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DOCUMENT RESUME ED 026 863 EM 007 076 By-Thornton, James W., Jr.; Brown, James W. New Media and College Teaching. American Association for Higher Education,Washington, D.C.; Department of AudiovisualInstruction, Washington, D.C. Pub Date 68 Note 189p. Available from-Publication-Sales Section,National Education Assoc., 1201 SixteenthSt., N. W., Washington, D.C. 20036 (cloth $8.50, paper $7.00). EDRS Price MF-$0.75 HC Not Availablefrom EDRS. Aids,Audiovisual Centers, *Audiovisual Programs,Autoinstructional Laboratories, Descriptors-Audiovisual Media, ComputerAssistedInstruction,EducationalAdministration,InstructionalFilms,*Instructional *InstructionalTechnology,InstructionalTelevision,Language Laboratories, *MediaResearch, Media Technology, Multimedia Instruction, *NationalSurveys, Programed Instruction, School Surveys,Simulation, Systems Approach, Telephone Instruction,Transparencies Identifiers-Media Activity Inventory Directory,New Media in Higher Education Five hundred current innovative media projectsin 300 colleges and universities are reportedhere by faculty members responsiblefor them; these reports are the basis for state-of-the-artevaluations; and both evaluations and reports are arranged inthis Higher Education MediaStudy by fields; instructional televii3ion, mediated self-instruction,special multimediafacilities;transparencies, telephone applications,simulation,systems, and media servicesmanagement. Introductory comments relate media totheir instructional use and thisstudy to one in 1963, "New Media in Higher Education." Someof the concluding remarks are that:applications seem to be moreadaptive than creative, credible materialsof instruction need to be developed nationally and regionally,and housing of media is stillinadequate. Indices by topic, contributore,andinstitutionare provided. A "Media Activity Inventory-Directory," the product of twonationwide mail surveys (1966-67) is appended; it is arranged by state, institution,and media project leader.(MF)

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NEW taE Ani COLLEGE TUNING

Edited by

James W. Thornton, Jr. and James W. Brown

Published by The Department of Audiovisual Instruction

In collaboration with The American Association for Higher Education (Both organizations are departments of the National Education Association) Copyright @ 1968 National Education Association Library of Congress Catalog Card Number68-8547 Single copy: cloth, $8.50 (Stock No. 251-08288);paper, $7 (Stock No. 251-08286). Discountson quantity orders: 2-9 copies, 10 percent; 10 or more copies, 20 percent. Orders accompanied bypayment will be sent postpaid. Shipping and handling chargaswillbe added to billed orders. Order from Publications-SalesSection, National Education Association, 1201 Sixteenth Street,N.W., Washington, D.C. 20036.

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.W.,..7S121224aUpraVX:WCIM)=...,4V31,44,771.r.S.M. FOREWORD

nology, and thatthe primary concernmust be new Students of technologicalsocieties reportthat one and machines to accom- technology is its pervasivefor- relationships between men cardinal principle of that intro- plish clearly thought-outobjectives. ward mov ementthroughout any society James W. Browndirected, and James W.Thornton, duces it. Thischaracteristic, whenapplied to the director of, theHigher Education in highereducation, would Jr., was associate dPveloped. technology of instruction to the Media Study, fromwhich this book was valid when thisvolume is compared both volumes, theyhave made possible appear Education, issued by As editors of and work, NewMedia in Higher acomprehensive nationalfund of information of AudiovisualInstruction andthe use of newmedia tech- the Department five years insights on contemporary American Associationfor Higher Education nology in highereducation. Thepublisi er gratefully obvious changes havebeen quantita- of Brown ago. The most have been in acknowledges theleadership and dedication tive, but the mostimportant changes and Thornton inmaking this book areality. relationships between menand machines.This new that machines important change isbased on the idea Department ofAudiovisual Instruction in themselves arethe least importantaspect of tech- f

HIGHER EDUCATION MEDIA STUDY(HEMS)

Advisory Board C. Ray Carpenter, Pennsylvania State University Fred F. Harcleroad, California State College atHayward Anna L. Hyer, Department of AudiovisualInstruction (NEA) Lewis B. Mayhew, Stanford University Kenneth Norberg, Sacramento State College G. Kerry Smith, Chairman (American Associationfor Higher Education) John E. Tirrell, Oakland Community College Randall M. Whaley, University of Missouri atKansas City Sister Mary William, Immaculate HeartCollege (Los Angeles) Stephen J. Wright, United Negro College Fund(New York City)

Central HEMS Staff James W. Brown (San Jose State College),Project Director James W. Thornton, Jr. (San Jose StateCollege), Associate Project Director Eileen M. Swartout, Project Secretaryand Coordinator of the Inventory-Directory A. H. Pruit Tully, Research Analyst Richard B. Lewis, Professor of Educationand Director, Audiovisual Services, San Jose State College(Consultant) Ruth H. Aubrey, Editorial Assistant

iv

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ICONTENTS

Preface 3 Instructional Functions of NewMedia C. Ray Carpenter 15 2 Current Status ofEarlier Studies 21 3 Instructional Television 43 4 Films 49 5 Listening Laboratoriesand Audiotapes 61 6 Programed Instruction 69 7 Mediated Self-Instruction 81 8 Computer-Assisted Instruction 95 9 Special MultimediaFacilities 105 10 Transparencies forOverhead Projection 109 11 Telephone Applications toInstruction 115 12 Simulation 119 13 Systems 131 14 Management of MediaServices 145 15 Conclusions 147 Topical Index 150 Index of Contributors 154 Index of Institutions 157 Appendix: Media ActivityInventory-Directory PREFACE

