to tant Fak-rt -of the classroom director's of each student and assembled into each location.This proeess holds

role ct pre- and .post- a- picture file that includes . infOrma-'several advantages over the .initial dass These activities con- tionConcerning what and where telelecture-series:.(1)The yoke sist of disaisons and "reports On they teach. These pictures 'are re-- quality of the recording is superior both an incb.vidual and group basis, ferred to by the -instructor during to a WATTS line broadcast.(2) as well as the interaction sessions theinteractiontime tohelplink' .When a student cannot -attend a ses- with the instructor. names and faces. . sion, provisions can be made to re- An orientation e sessionisheld Another modification of the de- Play the tape and slide series at a during thefirst class' -meeting. This- liverysystemdealswithonsite more convenient time.. Students session is designed to foster a - posi-. visitations. by _the visitinginstruc -. may review the series a second or tive attitudetoward the course and tort.Thesevisitationsare Made third time if desired. (4) The -cost,of the deliVery system used. The :ses- approximatelyonce everythree long-distance telephone callsisre- begins with an overview of the weeks. During the onsite visitation; duced since the lines are in use only. during the interactionsessionfol- Figure.i lowing the lesson presentation. The revised delivery system has Classroom Copy Sheet proved capable for use -in instructing Lesson I-1 , a large number 'Of students at, 'Several Course Title /No. F-365' Occupational Analysis locations. .The revised system ena- UnitI Systems of Analysis-and Classification bles the instructor teaching offcam- Scope of Unit: identify and show relationships of systems, subsystems, com-: pus glasses .-.tospend minimum poneni parts itnii analysis tdchniques for instructional purposes amours- of travel time and provides , more time with instrartional activi- System Analysis .. ties. LessonObjectiye: The student shouid be able to: The oncampus students also-bene 1. Operationally define the terms: analysis, system, subsystem, component.' fit frOm the revised telelecture de- 2. List and illustrate four key elements of a system or subsystem. livery system. Since the telelecture Analyze specified items into component partS. 'systemishighlyorganized,. itis tr.Supplementary Teaching(Learning ItemS: -Slide Series-of Lesson Man and- Illustratior. Items easily applied to the organization or .ClassroonvCopy Sheet I-I 2 classei taught, oncampus. The- slide./ Classroom, Laboratory, Shop,.or Other Activitiesf' "tape series developed. for .stlelecture Assign groups to answer the interaction items. . may also. be used for oncampus Individually select an iter;:break it down into compOnent parts. (Note: Classes.- The slide7tape series also . Write thisaCtivity into a One-page:report and submit it to your instructor.) provides a means -of: individualized .Interaction-Items: instruction for oncampus instruction. I. What is -the. operational definition of analysis? system? subsystem"? corn- Since a high degree of. success has ' PORCOr parts? . . been experienced . with the revised ::2 ::What commonalitiesare there beiwect any system or subsystem? telelecture system, plans are being How can you illisstrate four key 'elements of a system or-subsystem? made toexpand -thenumber of 4-,What isthe proCess of 'analysis? , courses that can be presented: by '5.1,What ire thelimitsOf the analysii process? . - this system. - _: - .- ( - - - . -- :_ r'-ASJRO'FEACHING: INTERACTION BY SATELLITE) - ROBERTE}IOEHN ' ; - : . JOHNCWENS . .. . - -. . ?- -- - .-,., : ' .. .- -.

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- . - ; J - WANTW Large tasroom 1nsrucicr lo- quarters Canada has aess tothe biomedical expenments, inftrcbnge - UI Suk, WA, wants to icth nirng satelliteon Monday, Wednesday, curricula, and suppori emecgcy V11L.b KYand and Friday during the first andy third mcd3cJ,çareani&ChnWaI trcatmcL =1cabk tu :ir,cciiuds as and the UmLd States ha Project NCAST, Nirsrng Child wdt as 3tudat3 bang aWe to see azd bear access on Tuesday, flursdáy, and AssessmentSateJJjteTraining is - 1Iudor Saturday during those quarteri The one of scveral perimens- in the ., days of accs for each cquntrvare' health re- field NAST will be ., -An impossible advertisemern' Not if tc'lcrscdduringthesond,, and. gin tranniiuug a course based upon you have a CTS (Communications fourth quarters ,new nursing research .in thud asss- Technology Satdhte) CTS devel- In the spring of 1976 the sate11ic ment via CTS'iu April 1977 The pedjointly by the Canadian De- encountered a poweroblezn during plainmg for The sateThe program 'rtnicnt of Communications and a solar eclipseThe problem- was began -inMarch 1974 Three najor the National Aeronautics and Space Severeenoughthatthe ack-up areas hav been pined andJdevd- Administration, us the uargx space.. power system had to be acuvated. oped simultaneously curriculum craft to dze for exploring new corn- $nce a second probiem could causca content, the technidl aspects of the -municauons applcations. Launched cbmplete failure of the spacecraft, it atdllite, jxograxning,nd ground in January 1976,, the CTS us in a was decided to completely shut down stauonsand anvaluationplan synchronousorbIt22,235 nules the satellite during thet'vijosolar Thus artide deals primarily with, the (35,576 kin) abovt the equator at eclipse seasons occurring each year.. tcciimcalspects of the satellite pro- 11 6 W Longitude The solar echØe periods in 1 977 are gpgnd ground stations The onboard trusimtters operate from Fcoruary 25 through 4pril 13, Smce the cr1y planning phases at a higher frequency and with more . and from August 31 through Octo- of the project. mbdiflcauori of the power thanthose of\ any.prcvzous bet 16 AUcti.nty to CTS..wall original design has occurred i a rc- comniunicationssatellite.A 200 tease during these period - - suitofinpfrom variousagcnaes watt traveling-wavetii6etram- In the United States, CTS us being For exani, 'epresentauxtes .of the ponder, 10 to .20 tunics higher m used by a wide range of groups that Luster Hill Biomedical Communica- power than earlier -communicatr..ns fall into four general areas (1) tech- tuons Center assisted inie selccnôii satellites, makes relatively low-cost nologyaensien, (2) community and and in providing networks infortha- tcrmmals and broad geographical special services, (3) education, and non. The Thvision of Nursing and coverge..posible. Nearly two-thirds (4) health care In addiuo%to testing theHea1th Resources Admmistra- of the United States can be covered the use of superhigh frequencies (12--non assisted in identifyuig project at a time, and current estimates for 14 GHz) in the technology extension objectives. A distinguished advisory r-only ground terminalsare experunents, experimenters will in- board contributed to thetcsign o J 12,000toS14,000..Nontechnical vesngatattenuation of satellite sig- and the methodology for carrying - 'uscrs can operate receivers in sup- nals under various -weathef cendi- out the project -. port of their own experiments. tions and explore digital video coin- The expeuimenL has beta designed:'.. The satellitt weighs nearly three- pressing technology.. Commumty so that in the first trazsmissuon sct,, quatrs of a ton and measures al- and special services planned for CTs the population will be 'nade up -of.- most 53 feet (16 m) from up to tip include business -conkrenccs, dusas- nurse educators from' Hönlulu, HI,. of the solar array panels The solar ter warning, and distributing news to Beticsda, MD The students will panels are capable of an output of and enjertaunmcnt. rcm&e areas be registered for a regular course to grea*r than I kilowatt --Hydrazine EducatOrswillexperinuoilwith span..a 10-week periocL jets arc dsed før a shañg curricula and facilities, urn- The course us broken down ,znto an - - tree-1xls stabilization proving tcachin& skills, and using orientationsession',eightconteur Since CTS was developed jouiiy computer aided instruction. sessions, .ad a final., examEach - " Canada and the United States share Class 'sssiohill consist of two dis' N qiyin satellite time. Edi y Health Care Projects -.- of the agreemenris divided into four The Luster Hill Center for Bio- medical Communications at ibea-.'Ths Project ISfunded by Contract No -' tuonal Institutes of' Health k. Z13-76-O(fl4I"viSoit of NnrsngHealth c-nanng the kalities used tsgvethe ncaUaia id T%tinc(ogy p various health cardgenc!ep in "ad- of' Nursrng Untvcr1tv -of-" dution to the nwsing project, health Washugton cbooI of Nursing is the Prrncz- Prth t877 care professionals Zan perform 1*1. loinesngator -

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-tinct parts. .The first will a e- from the instructors,' questions .from satellite' trans,mission,class,corn - satellite hour divided, into a 40-nun- the students, and the answers or dis- posite videotaping, time delay, :and ute .elass . period and 'a 20-ominute cussion from the instructors. so fnith, were simulated. 'oreak and -return time. The second The experiment _will be conductedJ7 In the design of -the project, there hour will lie devoted to time on thetwice in- the. first transmission set, a:-e three hypotheses. For the piir- r satellite. The MAST philosophy,once to the Eastern footprint and-pose of .this article, only the first is substantiatedbyprevious satellite then to the Western footprint.In -. of pritne-importance: The use of sat- . -. rinpots. tn.. the fact that-each footprint, there will be two'"fullo ellite interactive_communication ;a: '_tWo-lv communication. :System duplex sites,. two simplex-with-tele- technology is a more efficient means 7.. with 'a capacity for ;live interaction is phone-return :sites,- and two interac- of distributing new nursing research -a ...more effective. use.. of a satellite tive videotape. sites.In each foot- informationtopractitioners ...than than is a _one -way deliVery-system..-print, transmission to a .full duplexstandardaiethods. By Therefore, .7-- pertinent prerecordcd..'.site will be followed by a half hour methods,. we are referring to present i_ materialwill be-distributedand of down time as a buffer rone,--and methOilsformine educators 'and. --Viewed prior to the scheduled satel- then theAranSmission to the simplex:..-.. nurse practitidners to gain'informi- lititransmission. . - -: -.., site. . r-tion about. new nursing siciairch 'by - !-TO further test this philosophy;an Transmission -will beon Wednes- attending lectures, conferences, and _L...experiment has.: been -a: ranged that-.days during the second and fourth reading professional Palilation::. (..;..;.; not only will- test, interaction,. but quarters of the year. Transmission. The okectives und.g: this hypo- lsol will examine thetype of interac- will begin with the footprint thesis will measure-thedifferences in tioii.necessary -for Maximum learn- in April,, May,'-and June 19771 and- lmowledge,anxiety,andattitude -- ing. The experiment...will use three to the Western, footint in _October, that occur among the various audi- types of sites: full 'duplex, simplex November, and. Deccinb&.--:: _'Ences at sites used. For example, will. with a telephone return,. and 'an -in- In Jahaary and_ February 17, the .par-dcipants at a full duplex- site iCiaCtitie videotape. At The full du-:prior to the actual the acquire More knowledge ,of nursing- plex- interactive _sites, the studentsentire 10-week course was given viz childassessment' thanthose at a wilt be able'to -hell- -and 'see the in--a full 'duplex .simulation. This pro- videotape site? These kinds of infor- .