The Higher Education Media Study was supported a preliminary Inventory-Directory of media activities in part by a contract with the Bureau of Higher Educa- in the 286 reporting institutions, was sent to both the tion of the U.S. Office of Education through the joint presidents and the directors of public information in efforts of a staff cooperating with the American Asso- all 1,400*** institutions on the original mailing list. ciation for Higher Education and the Department of This time, an additional 395 institutions responded, Audiovisual Instruction of the National Education thus providing a total of 681 institutions in which new Association. media activities were reported. The results of these The purposes of the project were two surveys constituted the Media Activity Inventory- 1. To inventory some of the current (1967) instruc- Directory. tional uses of new media of commumication in During the period from October 1966 to January college and university teaching throughout the 1967, each person whose name had been given by United States, and contacted institutions was invited to submit a brief 2. To provide critical descriptions of the varieties article (1,000 words or less) describing the nature, of such utilization, their accomplishments, and scope, and outcomes of each innovative use cited. Of their problems. a total mailing of 938 such letters, responses were The first objective was fulfilled with the issuance received from approximately 300 institutions describ- of the Media Activity Inventory-Directory,* listing ing more than 500 separate innovative media prac- some 650 institutions of higher learning at which tices. Approximately 114 of these articles have been current applications of many different kinds of new reproduced in full and the remainder in brief to form media are being made. the principal content of this report. A critical, evaluative report of the 1967 Higher The editors sincerely appreciate the cordial co- Education Media Study, to which reference is made operation of all whu responded to the several re- in the second objective, was designed for the use of quests for information and articles. Without their state commissions in monitoring allocation of funds help, obviously, this book would have been impossi- for the purchase of new media and related technical ble. Any omissions or misinterpretations of informa- equipment under the terms of Title VI, Part A, of the tion, of course, are attributable to the editors, who Higher Education Act, Public Law 89-329." regret that they occur in spite of allefforts to The Higher Education Media Study used three eliminate them. major approaches in assessing current applications In addition, our gratitude and our indebtedness to of media in colleges and universities. The first in- several co-workers on the project are immeasurable. volved the mailing of a postcard request (during Eileen Swartout, A. H. Pruit Tully, Kris von Stull, and August 1966) to some 1,400 college and university Ruth Aubrey all contributed yeoman service in or- presidents throughout the United States. Invitations ganizing the mailing, keeping track of the responses, were issued to all such institutions to submit names collating the information, and preparing the several of faculty members engaged in "innovations in in- reports and this manuscript. They deserve much of struction making use of educational technology in- the credit for the finished product. cluding the new media of communication(e.g., Richard B. Lewis participated in the schedule of computer-assisted instruction, television, electronic visits to college and university campuses, participated carrels, dial access as well as other electronic in- in planning discussions, and read the entire manu- formation storage and retrieval systems, programed script before the final typing. The editors appreciate instruction, and other unique communication sys- the contributions from his wide experience and deep tems)." insight into problems of instructional improvement. This first mailing yielded returns from 286 institu- tions indicating, in each case, one or more such in- James W. Thornton, Ir. stances of new media utilization on their campuses. James W. Brown In October 1966 a similar request, accompanied by San Jose State College *** The study on which this directory was based sought * Brown, James W., and Thornton, James W., Jr. Media data from approximately 1,400 of the 2,207 institutions of Activity Inventory-Directory. San Jose, Calif.: Higher Educa- higher learning then established in the United States. Although tion Media Study (434 East William St.), February 1967. 24 pp. both the number of such institutions contacted and the number (Out of print) Reprinted as an appendix, p. 159. of individuals designated as being active in new media activi- ties represent considerably less than the total populations ** Brown, James W., and Thornton, James W., Jr. Instruc- involved, the sample is believed to be sufficiently large and tional Uses of Educational Media in Higher Education: A diverse with respect of type, size, and geographic location to Critique. San Jose, Calif.: Higher Education Media Study, 1967. be representative of new media activities in higher education (Out of print) throughout the country.

1

rtax,A0 INSTRUCTIONAL FUNCTIONS OF NEW MEDIA* C. Ray Carpenter Research Professor of Psychology and Anthropology Pennsylvania State University

THE introduction of new mediaof communication A consistent viewpointunderlies this discussion of of higher educa- instructional technology: thathuman talents and into traditional instructional patterns validly assessed tion requires careful considerationof both the pur- academic performances can be most within their physical and social contexts.Human ac- poses of instructionand the potentials of technical with the materials, tools, apparatus. The harmoniousorchestration of human tions are closely interactive and instruments that makepossible associated per- and technological resources in thisinstructional per- performances and the formance is the basic concern of this report. formances. Ideally, human necessary supportiveapparatus should be considered Instruction for our purposes isviewed as a com- plan of materials used for as integral partsof the same design or same plex pattern of activities and work; the actions of people areintegral parts of all stimulating, encouraging, and guidingcomplex human includes the essential both teaching and technology, and technology learning. It includes aspects of performances of people. Thesefacts apply especially learning. The objective of this firstchapter is to aid and the uses of the in the search for ways ofproviding the most favorable to instructional communication conditions in which human learning may occur.A media. special emphasis is on ways ofachieving optimally effective and interrelated instructionalcombinations SOME BASIC PROPOSITIONS of human capabilities and talentswith communica- tion facilities, materials, and resources. There are several propositions offundamental im- A second major purpose of thischapter is to raise portance to both theory andpractice of instruction, questions and to suggest somealternative answers provocative of systematic thoughtabout teaching and rather than to propose categoricaland single solu- learning and contributory to a goodperspective on tions to the problems. Surely itis true that multi- this area of education. These propositionsalso sum- phasic problems require pluralisticsolutions. marize many limited facts and serve asintroductions The breadth of the subjectof "new" media and to the descriptions ofapplications of educational their uses in higher educationprohibits thorough technology and innovative processes incolleges and treatment during this single essay.It is necessary, universities that form the body of thisbook. therefore, to be selective in proposingthe means of The first statement expresses inhighly condensed finding answers to a few germinaland provocative and generalized form a definition ofthe full respon- questions and of developingsolutions to fundamental sibility of the whole educational systemin America: problems. The whole educational job is toprovide appropria te opportunities and conditions in oursociety for each person to learnwhat he needs to know and what he * This paper was preparedoriginally for the National Con- has the assured right andthe abilities to learn ference on Curricular andInstructional Innovation for Large whatever the Colleges and Universities, sponsoredby Michigan State Uni- wherever he lives in this nation and versity and the U.S. Office ofEducation, November 6-11, 1966. time and condition of his life.