struOri in color, while.at the same . vided the project with .a check on the maiion will begin to 'providea-look l. time- the instructors will, be able to_effectiveness of the course design; in-,atthe i4iative -.importance.' of the hear and see the students -iii color.structional 'materials, and evaluation various rkinds of- sites in -the. learning At the simplex sites,the- studentsplan.. Italso' provide, the project process.' . : willbt.able to see and hear: the in- staff and instructors an opportunity With Thiskind, pf information, =Structor via CTS, while voice inter- to work under actual satellite condi- along with tentative 'plans regarding- action 'will. occur via a telephone tions. a second transmission set, final plans :- hook-up.' .. To do the -simulation, the actual can - beformulatecL for additional ...Tlie--tbir-d type:ef.site_ls. an inter- color stu...4,4Lawas used in -the satellite transmission. One plan -now,. in the. `-activevideotape. ,ThIS tape will be a tra smisSion. -The .nursing'studio discussion stage is to extend 'satellite, composite.. .of the full duolex trans- ac d as the full duplex' site.'7A---cam- . programs to child-bearing :women as- mission maileup :of liatlilinformalion plete duplication of .all of a well as to nurses.k-

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,..,-;;;;,--,;;;;;- ,,,;.*;`'",...;., TECHNIQUES LEARNING VIA TELECOMMUNICATIONS HOW TO WRITE SUCCESSFUL IW SCRIPTS ROBERT B. JONES

You shave written, or are planning tellingsomethingtostudents.In ceaforsolvingallinstructional to write, a television script. Are fact, an exact, behaviorally stated, problems and that there are many . youcompletely satisfied with what'description of the student learning differentsuccessfultechniquesfor- you have done, orwith,the outline to' Eaccomplished by the program presenting visualinstructional 'ma- of your proposed script? How can should be- 'furnished to the writer terials-to students. Television must you. prove to yourself or to others before- the script is begun. The writ- contribute a visual message which that your instructional program was ersliould then specify the tasks stu- could not be more economically, or successful? dents will be able to perform follow- effectively presentedbyanother t.Commercial and educational tele7 ing their viewing of the television media.Youshouldattempt to vision stations receive Nielsen rat- program. identify subject areas for instruction- ings,perhaps Emmy Awards, or altelevision that give the greatest have other reward and rating de- No Hard and Fast Rules returninsavingsofinstructional vices that provide feedback as to the or Guidelines timebyreducinginstructorand success of their programs. Can you There- arc no-hard-and-fa -equipment costs: and -coritfibfireto writeininstructionaltelevision that completely guarantee successful more effective learning by the stu- script and feel confident that your learning,. and,therefore,s.-uccessful dent. ``rating" as well as student success instructiinnal televislon programs_ will be gocci? Perhaps you could There are, however, certain guide- consider- the "Nielsen rating" of the.lin'es that greatly increase the prob- instructionaltelevision program to abilitythata TV program will be the success of the students who cause effective learning. You should participate. .Would you accept the keep these guidelines foremost in Analyze Subject Matter student's grades or scores as a meas- your thoughts throughoutthede- ure of your suecess? velopment of the program. Once you selec ITV as The in- structional_medi,:an,you should Aims of the Educational . . Television Writer analyze thesubject matter to de- terminespecifically"What you ,Somewhat differei.t from broad-/ cast or educationaltelevision pro- - are going to teach or have the stu- gralms, the primary purpose of an. dent accomplish. You should outline 4. the instructionaltelevisionprogramis exactskillor skillsthat you to -teach ...certainskills or behavior _ wish your students toEyr able to which have been identified in ad- z demonstrate upon completion of the program. Then write out the meth- :: vance-by-subject- -experts- in -the -aca- clericdisciplineof ..tfiepiogram ods by which -you willtestyour .:being produced. The 'writer for -inL students to see if they, in fact, did structionaltelevision - hascertain learn. lazvelopinent of the script can advantages over the broadcast writ- then follow the outline of the skills er,._ since the instructional TV writer 1 orperformancethat youhave established. .should know, the specifitm of the tar- Develop the Rationale of the .get nudienet; i.e., their age, knowl-- ' Program edge and experiene level, general academic ability, as well as the z,pe- Why is it important that this par- cities of the instructional topic. , ticular learning skill be taught by 3 The instructional program writer, television? What is your teaching 'however, also faces considerable strategy?. What is the cost for TV Assess Entry Behavior challenge, since "teaching.' involves instruction(time,equipment, pro- Beforeyoustartwritingyour far More than simply shoWing. or duction crew, and materials), corn- script, you will want to find out as pared to more conventional methods much as possible about the entry of instruction? Perhaps you could level of the students. How familiar oltssociationforEducational teachthesubject underquestion are they wile the subject matter? municatior s and TScruaolocti 19?,... Re- more effectively -by another method. If the program is for familiarization printed . from jd1ovisua'instructfor., You must be aware that Instruction- or orientation, entry behavior is no\ May 1978. al Television (ITV) is not the pana- as critical as if the program is del 56 READINGS FROM AUDIOVISUAL INSTRUCTION -3

signed for teaching specific skills more attention-attraction you should music and special sound effectsto especia113, those having more exact- write into your script. One of the determine the appropriateness of the 'Ling technigil requirementsand more acceptable means of providing item to the learning objective. The _ involvingtechnicalorprofessional interest and audience identification to use the shapely /ady in a terms. Because the ITV program is without detracting from key learn- brief bikini to teach technical prof expected- to teach the predetermined ing points, is to provide a believ- cedures was not considered appro- objectivesinminimum time,the able, realistic situation that is ap- priate to the learning objectives. amount of knowledge on the subject propriate to the target audience and previously acquired by the students tothelearningenvironment.In- becomes very important. You should volvement of student peers as role not waste time .reteaching subjects, models in the program is sometimes yet you must_ remember that -some Verydesirable.Directinvolvement. settling-down. timeisessential. A of -theviewers with the program brief overview or review of topics is should be designed into the script a good device to gain attention and where appropriate. The use of work- focus thinking upon a specific topic books in conjunction with the -view- The bestteachers- throughout orsubject.This review serves asing of the ITV program, as well as. theyears have used emphasis to astartingpointfor -subsequent requiring -written responses during highlightimportant words,proce- learning. the program, are examples of meth- dures, ortopics. The ITV writer ods by which participation and inter- should use aural, visual, or combined est can be maintained. stimuli to emphasize main -instruc- tionalobjectives.Using V rising in- 4 flection, higher volume voice, longer Develop Strategy pause, are some means of providing 6 aural emphasis, as well as choice of All that remains is the-writing and words or phrases such as ...."This Relevancy production of the program. 'Before isimportant,"etc.Visual- empha- you start writing, -consider the de- sis can be provided by the expres- sign strategy. Are you going to write Since the program may be ex- sions of the narrator or teacher as a factual, hardhitting script; or do.-pected to teach a- considerable num- well as standard TV techniques, you plan 'to Vinclude some -humor? If berof -predeterminedpointsin you add humor, how Much should minimum time, the ITV script, must you add before you entertain more deal with these .t3oints almost ex- but teach, less? You should try to-clusively. if a drama plot is used for limit the program to specific learn- its attention-holding qualities (as is ing points. Anything that interferes often the case), 'real care must be withlearning should beavoided. taken to priverit the story element Television programs tend to com- Too much humor couldinterfere from detracting from specific items press time.. There is little room for withlearning;still,nor 'enough tobe learned. Tedmiques of the reflective thinking, for absorb- humor might interfere with learn- commercial sales pitch such as sex, ling new, terms, concepts or for writing since students rarely learn Trlitille acid rock music backgrounds, or con- ing notes. The writer pace the asleep: flict scenes should be used with con- program to permit stude to think Alsoconsiderwhetherornot siderable caution. Such items might or write notes and must Andicate on r.attitude change is, important to the beconsidered' forattentionsteps, -the script the desired time for such learning objective. Are motor skills contrast, 'mood, attitude developer, _pacing. The ti3inirniza time to alloy- required:todernonstrateprogram or whatever. 40k the student' to respond to' a visual or mastery? 17 the program highlytiatch- These commercial techniques also aural message and make notes should nical with ` "new" and "unfamiliar"could be-Sufficient distractors to the be atleast15 seconds.- The time terms? How fast should ,you .paer.students to block the learning pro- allowed depends upon the complex- 'the program? How much time dO.ices's. A technical prograrnjor young ity and amount of material being you provide for thinking? .:,-. .- for re- masculine audiences was scheduled' presented.-- Reviews, queitions_ fol- view? . . forstudent_ res-Ponse?" to us:: a very shapely girl in a brief lowed by answers to questions, are . ..for students to write notes?bikinitodemonstrate atechnical devices "which . some scriptwriters . for redundancy to reinforce and procedure.ConsAerablediscussion use to break the rapid flow of in- enhance--leagninew ideas or on the topic was required-before a formation.. -Thesedevices,together procedures? more suitable narrator was agreed with others, permit reflective think- upon. You should consider the reac- ing,catch-uptime, and reinforce tion 'of yoUr audience. Are the Men the learning task. watching, 'the procedure being taught? Or watching the:girl? If you have :female 'students, how do they react to the shapely female in the 9 bikini as their television instructor? Segnencing of Events Generally;the younger,or ..:less You should eValuate-7 every scene, motivated-astudent audience,the each phrase, :or word, background CertainLearningobjectivespro- LEARNING VIA TELECOMMUNICATIONS 57 vide a base for subsequent learning. The relative importance of an item able.To cause student ,response, These learning objectives should. be can be determined from the perform- statethequestionclearly,allow ;..resentedearly" intheprogram. ance, objectives apd by the test ques- sufficient time for students to write While it is true that students some- tions for the program: or think out the answer, then pro- how muddle through the most inef- The review is a special form of vide a written or verbal correct an- ficientlearningpresentationand repetition. These are inserted delib- swer to provide reinforcement: sometimescombinedifferentfacts erately to break the rapid pace Of in- into alogical whole,itis much struction and to allow the student ...^better to consider the material and time to review and correct his mental organize 'learning objectives into a cqncepts or notes. The revielit, should 14 logical sequencefor' more efficient not reteach the-subject topic word for learning. word, but should summarize main Evaluation of the Prtigram points. Generally a -review would be insertedfollowing-threeorfour You have written the script and teaching pointS, or at least once at the program has been produced and the halfway point in a short pro- viewed by students. What was yoUr gram; and again at the end as the "Nielsen rating"? Your review 'Of summary review.Tv;To sub-reviews students'examinationperformance and a final -summary review could shciuld be oriented to highlight 'any You may show students the pic- be considered as average for a 30- weaknesses or faults in the script or ture of an object, such as the tail of minute program. It is not necessary production. One of the best features a. horse. The student understands to have a sub-review of the last few of television is- the ability to modify that the picture is of a tail of some points in a program. If desired, such portions of the program with min- animal' such as a cow, horse,,or don- points could be included in the sum- imum effort, cost, or time. Do not key. You show other' pictures and mary review. failto correct any portion of the describe the physical' characteristics prOgram that did not meet the teach- of the animal such as hoof, foreleg, ing objectives. trunk, neck, etc., and then show. the studenttheentirepictureof. a horse. Now (thestudent sees and 12 understands for' the first time that Summary the pictures/and information he has Cause and Effect To summarize briefly, every in- been receivingrelateto ahorse. structionaltelevision. writer should First,showthestudentdr.:full A large number of TV programs seekanswers toseveralquestions picture of a horse with gen-....ral de- involvelengthyprocedures. These before and during program develop - scriptive terms to set the stage for- are generally impossible to master' ifrnent. Questions such as:1) Why better and more efficient learning to memorization by *rote is expected. are you usingtelevisionas your follow. Whenever possible, when one 2Cction instructional medium over another The generalintroduction would or scene is shown, its effect on themedium? 2) Who are the learners :in -...hen be followed by detailed informa- next action or the preceding action the target audience, what are' their tion presented infairlysmall. sec- or scene should be stated. Always try entry skills[ and what subject. matter tions, frequently summarized and re- to .explain why something is done as will you present to them?. -3) What viewed. The final review summarizes- well as outlining the-steps in a pro- is your teaching strategy?-4) How the key points of the entire program. cedure. Research indicates thatwillyou developeffective student Overdoing any general guideline can students can recall significantly moreparticipation, tteausestudent, re- be as detrimental as not following- related steps than they can 'isolated, sponse, and provide reinforcement of the guide. Common sense should in- or unrelated, steps. learning during the program? 5) Can dicate heiwmu_ch review or summary yousequencelearningeventsin is required. small-sizedinformationincrements having- relevancy to subsequent learningobjectives?6)Have you 13 provided .,adequaterepetitionand review stepssuitableto the com- 11 Response and Reinforcement plexity level of the program? 7) Did -RepetitionReview you_show relationships or cause and Students must be actively involved effect? 8). How will you evaluate the Showing ormentioning pro- in the learning process. 'One of theprogram to determine teaching ef- cedure once on TV does not mean most traditional means of producing fectiveness? that the student has mastered the learning is to elicit a response from Hard experience has demonstrated procedure. An important, itemis students. (normally in the form of a thatefficient and. effective learning usually covered at least three times question), have the student respond from television productions does not program=once or pref- (answer), and then provide reinforce--happen by chance. The success of erably twice in the course of the ment in the form of a reward for thethe instructional program relates di- program; once in a sub-review; and correctanswer.Studer:response rectly to you. Good luck, and good again in thefinalreview,or summary. during the prop- am is most desir- writing. 58 FRowworovisim4.airlioucnori-3 OMPUTER6CONTRO1 LED TV