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Within this broad generalization may be formulated gross national product that is invested in education, national goals for the educational system. The role the scope and quality of prevailing educational plans and scope of higher education in the nation's total and policies, the flow patterns of funds and their educational system urgently need to be made clear specific allocations, the amount and kinds of facilities before the respective contributions of people and available, and the range and qualities of human capa- technologies and the role of professors and students bilities and performances that are committed to the can be rationally and validly defined. Apparently a achievement of educational goals. The operation of major prevailing condition ofalluniversitiesin a limited educational system within a field of un- America, especially the large public institutions, is limited needs and demands justifies intensive study that their educational activities are already generally of the technologies of education. The problem posed overextended in relation to the means usually pro- by the gap between facilities and needs calls for the vided, although this condition is changing rapidly. greatest of educational statesmanship, guided by So much of so many different kinds of work is ex- objective intelligence and evidence rather than by pected of universities that these expectancies cannot nonadaptiv.1 and institutionalized attitudes. possibly be fulfilled; hence, there are always un- The third general proposition is in part a conse- finished jobs, and the people who hope for more than quence of the preceding proposition, and it relates is accomplished become disillusioned. As much work even more closely to the theme of innovations in always remains to be undertaken, it is most difficult, curriculums and instructional programs: The work of if not impossible, to develop the specifications and universities for the near and more truly for the distant requirements for people, technologies, funds, and future cannot be done fully and well by traditional facilities needed to do all the jobs that universities educational operations, methods, and procedures. are expected to lo. In brief, within a definition of the Developmental changes in the operations of col- whole educational task in America, national goals leges and universities are urge.illy required if all of should be formulated, and within these the roles and the educational categories of the people are to be purposes, functions and performances of institutions served educationally as they should be served. All of higher education need to be specified even for citizens have basic rights and legqimate expectancies those tasks which cannot yet be undertaken. to be served in appropriate fas hion by our public A second challenging general proposition is this: institutions. There is needed a 'restatement of the Education is an unlimited enterprise. There are no criteria currently used to determine who shall be boundaries to the needs, uses, and desires for more served by the higher education establishment, Two learning, more understanding, more skills, more tech- other questions follow: What educational services nology, and more intelligent regulation of the physical shall be provided? How are these services to be made and biotic forces of the world environment. Sustained effectively available? Theseredefinitionsof the educational effort will never be outmoded. clientele and of the responsibilities of higher educa- Learning creates needs for more learning. From the tion surely will vastly increase the magnitude of the mastery of one task grows the imperative need to so-called "numbers problems," particularly for pub- master other tasks. Throughout life changing needs liclysupported colleges and universities.These spawn requirements for unlimited adaptivedevelop- institutions are chartered to provide education and ments and continued learning. The same pattern of training for the citizens of their states, some of whom thought can be applied to research. Research gives are now termed the disadvantaged. One ofthe most rise to needs for more research, and the results lead urgent needs in higher education is a realistic evalua- to new possibilities for additional dev-ilopments and tion of the educational potentials of the disadvan- applications. The solution to one problem often helps taged and of the development of imaginative and define a family of other problems, each one clamoring effective techniques to maximize these human poten- for solution. tials. It is no longer permissible to dismiss the educa- The stored knowledge of the past and of the tional aspirations of these citizens with the statement, present, if it is to be intelligible, needs to be con- "They are not college material." tinuously restructured and reinterpreted. What we There are no alternatives to dealing with and call knowledge should be persistently reassessed serving increasingly larger numbers of both young within the context of new facts and perspectives, new and mature people, of private and public interests; systems of information, and new interactive dis- the problem is that of effectively, humanly, and effi- coveries. Just as the body of knowledge is perpetually ciently serving all those people who have legitimate evolving, so it is true also that no man's education demands for the servicesthat universities were is ever complete. The needs and responsibilities of the originally founded to provide. educational enterprise are truly unlimited. The fourth generalization is two-pronged: First, This generalization has reference to needs and de- there has developed emd matured a communication mands; it raises questions about what processes and revolution which in unique ways corresponds to the conditions do actually limit and set boundaries to industrial-power.energy revolution that isstillin the performances of colleges and universities. To ex- rapid progress. Second, the technological develop- plore this problem, it is necessary to examine the ments of the communication revolution areeminently validity of such limiting factors as the part of the appropriate and applicable to the solution of many if

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confront The kinds and amounts ofwork of higher educa- not most of theeducational problems which be accomplished fully the growing universities and the nution. tion, however defined, cannot by traditional approaches,methods, and procedures. The communication revolutionrefers to many dis- What are the meanspotentially available thatwill coveries, inventions, developments,and their applica- make it possible toaccomplish more nearly than at tions. The long list encompassesgenerally all those expected of colleges and and skills of present the goals that are technologies, including the knowledge universities? people, which serve the functions, or areassociated revolution in the of the in- There is in progress a true with the processes and the management, sciences and technologyaf communication and in- formation-education enterprises: inscribing or en- and many parts of theprod- coding information; ordering ororganizing it; pre- formation management, of the recovering or retrieving it; ucts are applicable ineducation. What parts serving or storing it; technologies of this development areapplicable to transforming or interpreting it;reading or scanning of education for which the uses and appli- the tasks and requirements stored knowledge; and developing colleges and universities aregenerally responsible? cations of knowledge. The communication revolutiontouches all phases and parts of that cycle of eventsextending from the THREE MAJOR CONSIDERATIONS generation or creation of newinformation toits varied uses and applications. Thedevelopment in- Given the extraordinarykinds of products in the cludes a vast range of technologies, manyof which ranging from high- af modern communication fields are not oftenrecounted in the blinding glamour speed printing presses tosynchronous communication more recentphysical and electronicdevelopments. satellites, selections must bemade of those facilities, Included are the modern technologiesof the carriers components, and systemswhich may most appro- of signals, signs, and symbols;the raw materials of priately and feasibly serveinstruction. There are communication and their processing;the availability products for which highereducaton holders and carriers some kinds of of a vast catalog of "solid state" is the prime consumer.They are accepted and pur- of information, knowledge, andreadable records. chased in large quantities.Examples of these are the Paper, plastics, and magneticfields; beams, waves, full range of technologiesand products related to and lasers all materials and processeswhich serve telephone communication of printing and publishing, to as holders, carriers,and vehicles of transmission facilities, and more recently tocomputers. The pub- coded information and language all are parts of the lishing industries with theirgreat ranges ofbooks, great and moderntechnological communication rev- journals, and informalprinted and duplicated ma- olution. The cultural and socialevolution includes, terials are intimately andorganically linked with therefore, printing and the productionand reproduc- production and the consump- photographic information as well universities in both the tion of graphic and tion of their products.The telephone servicecharges as the latestelectrical and electronictechnologies. of colleges and universities aremajor budget items, Publishing and printing and theassociated auxiliary and telephones are usedextensively for both internal enterprises are included in theclasses of "new" com- although rarely for surely as are the broad- and external communications, munication media just as direct instruction. Computers,in successive genera- casting industries. These areall very recent develop- complexity and speed,have be- the tions of increasing ments in the longhistorical time perspective of come necessary tothe administrationof colleges, evolution of human languagesand communication. important as institutional statussymbols, and exciting These four broad generalizationsprovide a kind of as monitorsof instruction. frame of reference within whichthe theme of com- These are examples oftechnologies which have munication technology andinnovative change in had extensive and rapid acceptanceby universities higher education can befocused and the specific for serving some kinds ofcommunication and in- problems stated. formation-processing functions. be summarized by The four generalizations can On the other hand, someproducts of the com- pairs of statements and questions: munication revolution havebeen accepted only The whole educational job isto provide favor- slowly or erratically by highereducation. Several able learning conditionsfor people who have the techniques described in later sectionsof this book needs, rights, and abilities tolearn. How can this be havr been enthusiastically adoptedin a few institu- done? tions but have failed toachieve the vogue of the The needs-demands aspectsof higher education computer and the telephone.Telecommunication for are unlimited,but educational operations arelimited, use in extensionand off-campus instructionand train- bounded, and restricted.What are the conditions, ing, special-purpose buildingsand facilities for use including human factors,which set undue and non- with large course enrollmentsand multiple-section adaptive limits and boundaries toeducational serv- electronic systems employed fortesting, how might these limits and courses, and ices and activities, and examining, and providingacademic status reports di- boundaries be made more coextensivewith the needs examples of available and and demands for educationalservices? rectly to students are three 5

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61 SO, proven technologies which are having relatively long for teaching and learning or, as defined in this essay, latent periods of acceptance and delayed minimal for integral instruction. Still prevailing are proposals uses. for the single-component solutions to the exceed- It can be observed, therefore, that some components ;ugly complex problems of human learning. Neither of communication technologies are extensively and transparenciesnordial-accesslanguagelessons; rapidly accepted by universities while others are not neither videotape machines nor inst-Alonel tele- so accepted. Why is this the case? This disparity vision fixed sei vice; neither computers L.A. synchro- provokes many questions that can be fruitfully ex- nous communication satellites none of these can, plored. For instance, do those technologies which are as separate components orsubassemblies, provide accepted have high "face validity" in the accomplish- the full range of the conditions for ideal instruc- ment of perceived and defined tasks of higher educa- tional systems. These systems, it must be noted, will tion? What are the correlations of costs, both original always include the associated human actions and and operating, with the rate of acceptance? What interactions, the human factors. have been the effects of federal government and Why are components of communication tech- foundation grants and contracts on the kinds and nologies so very limited, relative to all of the require- rates of innovation that have been accepted to a ments for col iplex human learning? Why have there significant extent in universities? Do federal and been such long delays in developing and demon- foundation programs consistently increase the rate strating fully integrated systems of instruction-learn- of acceptance of innovations? Does the use of the ing conditions and equipment? Is it possible that the innovation persist after the grant has expired? Are time latencies and delays in technological develop- there areas like curriculum and instructional meth- ments in higher education are to an important degree odologies within univeisities which are more re- due to the real limitations of performances relative sistant to adaptive developmental changes than other to the full requirements for superior instruction and areas like institutional administrationand research good conditions for learning? Are these require- programs? ments different from the criteria by which the equip- A second consideration is the relationship of the ment is evaluated? Are there overdevelopments in kind of technological development to the kind of some aspects and retardeddevelopments in other instructional function which needs :o be served. In aspects of our educational technological resources? the invention and development of communication Wh;ch technologies can and should be introduced technologies, whether in theauditory or visual into the universities? What procedures may be most sensory modes, display equipmentand the proce- useful in defining and writing specifications for new dures for displaying and presenting pictures and and needed educational developments? sound have been emphasized. High-fidelity stereo- Discussion of these three major considerations phonic sound reproduction and color cinerama mo- selectivity, disparity in rates of development of tion pictures, color television, and the improvement aspects of technology, and the need for unified tech- in photographic journalism represent great advance- nological systems may be summarized by three ments in the technology of displays, distribution, and questions: presentation of information and stimulus materials First, a long time perspective is required for judging for learning. By contrast, the technologies which the rate of acceptance of technological changes by evoke, guide, and reinforce overt learning responses, colleges and universities. Within such a historical practice, and skills development have been seriously neglected. It may be that these irregularities in de- perspective, what is the present state of the art in velopment of communication technologies have direct curriculums and instruction? relationshipsto theacceptance of technological Second, is it not possible that when new tech- innovations by colleges or universities. In our society, nologies become available which are truly appro- technological advances are most often responsive to priate and feasible for the solution of curricular and profit-earning potentials, but not necessarily to the instructional problems, and these characteristics and needs of the larger socieiy for such advances. performances are well demonstrated, the first essen- A third consideration is selection and building of tial steps in the sequence of events leading to innova- pang and components of communication technologies tion have been taken? into practical systems for serving all of the essential Third, is it not possible that the research and de- functions for facilitating complex human learning. velopment programs in the areas of technical and The selection and development of technologies into human resources have been shaped to an important assemblies and systems that match and meet the full extent by the patterns of acceptance and use of the requirements for optimizing conditions for learning results? For example, single-variable and ideally con- is a problem that has been clearly formulated for 10 trolled research on the determinants and conditions years or more but that still remains to be solved. The of learning is most important theoretically, but never- assemblies currently being associated with computer theless the results of this kind of research lead to long linkages are notable examples of inadequate equip- latent periods in the development of multivariable ment. Integral systems of equipment are needed and multiphasic total systems and conditions for which provide all of the conditions and requirements motivating and regulating complex human learning. MATCHING PERFORMANCE ANALYSIS OF specifications would aid in the invention and develop- EQUIPMENT AND REQUIREMENTS ANALYSIS ment of really new items and systemsof instructional FOR COMPLEX LEARNING instrumentation. The difficulties in writing building and equipment The vast array of technical equipment now avail- specificationsforinstructional functions can be able to universities has been designed generally for realized when the extensive research results onlearn- purposes other thaneducation. Apparently to a very ing behavior are reviewed and the question isasked: limited extent only have the clarity of specific re- How are these research results to be applied inactual quirements and demand for specialized facilitiesfor university instruction? The difficulties areemphasized instruction led to the production of marketableprod- further when complex general-purpose equipmentlike ucts. There are textbooks and manyassociated computers, instructional andbroadcast television, printed materials which have been provided and well and language laboratories are introduced into auni- accepted for scholarly work and instruction. Inthe versity, and attempts are made to buildthem solidly area of university research,special buildings and and enduringly into the university'sinstructional pro- complicated new apparatus are often essential, and grams and budgets! The limitations and advantages they are designed, funded, and fabricatedwithout of equipment are discovered when it isused in course delay. Why is it, then, that the instructionalclass- and curriculum development work wherehigh-quality rooms and laboratoriesof new university buildings learning is required and where learningperformances are so similar tothose built hundreds of years ago? are validated withsamples of students from the target Can it be that educators simply do not le owhow to population. provide space and equipment appropriate for com- The assumption at this point is simply thatthe right plex human learning and for the personaland aca- kinds of equipment to perform the needed,realized, demic development of students? If this assumptionis and defined functions of instructionhave a high correct, then the disparity betweenthe facilities avail- probability of being accepted and used in university able and those truly needed for curriculumdevelop- instruction. Equipment which has beendeveloped for ment and instruction on the universitylevel derives other uses and other markets, but sold touniversities, from inability to write adequate specificationsfor the is all too often inappropriate forthe teaching-learning apparatus. These specifications, ifthey could be pre- functions that are mediated, and this lackof appro- pared, would be useful (a) for guidingthe new and priateness likely retards acceptanceand use. greatly expanded information-handlingindustries and Great improvements are needed both inthe tech- (b) for selecting equipment items from amongthe vast niques of examining and appraisingexisting equip- arrays of facilities now onthe market. Finally, the ment for instructional use and inthe development of