'FirikT1115- . . LEONARD M. GOLDBERG FRANK S.RUBIN.

A major purpose of the Model.their "own pace and will_accrunO--.the duration the student has been SecondarySchoolfortheDeafdate different learning styles. Corn- working on a particular, Jesson. The- (MSSD) in Washington, DC, .is 'to. puter-assisted instruction is designed second setof record-keeping infor- . serve As alaboratory fir, educational on .a three-level hierarchical struc-nation comes from a log tape. It experimentation. In .the ate, of corn-ture: -units, lessons, and segthents. provides atest-itemanalysis, and puter-assistedandcomputer-man- There are two .record-keeping fea- reports student interaction within a aged.instruction 'for secondary - level turesavailablethroughthe com- lesson's hierarchical strtictwe. hearing- impaired students, the puterthatallowformonitoring Students have access to a video- MSSD :isinitiating long -term student.progress. The first systemtape library, _which allows them to search and experimentation with aprovides a continuous reporting ofselect- and- view educational and en- unique and innovative computer de-the student's progress, inclUding an tertainment videotapes. This system livery system, TICCIT+10. identification of whiCh lessons have consists Ofseveralcomputer:con-. been completed, the number of trialstrolled videocassette, decksthat TiCctr+io requiredtoattainsuccessfulpost- serve as a random access/retrieval The MSSD required a system thattest criteria, the list day a student system.Studentscancontrolthe wouldproviderandomaccess /re- interacted with the computer, andmotion and direGOn of the video trieval'forvideotapes,interactive compUter-assisted instruction, viival communications, a schoolwide closed-circuit television network, and a cumulative record- of student 'prog- Courseware Figure ress in learning activities. Respond- TICCIT 4- 10 System ing to this need, the Mitre Corpora- tion, a nonprofit research and development agency, combined - standard TI( :AT (Time-shared,Interactive, Computer Controlled, Information Television)featureswithspecially- designed.components,linkedthe system to an available larger computer, the. DEC-10, and created the -TICCIT+ 10. The. TICCIT* 10 pro-- vide; the MSSD will a sophisti,

cated computer. system capable of fulfilling,educational,communications, and administrative needs (see Figure The Educational Mode Presently; "instructionaldevelop- ment teams at. the MSSD arc de- .siding/adapting computer-assiited instrational -programs thatutilize thelearner-controf command lan- guagecharacteristicofTICCIT courseware. This methgd of computer programing allowii-students to Move throughthe.irrstructionat

_eAssociatiimiforEducational Cern- municaticina end Technology 1978_ Re- ..printedfromAucliovhualInstruction..

. . January 1978. t LEARNING VIA TELECOMMUNICATIONS 59

tapes in a. number of/ ways:. stop, re- mit and receive messages via thedisplayed over the -terminal'stele- ..-wind, fast forward, frame-by-frame, "Mitilbox" feature of the computer, vision screen and -Papero?py can be and-pause_ have two-way interactive communi- generatedthrougha -remoteline Also within the system, the stu-. cation by utilizing the terminal -to-printer. . dent can .aNess a "v-ariety of instruc- terminal, capability, or connect to a One of the more unusual features ; and entertainment compute'''. remote terminal (TTY) anywhere in of the TICCIT+10 is- the video- games, as well- as enter the school's the country by .using the TICCIT+ phone. The videophone permits both- .cable television network. Available 10's eight-line telephone rotary .ca- aural (auditory) and sign language/ to' -.students are off -air (UHF and pability.TTY communicationis lip reading (visual) communication VHF) channels and live and video- between hearing-impairedusers by taped broadcasts.. °theprovisionof both sound and sight transmission. Conference calls The Communications Mode involving up to 25 individuals are A ntimbei of different 'corninunica- Video.Tape Players possible over the TICCIT+ 10 video- qoits alternatives are open to users phone. )1 OT the TICCIT+ 10. They can trans- The Administrative Mode -,/ Since the TICC,IT+10 is linked to the larger' DEC.;10, the MSSD personnel- can use .data prOgrams con2 Link t:oDEC-10 cernedwith,personnel,student, budget;research,,ancl-operational inforination.- The Computer will also be used to plan- programs, record academic information, and schedule Off claisa. .Coniole MSSD personnel will also be able to create and write their .own computer programs 'using the availifile computerlanguages'within the Graphics Digitizer DEC-10. .

Terminal Processor Directionality 4. The MSSD hopes to gain a better. understanding of the. role that computers can play in the education of Graphcs Data hearing-irnpariedstudents.Addi- tionally,thecosteffectiirenasof using computer-assisted instruction; the effect of studentcomputer inter- oa action, and the manner in which the communication features of TICCIT Audio Data Base +10 affect the MSSD learning en- vironment are areas of concern. The MSSD plans 'to disseminate .all research findings to professionals in the field of education of the deaf andotherinterestedindividuals. Also, modified versions of TICCIT+ 10 courseware and its related sup.- ,To Terminals plemental instructional materials willbedistributedto other programs for the deaf.

.,. UBLESHOOTING FOR THE TECHNICALLY IFTERFINGIE r. JOE.WAGGENER 11114 KRAFT f

h ..is easy for some peple to getand (2) the screen snowy heads. turned off by audiovisual hardware, while the equipment is playing' back TO avoid being trippedor stopper Especially by the seemingly unpre- a, different "known to be good" vid- by dirty video heads, practice the dictabre behavior of videotape equip- totape; and (3) the screen is snowy following: (1) Keep a can of spray ment. The electrk.nic world of °video- while the VTR is on (Stop and the head cleaner with each. VTR at all recording and playback eqUipment is monitor /receiver is switchedcorrect- times. (2) Keep the videotape dean, in the realm of magic for a greatly to the VTR mode (this last cri- since it is the major carrier of dirt to --_many people who could otherwiseterion may vary froth one brand to the heads. Keep tape ends off -dirty use iteffectivelyincluding peopleanother). - surfaces. Leave plenty. Of leader be; in charge of media operations. 4 The B-pin cable coonectors are fOre starting to recordso that the Yet small media operations with-likely to be the problem,in the play- dirty end of the leader can be cut off. outtechnicians are becoming.: in-backs when (1) no. picture or -snow Keep tape stored in proper plaStic creasingly responsiblefor video"comm from the playing VTR while.. envelopes and boxes when not on the playback and recording equipment themonitor/receiverisproperly VTR. Keep a dust cover on the distribution and services. The int7'Switched I° the VTR mode; and (2) VTR. Keep tape away from cigarette mediacy of video makes it a powerful,no snowy screen appears while the `smoke.(3)Routinelycleanvideo. instructionaltool in schools, busi-VTR is switched to Stop :and the heads and all other. heads, guides, - mess, "industry,and government. The monitor / receiver is properly and rollers in the tape path with a public access features. of cable tele-switched to the VTR mode: chamois-tippedheadcleaningstick vision systems -often-::call .for video The camera cable connectors may Or cotton swab and denatured. alco- production skills by Untrained peo,be the problem if the monitor in the hol. This should be done before each pie. The videotape users who arecamera has a picture, but the prop-- recording and playback session. To strangers to electronics need to knowerly switched monitor/receiver does avoid transfer of dirt,use the clean= how to quickly 'identify, solVe, andnot have the same 'picture while the ing 'Stick for one- cleaning 'only. (4) avoid the common problemSthat canVTR is in the Record 4node and is Be extremely careful .:when cleaning spoil an otherwise carefully Pannedproperly switched to _Camera. video heads. They are 'easily dam- video project. . _ Solving these two common; video aged by hard objects; such as finger- The two most common problemsproblems can usually be done quick- nails, and are costly to replace: Use with videotape equipment are dirty ly once they are identified._ Or they horizontal strokes with the clearing video heads and broken cable con- can be avoided Completely if certain stickneververticalstrokes. (5) nections.Thisis our finding;at Practices are followed.. Sortie rolls of tapepossiblyone in a least,after three years of keeping .hundred-have an oxide, 'problem, track of trouble with .1/2-inch reel- Dirty Video-Heads ---- and these will .continually/clog the - to-reelequipment in thestudent- To solVe the immediate problem ,videcTrietaf-th'irrheatts-..-H-Baore record- operated video service unit in the of dirty video heads, try the following a program, it is desirable to re- School of Education and Allied Pro; ing: (1) Remove the tape and, using cord .a 5,10 minute test and check fessions at Miami University. -head cleaner and 'a chariiois-tipped the playback of the- last minuteor, video headcleaning stick,, gently -wipe two. If there is an inordinate amount Identifying the Problem the two videoreconding heads (they of dogging and dirt; do not use that The technicallyuninitiatedcan are 180 degrees apart). Use a hori- tape. Please note that -4.en record- learn to identify these two problems,zontal- motion only.Rethread the ing,most "VTRs dispiay''on. _the quiddi y when learningtooperate tape. The snow should disappear. monitor the input... to the recording the equipment by checking for cer- (2)If this does not clean up the heads rather than what has just been tain symptoms. The video. heads aresnow, apply very light index- finger recorded. on -the tape. If the heads probably dirty when (1) the screen ispressure to the moving tape at. posi- are clogged or get clogged during re-- partially or fully' snowy while thetion 1 as shown in Figure 1. (3) If cording, you may not know .about it videotape recorder is playing'a tape; the snowstillprevails,substitute until playback_(6) Whenever pos- another VTR unit and clean the Sible, have back-up .equipment ready heads -later with a chamois-tipped to substitute. This is a very impor- headcleaningstick anddenatured tant strategy in avoiding a complete @AssociationforEducationalCorn- alcohol. A cotton swab 'can be used municationa and technology 1978. Re- breakdown of service in an operation, printed -fromAudiovisualInstruction, to clean audio _heads and other areas thathas no in-house electronics tech- January1978. of the tape path, but they should nicians. It is often less expensive-.to not be used on the- videorecording keepampleback-upEquipment %6- 1 ready than to hire a technician. broken cableconnections,practice- ing -and hanging them on a rack the following:--(1)Test equipment rather than jamming into a Broken Cable Connections s. for prbPert functioning. prior each drawer or cabinet winre tliey will To quickly solve the faulty cable use. Start this -procedure at least 30 get tangled 'and pOssibly broken. (5) problem, usethefollowing minutes before it is to be used. Re- Teach yourself and your assistants niques:(1) Use substitutecables, test after equipment is -delivered. (2) to take connectors apart and repair -.-*Have extra cables easily available. Be kind to the.. cables.. Don't: force them. This is a simple skill that (2) 'Bringincompletelydifferent connectors if they resist. Don't drcip will save time and ,money and will equipment and troubleshoot later. or excessively bend or pull. cables. (3),1st you keep a good supply of func- . To avoid the common problem of Store cable's in an .orderly way,. coil- tioning substittite cables.

at . Anyone who is involved in provid- . -eliminating -the hassle and. expenSe- School, in . Columbus, Indiana, we ing. various media services has atone of using various types 'of adapters, it have put together a system that is

time or ,another- been faced with the.,als6,malcesitunnecessary to turn simple, cheap and very useful. . task of dubbing from one tape re- machine upside down and sideways - At Columbus East, in our media corderto another ortranscribing as you search frantically for an elu- center, we have a small room with a' &alit a record player to a ape re- siveconnectionpoint. ;A patching built-incounter top which was ideal ceorsies, Unless you were very. foi-tu- System also eliminates, or atleast for adaption as an audio recording nate yoti also'were pobably forced minimizes, the' necessity of re-con- area with a working patching sys- to cope with the !'adapterhassle". It netting various machines every. time tern. We elected to- integrate into our might seem that with no real stand- you need to transfer recordings. patching system: One record player, . -ardization among, manufacturers on By now-,!you may be in' agreement two reel-to-reel tape rxorders, twp the type of-,input and output con- that a patching systemcould--be cassetterecorders, and two small, nections on audi9- equipment. thatlielpful. But you are- probably con- wall-mountedspeakers.Weran the use of adapters is_ about your cerned.° about Ii6w complicated' and wires frorn,all the inputs and outputs only. alternative. Take heartthere expensive it is to set tror such a sys- on the machines doWn through holes . f really is another way! tem. It is possible to &Vest in 'very drilled in the colgater top into a short Professionalbroa4castingopera-. elaborate and expen.:.iVe natching'ar- length, of. electricalconduit which tionsandrecording 'studios' have..rangements: 'itch as those- used in terminated in a small, wall-mounted used- audio patching 'systems of vari- broadcaping' and- recording studies. chassis box.. By mounting standard ous ;types foi many years, and. have_ However;,1 at Coluinbus -East High 4a -inch ithondjacks in the chastis

succetdully beaten the problems of . - -interconnection of multiple pieces of equipment. However, media 'personnel in schoOls, who are confronted daily with. many kinds of audio de- 4: mands, r..reIy capitalize on the convenience i..nd efficiency or an audio' -r* patching system. In fact, quite in: Oar det-st, ndably, many media - personnel eave no idea whatismeant . by "patching audio." -- The idea behind all patching systems is really' quite simple.It in-. volves centralization of all inputs and ouiputs from all the equipment _you wish to interconnect. A wire is- run from every input and output, connectors are attached and secured to. some iype of panel. With' all of the- inputs and outputs centralized and labeled, interconnection is _Made very easily by the use of a "patch cord" which is noshing more than .a short length of dble with the appropriate connectors on each' end. The use of a patching system has many advantages.In 'additionto-

IgAssoCiation forEducational Com- munications and Technology 1976. Re- : printedfromAudiovisual'Instruction, February 1976. LEARNING VIA TELECOMMUNICATIONS 63

teacher aides how to use the patch . ing system, Now everyone can do- .4...*L audio production with increased ease and efficiency! ; We used several pieces of -equipment in our patching situation. How- ever,it should be emphasized that all. the equipment can be easily discon- nected and:moved to a classroom or wherever else it might 6e needed. All the wiring Is labeled so that re- connection back into the system can beeasilyaccomplished.You can tailoryour systemto your needs, anduseas much equipmentas _needed to meet your demands. ... We estimate that we have approximately $40 to $50 invested in connectors, wiring, the chassis box, etc. The entire design and installation process was accomplished in a couple of days. If you are overwhelmed by the thought -of stripping wires and .box and,connecting all of our wiring i.e., reelTto-reel to cassette, etc. On putting on connectors, most likely a from .the equipment, we had 'created the patch panel we wired together 'willing student could be enlisted to apatch' panel. Patch cords were two groups of _four jack clusters to help out. Most Industrial Arts teach- made by mounting'A -inch phono . create "multi" units. The output of ers 'cah quickly- recommend capable plugs on the, ends of 15-inch lengths a. machine can be patched into a students for such a task. if you really ';'oTtFable. A diagram showing the po- "multi" unit, and three outputs can want to' make yoUr-audio service op- Sidon of all, the inputs and outputs then be patched out to the inputs of erationmoreefficientand -more bras drawn and placed near the panel various machines. This makes it pos- Worka6le; you should give serious for ready reference. sible to make multiple copies of tapes thought to working up your own . With our patchingsystem" com- in various formats all at one thine,. patching system: Then you will be plete, it now is very easy to go from With 'a little instruction, it.was very well on your way to ,"adapterless__ one recording formattoanother; easy to show students, teachers, and audio." <

-I

.60 -READINGS ftiOlit AUDIOVISUAL ilISTlitlaTION-3 . - W TO VIDEOTAPE 'THROUGH A MICROSCOPE KENNETH 01.113EY

.Vihy be limited in just capturingto the copystand by means of the microscope light and VTR system. 'conventional action with your _video- inounting. screw. This screw fits into In order to focus, first use the low 'tape- equipment?'.Now there is a way the bottom" of the camera where a magnificationon -themicroscope. . to videotape micro-organismstripod would normally fit.If you-Then move the camera up or down through any standard 'school micro- use heavy cardboard between the on the ,copystand. YOu willfind scope. The process is simple, but camera and the copystand, a. ti hter that the highere camera is raised,' the results are outstanding. It is an connectionwillbemade.Next, the larger the pi will become on especially good procedure forthe place the Microscope directly under themonitor. On you findthe science teacher who wants to show.-.the open lens of the 'camera. Place picture in focus, the microscope's theentireclass .acertain micro- thecardboardtubebetweenthe fine focus fora clearer' -cture. .,Organiszhwithoutthedifficulties camera and the microscopes eye- After a little practice,ou'll find of having each student conk up topiece. The tube should berx-Isi- it fun to videotape through a micro- themicroscope.Themicroscopic tioned so that the camera can look scope. To make it more interesting, world in action, captured on video- throughthecardboard:latethe let students record .their own sound tape,is a unique learning expert= microscope. track. They 'can use a combination enee. is also a way ofiettiiigZstu- Now you are. 'all set to put. your of sound effects and music as they dents- express their own creativity by slide on the microscope: Turn. on the narrate what they see. doing the actual videotaping. . To videotape through a. microscope you will need the following: I. A videotaperecorder (VTR)

. with a monitor. and atelevision camera. (Do not use an extremely heavycamera,itwillnothays enough suppo.) . . . -'.2. A photoaphic copystand. (You don't need the type with the lights on it.) "/- to Wit 3. A cardboard tube, like the kind - found in the centerof arollof paper towels. a 4. A micro andamicro- scope.light. ' 5- About- four 2'' pieces of heavy cardboard.,

Set up the VTR .in the \convens,1:3, tional -manner. Connecta.closed-.- circuit television camera and the '-TV' monitor v.? the, VTR. With the camera in the off or stand-by, posi.; tion,removethecamera'slens (mosi. of them just screw off). Also, take any preview monitors off the camera. You want the camera as light as possible, otherwise it might be top-heavy. Connect the camera

cA.ssociationforEducationalC2m- munications and Technology '1978. Re- printed from the Instructional Resources section of Audiovisual instruction, Janu- ary 1978. LEARNING VIA TELECOM4UNICATIONS NG TE UMBILICAL CORDSs

WILLIAM R. ATKINS

The use of audiovisual equipment b."), a seasoned and knowledgeable structor allows. the yornanunication of . complicated. ideas and techniques with . greatPOWer and economy of classroom-- time. However, the-use-of several units of audiovisual equipment during a preseittation often has. the instructor fumbling with control cords. He ap- .pears to be "wired for sound" and is restricted to a small section of the dium by these electrical We have evolved an audiovisual sys- tent which is remotely controlled With.7 out wires. and allows the instructor complete freedom of movement. The wireless audioviSual ,control system permitS.replacement of. allof the . powerAd. control cords.. Shown in Figure 1, with the small/hand-held transmitter being used in Figure 2.'`k- The receiver of the sysiezu may be .permanently ingtalleiL or incoTorated __._into a mobile. audinvisuaL.projection Figure 7A-7 center- . The first wireless system we designed and built was incorporated into =..a .mobile -.cart (Figiire 3) intended to

. hold three Kodak carousels; one 16mm . motion picture projector, and one Wollensal 2550 AV ilidC/sync tape recorder. In addition,- a Kodak c-arou- "Sel dissolve control is located next 'to the tape recorder. -Two small-speakers ,Provide external saurid sources for the rnotionpicture.projector `and the tape. 'recorder. The receiver of.the, wireless.. 'system is located, along with a power and distribution: chassis, behind-the cabinet doors (Figure 4). Signals-from the handheld transmitter are captured by a,s/mall sensor (Figure 5) located "between the projectors oathis mobile cart. A second mobile wireless, remote system was built utilizing a metal cabi-. rieroriginally purchased with an overhead projector.'Thecabinet was mOdi-.