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new resources and equipment of advanceddesign for display apparatus is that the integral systems of use in curriculum reorganization and instruction. It equipment have not been developed for use with seems obvious that much new equipmentdoes not existing and possible new varieties of instructional meet the minimum requirements of appropriateness media ranging from 8mm film through videotape dis- for university instruction and hence should not be plays to cinerama-type color films. Accordingly, dis- accepted by teaching faculties. play arrangements that use the increasingly popular The problems of equipment selection for use in rear screen approach are accuratelydescribed as instructional programs may be summarized in the "lash-ups" of equipment components. The assembly following questions: What are the best procedures of disparate parts may be the only present alternative, for determining equipment specifications? How are although the possibility of equipment development the various requirements for stimulating and regulat- using systems designs and simplification procedures ing learning behavior to be formulated and made is worth discussing. Nevertheless, the fact remains useful for guiding the selection and development of that at present the display of stimulus material is very instructional equipment? How can effective coopera- highly developed compared with equipment that is tion be established between university faculties and available for implementing the other phases of the the developers and producers of instructional mate- instruction-learning cycle. iials and equipment? The secondphaseislearnerinteraction-and- response. Despite the prominence of thissecond phase in the reports of research and learning theory, PHASES OF THE INSTRUCTION-LEARNING CYCLE the practical equipment for instrumenting this second (LARGE CLASSES) phase of the cycle is retarded compared with the equipment for display. There are special difficulties. The instruction of large classes and multisection Very large numbers of student response stations need courses is strongly established in colleges and uni- to be provided for large classes and for multisection versities. Although large classes often are criticized, courses. Waiving the question of whatshould be the such arrangements may be most useful as means for kinds of responses, the problem of mediating these carrying out some kinds of instructional functions. for individuals Large classes will probably continue to be scheduled responses must be solved, not only as one means of dealing with large numbers of stu- working alone but also for those working in groups dents, partly because they make possible other ar- up to 1,000-1,500 or more. Instrumentationof this rangements to realize the ideal of individualized in- phase is an essential but still underdeveloped step for struction. Large class meetings do not preclude the connecting phase two with phase three of the cycle. use of other complementary instructional andlearn- Phase three of the learning cycle includes the step- ing procedures for serving other and different func- by-step reactions of students to stimulus materials, tions. The problem of the large class or multisection coupled with feedback and reinforcement. These re- course is a good test case toconsider for applications actions may be to scales, solutions to problems, of new technologies. queries, or decisions. The acceptance, routing, and Specialized classroom buildings, seating from 1,000 processing of the students' responses by electronic to 3,000 students, are being constructed and equipped equipment can follow several courses, but at first all in American universities. Descriptions of several are responses must be fed into aspecial-purpose com- presented later in this report. There are very special puter for processing and possibly temporary storage. and interesting problems involved in equipping build- The first important use of these records is to provide ings or classrooms which are designed for use by students with assessments of their reactions or to help large numbers of students. The building typically pro- the students assess their own reactions to stimulus vides the characteristics of the general learning envi- materials. This must be done rapidly and in proper ronment. Internal climate control, excellent acoustics form. Generally, presentation of results and guides and lighting, seating and spacing of seats for comfort, for assessments can be made for all students over the and arrangements for efficient student traffic flow all same display equipment that isused for instruction; are required. Within these large classrooms,the in- special problems of individualization may make it struction-learning cycle begins at the point when necessary to provide foron-desk displays of rein- instructional materials of proven quality are avail- forcing feedback to each student. Second, summarized able. This cycle has several definable phases. assessments, perhaps in statistical or analogform, Phase one is the display-perception phase. Included should be available to the instructor. Of these two here are all the kinds of apparatus used in presenting uses or channels, the most importantis the evaluation stimulus materials to a large class. Generally these which is fed back rapidly to the students. The third presentations are in the visual-auditory modes. For use of the students' responseinputs to the computer this first phase a multimedia room includes an array is for the analysis of specific learning responses and of varied kinds of equipment and materials. The first the evaluation of the record of the learners' perform- problem is to select instructional materials in order ances and achievements.The special-purpose com- to give the instructors the needed ranges of alterna- puter will need to have a very high rate of acceptance tives for efficient, dependable, and high-quality pres- of responses. It can be linked with a large general- entations and displays. The great fault of present-day purpose computer for somekinds of data analysis