4.3>Associadon .lOir: Educational_Cent-_ munications 'and Technology 1975.. Re- 1printedfro Audit:Wig1nd .1ns:ruction. January 19 LEARNING VIA TELECOMMUNICATIONS '67

.."-'HEAt.H-STEPPER'-' SWiTCH.

STEPPER 03%. ,CONTACT. . Mir* f'SfAND-BY SWITCH - J4 SOUNDSENOR S1DUND SENSOR INPUR TO RECEIVER >, ' V ' 'o :J6 J5 HEATH- : OUTPUT 'CONNECTOR R G TO RELAYS 1 T< i T BL CR7 K7 V ".\-' . I N647 1r 5 gi_ liGH 2.. BR' tt R 2< ,.1.< Cam' -- CRS 4 6 1:4647 XK5 BR 2-->1-%--. A. W 1 ri 5 BK - ACA 6 <1 G II( .F 11CI NR6476 , c=1.4,1...... 1. 6 1, E. 5 0- W sl 1 / / ,,< D 5 < R.--.---.74m-- ,CR8 -7; BR I -1 N647 x K8 4 :-I 6 , < L . BK: W 111.5- I < K. 9< GY Y .CR4 4 .6 J3 K4cm-- I N647 FWD/REV 12 1 75

.CR3 4 IN647X. K3 1j7 5 R... W-R a

K8 CR9 HEATH HOT 1N540 PI S I, STEPPER RELAY COIL CI RI . 110V 0 40/IF' INPUT 47K COM I250V R

3 Figure 10 RECEIVER : single projector may be _used for a be urd to provide background music by cost and environmental consid- sound-slide/synchronous presentation. for waiting .iime-prior- to- actual brief,____erations. In the beginning, we. thought In either case, the sound-slide/syn- ing or instruction. in terms.of using RF signals generated chrorious presentation may be turned .The direction in which the devel- by a hand-ca_rried transmitter -to direct "on" or "off" with the' lind-hel 1/47pment of the wireless audioyisual ti-,afc at the Ay complex...The thought transmitter. The tape recorder may control systerni5rogressed was affected. died in-the conceptRal stage becatisc of .--* RR- , 4.41 _READINGS MeV AUDIOVISUAL INSTRUCTION -3

12 FWDifiV 01 F / D!REV 01 INPUT OUTPUT A B C

E c F 12 14 FWD/REV 12. r.':DREVI 2 - A OUTPUT B C D

J6 J7 REMOTE REMOTE OFFION #1 OFFJON 112 COM COM A (3_0 0../"V J5 12V F2 HOT REMOTE - 10AMP CONTROL . 110V 054 1NPT 1OF E

J9 RECEIVER ,F POWER M COM C 1 5 110V 217 HOT JB LOCAL OFF ION 2 'COM

F3 HOT 10 AMP

110V

P1 AC INPUT -12V 12V Kia HOT /

POWER ANDSIGNAL/11STR-LBUTION- Figure 11 / development costs and poisible inter- diary' and the 'small circuit modifi- In smaller classrooms the signal ference with laboratory. RF equip- cation of the Heath receiver circuit strength is high and the necessity for !tient. ne..es.sary for our application. Building pointihg the transmitter in thc_general attention quickly focused on the of the receiver and signal distribution direction of the receiver sensor be- some (35-45 kHz) transmitter and its units (Figures.8 and 9) was done by comes less importantoften reflec- receiver, as packaged for use in the appreniice electronic tedmiciarts. The tions of the -signal from walls orceil- ...control of the home television receiver. circuitry (Figures 10.and i 1) is simple' ings are sufficient. Some modifications of the kir and-an enough to make an excellent voca- The use of the remotely controlled extension of its power control capa- tional school project that would add audiovisualequipment withsmall bility easily adapts it for audiovisual new andioviswf_ capabilities---v7ithin a groups is especially effective. The in- control. school system_ structor -can sit with his class; and, Heithkit's Model GRA-900-6' was °. -These wireless systems are usal,te in with the aid of an-illuminated arrow purebased.-dlen\C.orbettof our Facili- relatively large briefing rooms.. Expe- projector, conduct his class in a very' 15titsEngincering 'Division designed- a rience shows that transmission dis- inforinal -way with _greatly enhanced _power __and signal distribution atnc- tanees up to about 30 fest are practical. rapport with his students. .. LEAR I PRODUCTIONS:1-10W MAKE SIGRID A.. TROIVIBLEY r

Though- a course in instructional videotapeof purposelessconversa-- television is offered_ in our Library tion about" some vague topic:, inter= Science /Educational Technology_ spersed with long pauses when those* Division, the _need for at least an talking could think- of nothing tosay- introduct- experience with a or do- videotape-order (VTR) in one of To save time and encourage better therequired-basicmediacourses _ videotapes,productiontaskswere- becameapparent_Sincethein- assigned the next time studentS did structionaltelevisioncourseisan mini-VTRproductions_ Eachof elective for students in the LS /ET the groups in tlie class was assigned mastersprogram,somestudents one-cif the.followirlg risks- simply couldn't fitit in their pro- - I. Your production company grams but still had wanted to know to show us what the symptoms ofis "something about videotaping." "befshober"arcand__-7-_ demonstrate Others who intendedtotake the techniques for treating it._ course had =teaneed early intheir 2. The jobof your production _programs to be able to do some company is to demonstrate-the skill simple videotaping... of "IcaSchlockering." You may decide Many other students from various what kaschlockering- is and how, it-. departments -and^ schools oncampus is done, but this skill May not be the take ane of the basic mediacourses same as a skill we already know. as an elective.. These people often 3. Yourtask asaproduction take only one course in our division., companyistodemonstrate how .- If such students are to haveany "ziltsky" is made. You may deiide -- exposure at all to VTR, they must what ziltsky is though it may not- be- get this exposure in a basic media somethingwe -alreadyknow. by course_ another name_ It Was necessary to give students 4_ Your production company is an opportunity to handle videotape teach us what the concepts ."zof"to -equipment, begin to overcome their and "jadker" mean and to teachus fcar of-using it, -and actually engage how to differentiato between the two insmolt-scaleproductionactivity. concepts_You may .decidewhat _Because of our, need in the basic "zof" and -"j.. .r'.-= mean, but- they when media 11,-;:r_i- , courseto: cover- so many may not be for concepts we I_ 7. topics, thevideotapeinstruction already know_ --longer could require no more thanone; - 5_- Your- proauction company is_ to 2. 4 3-hour class period_ In a mini-VTR. demonstratepossibleuses for-aI productionexercise, on th each member "pod-lcalffir," You may decide what you- .4. the cliss participates as a :mem- a- pod-lcalffir is, but it may not be amour ber of a group of four or five people.. another nameforsomething we tion, When Ifirst asked students to already know_ possib: engage_ in the mini-VTR prodtection By providing a production task, ideas . exercise,I found that the -grolips the initial time loss in choosinga lostconsiderabletimetryingto topic was eliminated_ Flie nonsensi- Use an choose -a topic for their prodUctions. calnature of the task forced the 3. C What -often resulted wasa 5-mimite studentstothinkcreativelyand what produce- videotapesthatOftenre- medium flected atypical and unique-ways to Thoug_ visualize ideas_ dude .4:0Association fors. Educational Corn- _ Each group was g:ven instructions time V. munications and Teci-tnoicogy 1977_ Re- for -operating the videotape recorder, and se_ -printed troth the instructional Resources monitor, and camera. -In addition,. script section of Audiovisual Instruction. Febru-. the folloWing set of procedures and camera atty.-1977. information was -to be kept in mind LEARNING VIA TELECOMMUNICATIONS 71 SUPPORT, FOR PLATO: A DYNAMIC TELECPMIVIUNIC.ikTION NETWORK ERROL. M. MAGIDSON

Many educators are already fa- grams and instructions directing the a forum for client input on software miliar with the instructional use- s of computer's operation. development and problems;notices the PLATO' computer-based edu- A "Bulletin Board" on the com- of CBE articles, presentations, and cation (CBE) system of the Uni- puterannouncesmajor PLATO job opportunities; information con- versity of Illinois, Urbana, .vhich is developments andgivesnoticeof cerning CBE matters; and informa- oneof several PLATO systems.= equipmenttesting.Announcements tionconcerningnewlydeveloped However, they may not know that provide details on new or revised corn- CBE lessons or packages that other the still-growing PLATO IV system:puterlanguage commands and clients may be interested in using. has led to the development and supportivesoftwareservices,data - ACn k easily understood example of hasitselfbeensupportedt .,a keepingpackages,communication -how users' ideas may be put into use sophisticated telecommunications net- developments,localsite manage- is the change in wording permitting work. ment packages,- and class and cur- a person to join the system. At,. one The central computer of the Uni- riculum management packages. time the entry was, "Type your versity of Illinois-PLATO system is A "Public Notes" section serves as name; then press NEXT." Often, now:being used by about 120 colleges anduniversities;medicalfacilities, medical schools. public schools, gov- ernmentagencies,and businesses across the United States and Canada. Content and CBE specialists frovi PLATO NOTES- these institutions have prepared and 06/27 shared more than 6,000 hours of 14.54 student-testedinstyiictionin more C:IOOSE AN OPTION> than 100 subject Iareas.3. Hundreds a. SYSTEM ANNOUNCEMENTS of thousands of students at all edu- b.- PUBLIC notes cational levels and hundreds of -in- t. Other GROUP & STUDENT notes structors and CBE professionals d. FE.RSONAL notes have used. PLATO. The communications components being used on the PLATO. IV sys- >So how do you like PLATO? tem by its clients--CBE specialists, >I think it's great!("talk" feature) lesson authors, instructors, and stu- dentsinclude CBE notes,special System Announcements, Pisblic Notes, Special Interest Notes (Groupana Student Notes), and interest notes, personal notes, "talk" Personal Notes are available to the PLATO user. Noticeat the bottom of the simulated screen features, and journal- articles(see tha: the "talk" feature is being used. Figure 1). The PLATO-system staff solicits ideas from clients for developing and Figure 2. revisingbothcomputer. hardware (equipment) and softwarethe pro- Public Notes Response 6 of 15 to #10

8/12/76 3:38 pm barr economic 'PLATO is an acronym for Programmed_ Logic for Automatic Teaching Operations. MOre than once I have tolda student that his PLATO, User or sign-on name is "smith j" (i.e., last name space first initial). And what does PLATO 'Other. PLATO systemsincludethose Say: "Type your name " and he types"john smith." operated by Control Data Education Com- pany. . the University of Delaware, Florida "Type your PLATO name" wouldnot only be less confusing to students, StateUniversity.andtheUniversityof it would force us to use thesame terminology instead of PLATO, User, Quebec- sign-on, names. Which shoulcrredute confusion fornew students; mike barr 'Elizabeth ;R. Lyman, PLATO Curt:as/4r Material; No. 6, CERL Report. Urbana: Here is a Public Note response toa zuggestion that the wording of how a person signs onto Uniiersity of Illinois, (November 1977). PLATO be changed. RFADRIG3 FROM AUDIOVISUAL thtTRUCT1014-3-

Figure 3.

# Date. Title Resp Lesson Reviews 18 2/15 history 2 19 2/16 gpa calculator 8 20 2/18 metabolism "less 1 21 2/19 greek 2 22 3/3 EKG lesson 3 23 3/4 basic peli/sci 6 24 3/18 new help lesson 18 What note?> O 25 3/21 Rx 3 ***End of Notes*** Press HELP fir information SHIFT LAB to write SHIFT BACK to exit, A Special Interest Noles. file on "Lesson Reviews" contains critiques of various lesson. Note titles (e.g., "history_7)1 help the potential reviewer to decide widdr notes to, read.

from sex discrimination to emotional Tent of a personal note enters the Persons new to PLATO would_ type. their complete mime; subsequently, depression.- Users can be anonymous system, PLATO wijl give notice that PLATO would inform them thatif they choose. The file director is a personal note_has beenreceived. they had not registEred. (PLATO'themoderator and maintains. the A single keypress takes the note to recognizes onlythose names thatfile. (Other special interest files are the recipient. .The recipient can read havebeenregistered. by PLATOsimilarly maintained.) The filedi- the signed note; and can iend a personnel or instructors. A person'srector has the option of allowing reply.. Smith and Sher wood have complete' name is rarely used). only members of a specific group to reported that More than a thousand "A PLATO user contrite-Itols. a use the file. personal notes art. written daily on "Public Note" requesting input on a Other special-interest files include the PLATO system.' It is also pos- wording change. Some PLATO an archive of humorous anecdotes sible to send personal notes to indi- users who read the note r*oncied relatedto PLATO's development; viduals using other. PLATO systems. by suggesting eitherthat PLATO forums onlaw,religion,' psychic Instructorswithstudentsusing -- ask for a person's "code name" or a phenomena, and science fiction; in- PLATO can send messages to their "PLATO name" (see Figure 2). It formation . exchanges on favorite° students. This is particularly useful was finally decided that the system recipes,collector'srecord albums, to' no* individual students or the would request a person's "PLATO and rare comic books; 'a from on the entire class of forthcoming quizzes name." Thus, new users are now goals, means, and implications of or conferences or of a particular, les- more aware that they are required. spacetravel; and news of curriculum :seri to be studied. to -type a variation of their actual group activit&s, meetings, and les-. PLATO authors and instructors saute' to enter the :2LATO system, son development: sometimes may want to communicate and they are now more likely to a* "Student Note Files" are similar directly with :each other..hy carrying for assistance when they are uncer- in forniat special - interest files hitt ':on a silent. conversation in" which tain of their ent"name. are created to give students an op- they simultaneously read and re- The systeM maintains, a PLATO portunity to make comments 'con- spond to each other's written com- library containing information files cerning the lessons they use.. These munication. This feature works as onlessondesignandtechnique; files can be used by students if they long as the person.. being contacted lesson coding' and routines; system press the shift and term keys and is currently signed onto _the system. consultants and computer (*rotors; -.type ,"ccnnment." Usually the les7.The telecommunication link is easily sample lessons; -PLATO curriculum son's ,author orthe student'sin- initiated-bypressing"Shift"and groups and lesson authors; publia- snirctor will see the comment. Stu- "term," typing the word "talk," and . bons ini print,;_ and curriculum dents can thus, offer their opinions; then typingtheperson's PLATO modules: these may be used to revise lessons. name and course. The caller does not have to know- the location ,of the Group Notes for Special Interests Personal paged person; the computer handles -. The PLATO system.._:!zupports PLATO has established an elec- this. PLATO indicates whether or special-interestfiles called "Group tronic mail. service in which authors not th,- other person is available and Notes" That any site director can and instructors(actors can exchange ,"let- - will accept calls. The paged person create. For example, authors ,can ters" called personal notes. For ex- receives a message at the bettom of submit newly developed lessons _lot ample,' if a PLATO user woUld like the screen, which identifies tte caller. a file that. other authors can review to ask a question of Amer at his -own (see Figure 3). or another site, the-trier can write a 4Si.inley G. Smith and Bruce A. ne Sher-. An. interpersonal-rela6ons file personal note that -would be- -sent wood, "Educntional ,Usesof. the PLATO allows PLATO users from various automatically to the' other user's. COmputer System,-Science Op i1976);

batirgrotmds to discusscuss any issue PLATO 'record. Whenever the recip- 344-352. !".

:-. LEARNING VIATELECOMMUNICi7NS 73

iv; PLATO name and by course. Thecarry simultaneous dialogue.' An telecommuniagion link is completedEnglish instructor at Kennedy-King The telecommunications (network if the person wing paged respondsC011ege in Chicago has used this supported by the PLATO \ system by pressing "shift" and "term" andcapability to give students practise allows people to talk with eadh other typing the word "talk." This featurein writing and communicating. by way of the computer and to par- - is particularly useful for on-line con- o .ticipate in the design and develop- ferences. Journal Articles ment -of' computerized lessons. It has Regularusersoftenhavetheir A PLATO newspaper, supported contributed to the growth of PLATO 'PLATO names listed as current by the system, appears .froth time to curriculum, software, and hA.relware, Users so that others will know thattime; it contains articles on current as well as to increased involvement they can be paged. There is also aevents and CBE materials. and interaction by its many clients. monitor feature helping "talkers" to A medical editorial _board has PLATO is an example. of a sophis- show displays on the screen as a partbeen establishedtoreviev.,articles ticated, participatory educational of their conferences. for possible publicatio"in a schol- medium that encourages information A conferencecommunicationa ry,PLATO-related medical journal exchanges,public,forums,inter- capabilityalso_ exists. thatallowsso that medical students can learn of personal communication, and anew several users, including students, tocurrent developrner.is in their field. form of journalism.

ti THOM ALRIOVISUALIAISTFIVC?70M-k. R ACCESS TO CHILDREN'S MEDIA H: JO iiASSEN. THEODORE C. HINES MARY FRANCES K. JOHNSON

, AnOfficeofEducation&rant ducting the excellent annotations. sponse to all kinds of requests from UndertheLibrary. Research and Although the present data base is students,faculty,' parents, day-care Development Act has provided the small, it should be noted that it in- center staffs; and school and public

Library Science/EdUcational Tech . dudes all nonprint media items and libraries. /. . noh:Tgy Division of the University of-is the only monographic basic selec-- Because, the data base is' small, North Canilina at Greensboro with don aid in the field that covers them. and because only parts of it' usually fundsfor experimentation- -with- -a : We estimate that the active avail- need 'to be searched for any one machine-readabledatabase for able titles, print and nonprint, requeSt,itis possible for us to do

children's media. . ommended in all of the basic selection serialsearchesthatis, . toavoid' The-overall-goal-of--this -project tools- represent -not more than 15.000 havingtoconstructthecomplex isto use computer capabilities to items. Of these titles, we think it/inverted files that would be required- augment information . access to ma-: likelythatnot more than some .for random accessto the various terials for children at the elementary -2,000 would be nonprint items. This data elements. school level in a' number of different estimate is based on consideration of The 'searchalgorithms provided .Ways. This article. discusses only our annual production, in -printstatus, for in our programs are quite corn- experience with :computer searching and, the problems encountered by ple.x,however.Se:arches: may (both on-line and batch) in telation- publishers of selection tools and by made for character strings, words, to nonprint materials.. ..thovho look over journals to find' or phrases in 'any or all or any com- nonprint 'titles for review./ Thus, the bination of the data elements in the Materials in the Data Base present data base is noilso, wire-pre- entries, using any Boolean relation- Oup-data base is still quite small, sentative as might first appear. - . ship between oa amongterms. of 'cataloging and biblio- While we are adding more access . graphic information (including an- points for the mat&-ials than those Low Costs and Easy 'Access noiaions and read. and/or inter- provided by conventional cataloging, Costs forcomputertimefor est leVels) on &Imo- 4,000 titles. our experiencies/in doing this will be' searches and hard-copy printout are,

Of these; about i are nonprint -= discussedelsewhere.' -Our concern low; averaging under five dollars per materials at all entary . school here is with results that may be search. Output may be provided in grade levels,. in all commonly used obtained ,by computer searching of- R1" x 11" paged format, with riin-