8 presentation which at do not involveimmediate feedback-reinforce- munication is employing modes of do not fit the information or symbolsystems needed g Ient mechanisms and canbe delayed until asked for to display the information tothe best advantage to y the instructor. students. Even speech and the printedword, the tra- Phase three as described requiresthat conventional misused. be made integral ditional modes of instruction, are sometimes testing and evaluating functions The lament about too muchlecturing is heard where- arts of the instructing andlearning processes, and graphic performances be consid- ever teaching isdiscussed. Pictorial and 'that assessing the students' modes of representing informationalso may be mis- ered an essential part of theinstructional cycle. These of the fitness of possibilities of present- used. The problem raised here is one suggestions do not exclude the symbols to content and to therequirements of in- ing periodically, as needed,other kinds of special problem indeed, and students' achievements. The struction. This is a complicated 'tests and examinations of one whichincludes as well style, format,and espe- same apparatus systemoften can be used for these information and of instructional cially organization of instructional testing purposes and for presentation stimulus materials. What maybe required are new ma terials. ways of determiningthe optimum fitness and thebest tGiven the building and equipment asbriefly de- mix of modes and symbols intopatterns of instruc- scribed, the multimedia facilityprovides potential tion. means for rapid andeffective assessment of instruc- expensive students' reactions to There are possibilities for misuse of very tional materials by means of and complex communication apparatus.Some exam- them. In the face of the communicationrevolution, of TV broadcasting and produc- ples are found in the employment the selection, organization, preparation, stations on the regional ornational network scale for tion of instructional materials can nolonger be re- small number of indi- The job requires the instruction of a relatively quired of each individual instructor. viduals. Similarly, closed-circuitTV systems, radio f curriculum and course developmet.t laboratoriesand committed to teach- and test results are facilities, and computers may be centers where learners' reactions ing tasks for which ihey are notappropriate or which used to assess the effectiveness ofinstructional mate- use only a fractionof the available information- rials even during the early stages ofproduction. The In general, it for instructing processing capacity of the equipment. buildings and equipment suggested may be saidthat mass media are better notused with large classes could serve as realisticproving grounds small groups or for limitedindividual instruction, or part of theproduction center where thequalities research applications. be validated with except in experimental or and effectiveness of materials can A general prescription foravoiding serious misuse adequate samples of students.Furthermore, these The materials for the systematic of instructional facilities has two parts: modern buildings may be suitable and equipment should bedesigned, selected, and used analysis of teaching behavior. of teaching and to provide consideration of the to serve specific functions Questions that arise from the best possible conditionsfor learning. Second, phases of the instruction-learningcycle include the there should be a close matchingof clpacities of the following: How can colleges anduniversities provide Further- both possible and technology with instructional requirements. buildings and equipment that are more, regardlessof fashions and fads ineducational necessary forteaching large classes andmultisection facilities the simplest and mosteconomical equip- courses? The description of useof equipment to ment that will performwell the defined and required effectuate the learning cycle assumes newbuildings instructional functions should beemployed. In brief, and some new equipmentthat is not yet developed, the most appro- functional solving the problem of determining or at leasthas not yet been arranged in a priate uses for equipment requiresthe best matching system. What considerationneeds to be given to of functions and capacitieswith the demands of renovation or remodeling andequipping of old build- classrooms or auditoriums? instructional tasks. ings and existing large Studies of the cost of instructionthat is mediated Can closed-circuit and broadcastTV programs be pro- compared with multi- duced and presented in such ways asto require, by closed-circuit television with "knowl- section courses taught in smallclasses by individual record, and assess students' responses, instructors have highlighted the verygreat economic edge of results" reported quickly tostudents? Is the presenting programs of in beginning advantages in distributing and learning cycle model a useful one to use "instruction" to large numberof students. When TV to define performancerequirements and standards quality and effective- and methods? instructional programs of high for instructional materials, equipment, ness areavailable, then increasing thenumber of students served very rapidlydecreases the per-credit- FACILITIES unit-cost of that part ofinstruction. The same eco- MISUSE OF INSTRUCTIONAL nomic advantages can berealized by extending the special-purpose instructionalbuildings One approach to the manyproblems of educational use of large with large classrooms andother media systems. technology is to study the misuseof instructional lowered costs can materials and resourcesand the required com- Generally increased use and and students for using justify economically therecording and broadcasting petencies of faculty members university or to a number them. A frequently foundmisuse in fields of com- of programs within a single 9

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14- of cooperating universities or colleges. However, has demonstrated on a relatively small scale a model using the principles, methods, and procedures that we of what satellite transmission networks mey become now know how to use, the costs of empirically pro- by 1970 with satellite-to-ground-stations transmission duced and tested course materials are so great that and by 1975 with powered satellite-to-home and they can rarely be borne by one university alone. The school receiver transmission. Distributive and display cooperative production of these materials, spreading characteristics of communication-instructional eq alp- costs over a number of universities or higher educa- ment are already more than adequate. tional systems, is a most promising approach. We The following questions, then, seem pertinent: In need to learn how to manage thesn operations by view of revolutionary developments of recent years, careful studies of examples that have succeeded and what are the instructional inadequacies of present of some that have failed. communication media? Why does it appear that these The following questions may be appropriately media, so closely aligned in their characteristics with raised and discussed: Should the same kinds of con- critical needs of higher education, are serving those trols on cost be applied to instructional facilities and functions only peripherally? What are some con- their operations as are applied in private industries structive actions which may now be taken to move and businesses? Under what conditions can extra- available but unused instructional resources from the ordinary costs of instruction be justified? When is it periphery into the central educational operations? 4 shown to be clearly desirable and feasible for a num- What should be the role of the Regional Educa- ber of universities and colleges to cooperate in pro- tional Laboratories which are now being built in ducing and using instructional resources of high developing curriculums and courses and demonstrat- quality? What are the positive incentives and rewards ing instructional innovations? Are there other de- that can be used to encourage faculty members in velopments which have not been imagined or pro- different universities to cooperate in production and posed that could beneficially affect the uses of tech- shared use of instructional resources? What are the nological and human resources in large universities? special problems in producing instructional materials How can large universities with their extended for electronic media? campuses and branches best use for instructionthe storage. distributive, and display-presentation capa- bilitiesof modern telecommunication equipment? DISTRIBUTIVE CAPABILITIES OF What are the promises of applying the concept of COMMUNICATION TECHNOLOGIES transmission of instructional materials to students and adults rather than requiring them to come where Reference has been made to the fact that display the instructional materials are traditionally located? and presentation capacities of communication equip- What are the advantages and limitations of academic ment are very highly developed and that these capac- living centers with dormitory, classroom, individual ities exceed the levels of development of other char- study, and social activity functions planned for and acteristics of the electronic media that are needed to built into a single architectural complex? What ac- serve instructional functions. In addition,distributive tions should be taken to demonstrate on-line student capabilities have surpassed those of the display and access to useful information aboutstudent perform- presentation. ance, academic plans, and intensive instruction? In Japan, cultural and educational programs are being distributed by two channels for complete na- tional viewing over the great network known as SOME POSSIBILITIES OF IMPROVING "NHK." This intensive and extensive distribution of INSTRUCTIONAL MATERIALS educational programs is a most remarkable achieve- ment. There is scarcely a village throughout that It is likely that in spite of the fitness of tech- mountainous island country in which educational and nological communication developments, and espe- cultural influences of NHK cannot be observed. The cially the characteristics for information storage, dis- effects are on a significant scale; there can be said to tribution, and display, inadequate instructional pro- be a "quantum difference" in the lives of rural and grams are retarding acceptance and useof these de- small village people that is directly due to these tele- velopments and applications of their capabilities in vised programs. higher education. The qualities of media programs Telephones,radios,televisionnetworks,and for motivating and shaping learning urgently need to printed publications are ubiquitous in their distribu- be improved. How then do colleges and universities tion functions throughout most Western countries. proceed with this task? We need not belabor the point: Communication dis- The first step is certainly to realize that the instruc- tribution systems are already highly developed. Syn- tional operations of planning, developing, writing, chronous satellites are extending and increasing dis- organizing, producing, and testing programs of in- tributive capabilities and channels of telecommunica- struction are quite specialized tasks requiring differ- tion media that can and may be used for some kinds ent human talents and separate physical facilities. of educational and cultural purposes. The Midwest Colleges and universities, perhaps working in regional Project for Airborne Television Instruction (MPATI) cooperation, can build and staff new instructional

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example of the where functions of pro- affected by them.The successful aterials production centers training of facultymembers for using computerspro- em creation canbe carried on. In suchcenters the Training is neededfor using instructional materials vides a good model. fluidity and effectiveness of effectively new learning resourcesincluding such would be tested andimproved. The amountsand laboratories, multimedia of the target student developments as language kinds of learning of samples science laboratories, newcomputer-assisted library !population would be tested, andthe materials revised mark-sensing testscoring of findings. It does not now seempossible operations, high-speed on the basis equipment, closed-circuitand broadcasttelevision, rto produce reallyhigh-quality instructional programs and sound recordings.Much more by using only theprocedures and formatsof the films, projectuals, of the pro- unadorned live pro- faculty training willbe needed for use lecturer, panel discussion, or posed instructionalmaterials productioncenters if graming. New hunches or guesses,newhypotheses, important facilities inlarge uni- traditional procedures inpreparing mate- they are to become as well as versities. Considerabletraining is neededfor students rials for learning mustbe tested by studentinter- of instructional of their effects on stu- as well to use newand different kinds actions and by measurements resources. Whatis proposed is aneducational retrain- dent behavior. Tests mostoften lead to revisions;and innovations. themselves tested, new ing approach toproblems of educational when these revisions are have long-standingand firmly revisions are indicated.Constant revision of pro- Faculty members about Although established attitudesand value judgments grams yearafteryear isneeded. and techniques oteaching. difficult, laborious, andexpensive, such workis methods, procedures, nflict or buildings and These attitudes andopinions are oftenin sufficiently important to require new attitudes that are necessaryfor uses configurations of equipmentin instructional inconsistent with new of some kindsof new educationaltechnologies. materials production centers. be as difficult asde- of improving instruc- Changing such attitudes may A second step in the process veloping new instructionaland learning performance tional materials is tobring about a realizationthat pro- activity will provide aminimum distributing programs alsowill skills. Three lines of curing, scheduling, and approach to thesechanges: require special physicalfacilities principally offices and videotape machinescoupled with switching cen- Faculty and studenttraining anddevelopment via cables or microwavesto trans- instructional performances arenecessary ters and linkages programs in of new mitters. Many suchfacilities already exist. Itis into for the introduction,acceptance, and use this set of functionsthat synchronouscommunication kinds of educationaltechnologies. satellite retransmissionwill fit when thisdevelop- A rationaleducational andinformational ap- ment becomes areality. As a consequenceof these proach is also necessaryfor restructuringthe attitudes developments, when properlyfinanced and operated, and value judgmentsof students. the amount of simultaneous(live) telecasting willbe Administrators, responsiblegovernmentofficials, reduced, but the amountof recorded, proven,and leaders in professionalcontent fields,and the general programing willbegreatly public need to bethoroughly informedabout pro- testedinstructional educational increased. grams and usespossible through new The third step in this movetoward improvement technologies. of instructionalmaterials is to provideappropriate is raised of whythe creation instruction. Some of the Finally, the question facilities in which to present and production of newand modern instructional pro- spaces nowavailable for improvedinstruction are should not be doneby chapters, but new con- grams forhigher education described in the following private industries.Publishing companiesand not uni- cepts of "places forinstruction" are appearing.The textbooks and other will continue to uselarge versity presseshave produced university of the future materials. The newpublishing-electroniccombines multimedia auditoriumsand classrooms andseminar marketing functions as much instruction by may viewthe production and rooms; but italso will provide belonging to them.Surely this possibilityshould be means oftransmission to distantdormitories, fra- in other cities. Thenecessity considered. ternities, or even homes There are manyother related questions:Are the all instruction will bede-emphasized, organiza- to assemble for the student textbook publishersgood models for new and more opportunitywill be afforded for produce the instructionalmaterials and where it is convenientto him. tions that plan to relationships need to to learn when of the future?Will cooperative The fourth essentialand correspondingdevelop- and the new in- the quality of be developedbetween universities ment which willsignificantly increase structional materialsindustries? Whatbody of avi- instructional materials,and incidentally aprocedure proposal to separatecreative pro- basic to the successfulintroduc- dence supports the which is absolutely is the graming fromdistribution and usesof instructional tion of all innovationsin higher education, resources? How aremarketing and inventoryfunc- conduct of facultytraining anddevelopment pro- How will theplaces where learn- technological innovations orimpor- tions to be served? What should be grams. No new ing occurs beprovided and managed? tant changes can occursuccessfully without the re- specifications and designsof modern of the peoplewho must the functional education and retraining instructional materialsproduction centers? accept and applythe innovationsand who are most 11 mastering the CHANGES IN ROLES OF educational technologies in addition to PROFESSORS AND STUDENTS subjects of their fields. Earlyfearsthatcommunicationtechnologies unemployment of The new developments in instructionaltechnologies threaten to displace and lead to which prove to be useful to collegesand universities faculty members have now beenproved false. Even at the disposal where new electronic media are usedextensively, put greatly increased teaching power due, in part, to of these institutions. The facultymembars who have there has been no loss of jobs. This is for managing the fact that education itself is arelatively unlimited legitimate rights and responsibilities constantly. How- and using these developments arethose who can con- enterprise and has been expanding tribute most to extension and improvementof instruc- ever, two developments occurwhen technologies are therefore, for groups of used: First, professors are required tolearn new kinds tion. New opportunities exist, large number of faculty members to become distinguishedteachers by of performance skills; and second, a mastering the demanding tasksinherent in modern new kinus oftechnical assistance become necessary.