formats except" 16mm film. These , quite-,conventional cataloging and ...ng heads,. suitable for direct re formatsinclude 8mm film,. film- bibliographic information. producfion: strips,' records, transparendes, cas- . Of special valueinrelationto settes,charts, slides, --riaapS,games,.,Link with Library .of-Congress .,.nonprint 'media searching is the fact soundfilmstrips;andmultimedia //While we have used our own input-that it' is equally easy to retrieve kits-. At present, -print titles in the /formatfor-remitsofeconomy, listings of materials on given topics -- data base are restricted to thine use-/ editing ease, and the ability to readily by physical forin or 'media formatL- ful with children at the preschool add information in 'additio'n to con- or without regard to their form---- and early elemeatary grade levels. ,/ ventional cataloging -data, our whereas aconventional,catalog . Our eventual gbar _is to include entries are linked to Library of Con- Usually provides Only one of these 411 currently available initaials at gress Machine Readable Cataloging.means of access. We can retrieve, the elementary school levels/included (MaRC) records byinclusionof obvidusly, all titles wish a particular _Library .of Congress Card _Numbers. _subject heading -or author._ We can receimmended titles as the Children's We have a program that applies our also 'locate any title with a subject- Catalog,theElementary. School search algorithms to MaRC tapes, heading thathas' armygiven. sub- .Library Colkction; and /3oOklist. At and have received from the Library division; AFRICA, for example. The present . the' nonprintmaterials,in of Congress:records for the over latter access: point is not, of course, the data 'base a# restricted to those 30,000 juvenile titles, at allall .grade. assiblein conventional cataloging. seiectEct for the 'Ekrnentarl School levels, now induded 'in MaRC. Our Even -more , interestingisour Library :7C011ection. (Children's data base, hOwever, includes. a large abilityto retrieve materials by. 'Catalog, of/eourse, lists -only printed number of titles, especially- nonprint searching. for words or phrases in materials:7) We are ' very grateful' to titles, not available in .MaRC. -the 'annotations! A search for the' :the-B4-1-Dart,Totindation;-. Pubilshers word `:ART" in annotations of ma- of 71W:7-Elementary- School. Library' Al Variety of-Searches terials at the early childhood level CaOction, s: forp_ ernaiision- touse To elate, we have conducted some- locates,for example, the filmstrip their cataloginginformatiini,= in- what-,mote than .200 seardies in re-rofDonFreeman's -.Normanthe. LEARNING VIA TELECOMMUNICATIONS 75 4. Doorman,.where -neitherthrtitle" Stich- searches do not, of course, ing- in a particular group is. included. nor the subject headings show that locateall possible usefultitles,as Another gives all subject head- the story is set in an art museum. theydependontheaccidentof ings and subdivisions used.together This technique is particularly use- inclusion of words in annotations. It with their frequency of occuirence. ful when a given item is notabout is our own feeling that the nature of The two final,lists %arc frequency a particular topic (and hence does annotations may change somewhat counts of the . words used, respec- not get that topic as a subject head- as the use of computer searching tively, in subject headings and in an- ing) but :relates to that topic and becomes more general. notations. The latteris fascinating may be used for a particular purpose. -Many of our ,searches produce a in some of its implications"he" We have used it to locate materialshigh percentage of false' dropsthat is far more frequent than "she", and with characters : representing pa.rtic-_is, items that match- the search cri:- "mother" more frequent than ular racial or ethnic groups or oc- teria but are not suitable for the "father"and permits very interest- cupations; materials set in a given purpose- *`:lesearcher has in mind. ing searches; for example, for ma- .locale,andmaterialsincidentally Ingeneral,however, - may terials showing various emotions. including objects of fascinationto easily be identified. by scanning the We believe our work so far shows individual childrentractors for annotations iu the output listing. that computer searching techniques exampli. In addition,ithas been'__ may - beeconomically, useful in locating materials of use in Four Searching Aids andusefullyappliedtojuvenile values-education, or for materials for We have so far produced four ir..:terialsperhaps evecially useful helping to deal with such familiar printed lists that serve as searching for nonprint media. childhood situations as fear of the aids,, helping both to minimize false dark or sibling rivalry. In all of these drops and to maximize hits. One is a The. author*-s acknowledge thevery instances we 'havelocateduseful substantial contributions tothis project classified list of. used subject head- of researchassociates items-we couldnothaVe CarolWalters, found ings such as those about animals, Jerry Warren, and Jane Martin, as well. throughconventionalsearchtech- community servicei, and so on. In as those, of our OE grant officer, Larry niques-, this case every specific heading 'fall- Papier.

-c filomAtiosoitilAt:itisinucnoti-3 IA SCHEDULING AND REPORTING VIA COMPUTER MICHAELIR. SpWERS

One 4f the most 7.izarating prob- interface with the existingac-- Most requests forservice enter lems facing a iniAta administrator is thity-reporting system; , the agency either as memos or tele- the scheduling Of equipment,. rooms, be capable of input by the stu- phone requests;telephone requests Services, and people. .Every agency dent staff of Audio/Visual Services; are the most popular- As the re- has thii: problem and. has solved it in provide a daily printed schedule quests for services come in, we enter any one of al `number of ways: card or log of services to -be performed; the information on a service form systenis,_ blackboard .schedules, mag- "protectservices...rooms,and (Figure 1). If the request is for later netic boards, or an overworked staff equipihent from overboOking or over- service, we hold the form until the member ..with a 0:at Memory, for scheduling; 4. data-input clerk can code and enter example. provide the ability to inquire the information in the system. This

At thc- University of Nevada, Las into future dates or schedules; and _ is done on a daily basis. Vegas; the Audio/VisualServices .be capable of changing or delet- Potential-for. daily-scheduling Agency had tried these scheduling ing previously scheduled activities. Ifsomeonerequiresimmediate methods with only., moderate _success. The system,initiatedon July1, service, we can use the daily sched- Agency staff concluded that Ave 1975;meets all these criteria. uling aspect of. the system and enter needed to employ some means of C. data processing_ if we were to per- Figure 1 form effectively and efficiently. Our first venture in data proms- :sir-it-started in the spring of 1973 when we -began operating a corn- puter-generated audiovisualactivity.. 4 report.Thisreportdisplaysin .printed form the various services the agency provides to each department and its .faculty or staff -as well as any accumulated billing . information needed to recover unfundedexpenses... From the beginning, `this system..has been batch-oriented and run. on a monthly basis.inthecomptiter- seivices section at the University of NeVada. -Reporting Activities of the Agency Thesuccess of the: activity-reporting stem has been shared through articles. In addition, .80 universities 'Mr . and colleges in The United .. States

. and Canada received a special' re- Figure 2 _port.Etetause_ we were encouraged by the report's reception, we eitab- fished -the. following criteria for a daily -schedulingsystem which 4 oot-changt drastically the -existing- systemof forms. or...in-house af scheduling activities;

Nate: The boldfaced type in al 1.the figures, indicates information- that is entered by the terminaluser;the tigheaced type is comp:edm gesfensted.'-^

7.73 LEARNING VIA TELECOMMUNICATIONS 77 the request immediately When we code individual formS, we use 4 -digit ENTER "ADD", "LOG", "CANCZL". "DELETE", OR "END". 'numbers that t e computer_program ? ADD recognizesasdepartments,users, ENTiFt NEW SERVICE REQUESTS BELOWIN THE 'FORMAT: or services: _Each area has its own DEPT,USER,EQUI,ROOM ,DELDAT,TIME,PU DAT,TIME,REMARKS.. discrete series of numbers, a practice ? 4302, 0009, 1060, HU-143, -172575, 0759, 073175,1000, PORTABLE .that allows 9,999 separate codes or'' 9 1001 listings in each of the three cate- a gories.Additional information can be provided as service comments or Example A remarks. BecauSe our equiprr::.rtt and room-, schedulingservicesa.e not -ona TERMINAL: 34,TTY Ch.rgeback basis, accounting infor- RECOVER /SYSTEM:-RUN mation isr -)tentered terminal ENTER "ADD7z.:"LOG'. "CANCEL:. "DELETE", OR- "END ". at the present time. For nonsched- 7 ADD ' ' .1 Wed services or thOse requiring us ENTER NEW SERVIIZE REQUESTS BELOW IN THE. FORMAT: to recover money, we complete and ::PT, USER. EOM, ROOM. -DELDAT, TIME, PU DAT, TIME, REMARKS.. ? 4050,0012,4001, ED-301, 071475,0915,071475,1030 code a data-input card (Figure 2) 7 4356,0352,4001, CH-103, 071475,1315,371475,.1140 and send it .t,9 the computer center -***DEMAND EXCEEDS AVAILABLE SUPPLY OF 1 FOR CLASS AV ORLENTATICN."' forkeypUnthing. The computer o . center then, holds the cards until it FOLLOWING REQUEST CANNOT BE-HONORED, is notified that the monthly audio: 4356 0352 4001-CH-103 071475 1015.071475 1140 visual activity report should be rim.. ENTER "ADD", "LOG", "CANCEL". 'DELETE", OR "END".

Access to the System ENTER SERVICE REQUEST TO BE CANCELLED IN THE FORMAT: -DEPT, USER.,ECIUI. ROOM To have access to the entire sys- 1, , DELDAT. TIME. PU DAT. TIME; REMARKS.. . 'tern, we use,, a terminal with an 7 4050, 0012, 4001, Ept301, 071475, 0915;071475, 1030 i_acoustic coupler .linked to the regular telephonesysteni.Afterthedata-)Example B iniout- clerk is properly identified to

the computer, the scheduling pro- A 'gram is callkd up by typing in the Oncethebasicin:nrmationis "LOG" and "return." The program, word "-Run!' From then on -the added(asinLine 1-4301;0069, will then _provide a format sequence program guides the operator through 1060), the operator need enter only -indicating the day and hours to be the- .necessary steps for adding, log- the service codes for all, additional logged. ging,or -cancelling information inservices for that same place, date, _he system. and time. In this' case, 1061 is added The Daily Schedule The following example displaysto request .a screen for the.-overhead To get a list of the entirelay's the steps We take to enter services'projector.Each time the program .sChedtile, theuser need only type in requested in Figure 1. The form hasaccepts a' service, a qiiestion mark(?) month, day, and year; -;andtap the -already- been coded, showing that . is typed out to indicate act- pulnce .9 "return" If, however, as. in the the College of Busi...-ms .has 'de- the information: The question -mark example,. the user' wishesto bracket .partment code. of 4302 'and that thealso indicates that t4e. user may now a partictilak-time (as,,i'n searching for - user's code is 0069. add the next 'service requested. a request 4, see ir it has already ThereqUestedservicesare an been entered), :theuser -enters -,.the overhead projector coded 1060 and a In-.example. B we -have tried:. to hour '=and Minute of the earlict,-;tifne:-:. screen coded1001.Even- though enter two .requestsfor' anaudio- the - search, canhe -made-as -i4ejlti_ most overhead projectors area light --visual orientation session (codehtim-.,the -hoUr and ininute..of _the-:fateW Weight and are theoretically porta- her4(r1).I-JoWever, 'the prOgrain time. The log that -is -receivel..after blzthis particular user' has re- only allows. us to schedule.one Sei.- tapping= --the ."return" _ quested an, overhead projector that atime.Therefore,after tern-Ili-al.:will not:bea log, is designed to lie folded up in, a suit-accepting the first request- (as but a log. restricted_ by the "times- case.Itisnecessary,therefore;to rated. by 'fiequestion mark) entered. : . -- addtheword "portable"under program does t honer the second shows . delivery _at "service -ominents." request; the reasowhy is displiyt:d of:-;the ove.ead projeCtor and ontheterminal.The. ::prograni!s `'portablee. screen :requested in. Figure 'Adding Inforznation to the System cancelling function.. can he seen, in 1. Example A shows. info,:mation this example;itis identical to the When the..operator, has completed` (indicated by the_ hold-fa:ed word, "add ". 'function except that the user entering,- canceling; :and logging :for, "ADD") to be added to the Sys:tem. does not need to enter -remarks'to a particular period: during the 'day, :After .the user types the terminal's cancel an event. the pnagram is returned to 'a' standby--"- 'Iteturri'.! key enter a command, To call fora log- (Figure' 3) or positionby _entering:_the word the-program responds with -the ap-.Schedule equipment for -the nextore"END" and tapPing., the "return" - propriate format for doing so. any future, day, the. user types both'fsey. Al! active tapes used in the . prp supporting snstruction. ENTER "ADD". "LOG"; "CANCEL ", "DELETE", OR "END ". Billable informAion shriWing labor 7 LOG an4material costs is...also needed to ENTER DATE AND TIME OF LOG IN THE FORMAT: recover finds from User departments MAADDYYJIHMM,FIHMM for those services thatareftow un- ?072575, _0758,0001 funded Of that 10111St. be clwrged back

-;by university . AUDIOVISUAL SERVICES DAILY LOG FOR 7/25/75. -... A monthly report on the. system_ -Us sent. to the Vice President for Ad- TIME SERVICE REQUEST. LOCATION USER DEPARTMENT . -Ministration. (to whom the Director 7:59 OVERHEAD PROJECTOR.HU-143. 11TE W COLLEGE OF BUSINESS of Andio/Vishal Services reports) as- PORTABLE *DELIVER" well as to the deans or directors of thecolleges and campus ager.7caes.. 7:59 PROJECTION SCREEN HI.M43 WHITE. W COLLEGE OF BUSINESS .The reports are reviewed -with the PORTABLE .'DELIVER' Vice 'P?asident for. Academic Affairs 410 -a -semester- basis. The report is 8 PROJECTION SCREEN HU-202 GRAZIANI FOREIGN LANGuAcig. run as a batch-input job from the 'PICK UP' University of 'f.Nevaca System Coal"- put& Center:-_ 8:00 PROJECTION CART HU-202 GRAZIANI FOREIGN LANGUAGE I'PICK UP* Tteieval of Report Information When a report is required, an 8:00 FILMSTRIP PROJECT OR'HU-202 GRAZIANI FOREIGN LANGUAGE 'PICK UP' agency staff member writes a niemo asking that the job be ilia ancrindi- 9:00 AUDIO CASSETTE+MIC.ED-228 BOORD, R CURRICULUMINSTRU eating. the month and :year to be 'PICK UP' covered by the report. 'The computer operatorthen .loads the program; 9:00 HALF INCH VIDEO REC.GR-114 HOLDER. T. ART DEPARTMENT including any :additiOias. to the. name, 'DELIVER' department; or service The and enters all. of the kiyputiched cards reflect, 9:00 VIDEO MONITOR/REC. 'G9-114 HOLDER. :r ART DEPARTMENT ing nonscheduledornonfunded- *DELIVER' requests (see Figure 2). Then the. programretricrves from . 9:00 TVCAMERA GR-114 HOLDEF4 T ART DEPARTMENT .thedaily scheduling program the *DELIVER' necessary monthly information and 9:00 PROJECTION CART OR-114 HOLDER, TAI T DEPARTMENT combines itwiththe keypunched 'DELIVER' cards;it then prints the-,report in 9 triplicate. *00 MISC. SERVICES GR-1I4 HOLDER, ART DEPARTMENT After the monthly report isre- 2 REELSr *DELIVER' ceived by Audio/Visual Services,it is checked for accuracy and com7 AUDIO VISUAL SERVICES DAILY LOG FOR 7/25/75 COMPLETE. pleteness.After'distribution,the historical inforthation. iserased from ENTER "ADD", "LOG". "CANCEL ", "DELETE", OR "END". _ the 'computer memory by typing ? the command to "DELETE" and Pip:iv 3 indicating the date before which all requests may be deleted. gran-. :are then returned and are put:,Agency, and it has grown into a in a standby position until...the next monthly public relations tool. Conclusion J -use. The total system has 'been oper- Keereing Track of Costs ,ating on ,a daily basis slice filly 1, Reporting Activities The "lort in Figure 4 shows ser- 1975 and has not failed: I,t has in- ____The:DELETE" function appear- vices provided by the department creased the credibility of AudioP . in an aspect-and. by_ ,:lepartrnental_ _faculty_ancl Visual Agency in the minds 9f staff, of the activity-repotting 4:notion ofstaff users as well as a cost break- faculty; and the administraorr. the. system. Activity- reporting began down bytillable and nonbillable Plans- for the system's Continuance originally as an information system labor and materials.. have been riO.cle,. and it appears that 'reflecting the amount and variety of Nonbillableinformationis.re- other campus agencies may adopt servicz.X performed by the- university's corded because most services are pro- the program for their own sched-i Audio4Visual Services.Activity vided at no cost to the using il...1- ----art- Ailing needs. The complete Syt-4em - reporting replaced an inefficient and raent. -is to the\agency's, advan- is- under review by the t -' time-cows:Anil* billing procedure. tage;- therefore, to record these costs: of the State Community col-. We now have a reliable and credi-they are an indication. :to university lege System and has bcen adopted ble activity report -to, dikPay the out- administrators of the agency's total byClarkCoutiorCommunity_, put of the ..Audio/VistialServices commitment - andinvolvementin College.% 79' 9'

41/4 -

_WON= R. Atkins is a member 'of the laboratory staff, Gloria Mohr* is editor, Teachers Guide to Television, -Sendla. Lliboratories. He- is Ian- instruCtor/lield- engineer New York, New Ycirk. - In the Military Liaison -Departtnent, New Mexico.: . Charlea.B. Mast& is director of inteihational education,

Janne BtaszkieWici teacheri math ant-produces Closed- . Southern Illinois UniverSity, Carbondale. Tim Kraft: IS audioVisual produCtion coordinator, The . circUlt video prOgrama in the; Eitst"ChiCago, Indiana, pith- tic school.sysieim.: : Timkin Company, Canton, Ohio. Thous*, D. Bradley is audiOvisudl speealist in television. Bill Lazarus is assistant station manager, Educational Palmeil2ark !Media centife,Laildover, Maryland, TV Center, Archdiocede of San Francisco. Menlo...Park, , California. Diiniel R. Brirnden is Production supervisor, Caterpillar Iry Letotalty is assistant arts editor, Los Angeles Times, Tractor Company. Mossvlfle, Illinois. Los Angeles, Ce4ornia._ . -Y,vonnek E. Chotzen is.Piesident, Auro Productions: Vid-_ Michael Leinnan is coordinator of instructional media -gro for the BarthOlomewCdnsolidated School Corp., Colum- JahnC111.115is exlifeutive prodcloc..r_ of KTPS, Tacoma bus,.I ndiana, Public Schook:Tacbma, Washington. Naomi Linilidrom is ssistant ,professor, Lower Karen Hope DeFazio.ls-a_training specialist for the Cen- Course Supervisor, Spanish; University of Texas, 4ustin. sus Bureau_Washington, D.C. ., Errol Magidsen is assistant professor of social sci- Kenneth DuBey-js meals technician,. Office of Learning- ence, Kennedy-King 'College, Chicago,.11iinois. -Resources, Media -.Services, Northeastern Univers-4Y. Edward G. Martin, at the time 'his article was -first 'pub7 Boston, Massachusetts: - . . . . lisped was a science teacher at James M. Kieran JUnicir L. - Leonard M. Goldberg is = coordinator, Department of -High SchoolNew York City. He is currently 'Completing . Learning Resources Model Secondary--School for the his doctoral studies at St John's UniVersity in New York.; F. Milton Miler is associate professOr of 'Industrial Edu- Deaf, Washington, D.C. - . cation, University of Missouri, Columbia. David Greenisutation manager, Ech,cational TV 'Center, KNaSkagen Munshi it program development coc ma- Archdioceseof San Francisco, Menlo Park, California. . tor, Nation'al" Media Program, University' Extension, Uni-- er Joyce Hardin:. is .countelor,...EI Capitan High SChool, versity of California;San Diego, La Jolla." Lakeside,,dafiliwnia. : . Svein Oksenholt is professOr of German ,end Norvegian Susan. Hawkins is special assistant, Educational Tech- at Eastern 'Montana Collage, Department of Languages, nology Division, Office Of edudgifion, Washington, D.C.; . .- 'Billings; . --L---FabrookLD:Afazere171s-professor-of-Engtish7-i3eaver-001-Haricy-L---Cfursen4rerry is associate dean- sFundergrad- lege, Glenside, Pennsylvania_ ..; uate -studies, College of. Eitticatioe, Soulhein

Thuudore C. Hines is professor: Library Science/Educa- -University., Carbondale. _

. tional Technology Division,: Schcioi of Education, Univer- Lissa -Reidel is president, Ussa. Reidel ComMunications,

sity of North Carolina, Greensboro. . Philadelph.a, Pennsylvania. - Robert-X Hoehn is- assistant professor. ano director of Frank S. :Rubin is marketing/diaernination'7soeCialist

Nursing -Media, echool of Nursing, University of WaSh- Model Secondary School kir the Deaf, --Washington, D.C., kliohael. P. Stowers is director .of Airdiovisual' services incron,'Seattle. - . . - Darrel' icemigie -is director, 'Tutorial Degree Proc:',.m, . and assistant professor of educational technology; Uni- Uniirersity -EZtension, University of Celifornia..San" Diego, versity of Nevada, Las Vegas. . Fred °A. Teague is professor and director of instructional . La Jolla.. . media, College ,Thonsaa J. Jacobson is director, Pupil Personnel Ser- , of Education, Kansas State.University,. Manhattan. . vicesi GrossmOnt Union .High School DiStrict: La Mesa, Sivakailarn Thiagarajan heads a small, freelan- ce orga- -California. , nizationofinstructional developerand evaluators 7 Mary Franees.K.; -wonis ,professor,, Division chair, called instructional Alternatives in BloOm'ingtori, Library ScienCe/Edutational Technology/Di:cis-con:School Sigrid opt. Trombley at the time her article was first pub- .. Education, ttniveraity of North Catalina, Greensboro. -. fished was assistant proessor of education at the .Robert.13:.lotatas is, manager, Progr4rrk:Deyelolimient, versity of North Carolina. She J:-. now a self-employed in- -. _17 -COmmunico, Inc., Fenton. MisScrurL - structional designer in Greensboro. a David ..H...lorsesarrn: is-assIstar, professor, Library Sol- Neal L. Vitrzon.ts_a_rnember of_tiaeLLaboratory__Staff, . 7' erti*Echicsitioriiig Technology Diyision, School 61. Educa7, 8Eindia.Laboratories. He is anj instructor/field engineer tignn,. `Jniverslty of North Carolina,- Greensboro. in tfie.Military Liaison Department Nevin Mexico. - Frank*-4.- King is coordinator and associate professor Joe Waggener is associate prbfessor in educational

-0f. rndi3Sirial eduCation,Universitstof Miseouri, Columbia. . _media and director,- Microteaching Laboratory, ME4tni. Kenneth' G. King- ie. professor and associate director of University, Oxford, Ohio. '- -teacher educaiion,: Oklahorna State:University, Stillwater. R.-. Kent Wood is professor, and .assistant dOartrrient ,:....Baratytit..Irrpgikassocister-profeSsor of: communication; head, DI3Partnient of InetruCtional Media, Utah State ,!=tinhieraltY:Of.HairakHOnOlulu. University, Logan.'