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National Education Association photo

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.74.Mtv4ot*xigtv4*,' modernizing instructionalmaterials developments may proveto be Revising and The first of these based on newknowledge and emergingtechnologies. e mostdifficult to achieve, eventhough universities both faculty mem- It would beinteresting to develop asimilar list of ave grea4degrees of freedom for level of generality,for ers andstudents to changeand adjust theirroles, performances, at the same atterns of work,and styles of living.New educa- students. produce change The followingobservations andjudgments may lonal technologieswill affect and basis for furtherplanning and the ways facultymembers and studentslive and do provide a useful experimentation: eir academic work. and their The seconddevelopment will requirefaculty mem- The full range ofteaching functions ers tolearn new skills and toaccept the assistance corresponding performancesat theuniversity level of many kindsof technicians and complex anddemanding that it find cooperation the in- have now become so single specta' li sts.New patterns ofwork result from no longer seemsreasonable to expect any technologies into a university sys- all of themsatisfactorily. Instruc- troduction of new of teacher to perform and spe- em.Educational institutionsneed some degree tion will progressivelyrequire differentiation separation and protectionfrom the pressuresof their cialization of roles.Teams of peoplewith different kcontemporary cultures;nevertheless, the universities competencies andresponsibilities willbe needed to of today, and thepeople in them, aresurely influenced do a complete andbalanced job ofinstruction. communication revolution.Univer- technologies andprocedures are ,by the modern When available sities cannot escapefrom the effectsof the age of appropriately used toassist in conductingthe main 1technology which theyhave helped to create.It is functions of instruction,the problem thenbecomes reasonable to expectthat when conditionsof work determining whatfunctions (or partfunctions) available one of are changedand new kinds of resourcesare can bestbe served bywhat patterns oftechnologies, for conductingeducational programs,when new by teachers, andby learners. definitions are writtenfor educationalmissions, and The use ofinstructional technologies,in most conceptualizations of processesof instruc- number and kindsof specialists when new cases,increases the professors in pro- tion are developed,then there will beand must be and technicianswho work with appropriate and adaptivechanges in the rolesof both instruction. ducing programs of reduce faculty members andstudents. The use of appropriatetechnologies may Conventional descriptionsof the roles ofboth pro- teachers and studentsin some cate- quite gen- the demands on instruction places fessors and studentsin universities are gories. Forexample, conventional of these roles referred to as professors in the categoryclassi- eralized. Stereotypes be ana- heavy demands on teaching, research,and service can surely fied earlier aspresentations anddisplays. Techniques ordered and specifictaxonomies of storing, recording,and distributing in- lyzed into more of producing, and functions andperformances. Thefollowing list of structional materials oncarriers of information jobs of conventionalinstruction displaying thempermit a greatly activities defines the than do the for presenting and of dis- moreusefully for our presentpurposes reduced demand onteachers in the category traditional and generalstereotypes: of information. more play or presentation technologies stimulus materials The applicationsof instructional Selecting content or introduce new categoriesof opera- Organizing the content make it possible to important in detailed orderand tions into instruction.Here there are two Arranging the content becomes possible topretest in- learning examples: First, it sequence for and for appropriatenessto students Selecting the modesof communication structional materials Second, it becomes and for resultinggains in learning. presentation and patterning the con- the learner withreinforcement Producing, transforming, possible to provide "feedback" modes knowledge of resultsand immediate tent into selected suitable performances. Providing instructionalmaterialsin assessments of his for devel- students Applications ofempirical procedures forms for access by of recordedinstruction may in- Testing theeffectiveness of thematerials oping core courses students or learners quality of stimulusmaterials and better Making presentations to crease the instructional of students withinstruc- ensurethat performancecriteria and Regulating interactions attained. However,they will also tional materials objectives are professors for select- evaluating studentreactions, per- greatly increasedemands put on Assessing or and testinginstructional materials. formances, and learningactivities ing, reproducing, eliminate the needfor Evaluating students'general achievements New technologies can and using it to reviseand repeated lecturingand demonstratingbefore classes. Collecting information begun in the productionstage and improve instruction. Such work can be stages of in- complete a kind ofinstruc- continued duringthe presentation-use The preceding 12 steps could be struction. tional cycle towhich, before repetition, Properly producedinstructional materialslargely added two otherconventional operations: televised image, details of the course on negate theprofessor, or his filmed or Revising and evaluating as themediating agent ofinstruction. In the more basis of student responses 13 modern, improved formats (especially for college and thus making possible a reduction of the movement university instruction) student interaction with in- of people in space. Users of libraries and other cen- structional or stimulus materials is direct, continuous, tral stores of information may be dispersed overwide and sequential. areas. Travel demands ofextension workers can be The transfer of work from the teacher to equip- reduced. ment systems and to technical specialistscould en- The following questions summarize the problems able college professors to engage in alternative activi- that relate to changing roles of professors and stu- ties that now are often neglected or whichactually dents as a result of the development and introduction cannot be done in some institutions, such as (a)keep- of modern technologies into American collegesand ing informed of new developments in a contentfield; universities: How can college and university faculties (b)revising, improving, and updating course ma- be led to accept the challenges of new technologies terials; (c) observing systematically and attempting to and encouraged to master the skills necessary for understand student learning styles and activities; (d) using them? What changing role expectanciesfor revising materials for the best "fit" withstudent professors are specific consequences of the introduc- learning styles and activities; (e) keepinginformed tion of new technologies into colleges anduniver- on the science and artsof instruction and learning; sities? How and to what extent canstudents be and (f) counseling and advising students individually retrained in "learning sets," learning skills, and learn- or in small groups. ing performances so as to take advantageof new Instructors and students will have different pat- educational technologies? How can the distribution of terns of access to information.Developments in responsibilities for accepting or rejecting, using or library technologies will both speed up and extend not using, advanced equipment andmethodologies be the range of library materials to whichacademic assessed for the academic people in colleges and uni- people can have access. Distributive technologies may versities but especially for planners, managersof make information available when and where needed, finances, budget makers, and top-level administrators?

1 4 II

CURRENT STATUSOF EARLIER STUDIES

make it clear thatthis most rigorousinterpretation AS PLANS werediscussed (see Preface, page1) for of co- Media in Higher seriously understatesthe exceptional degree the 1967 restudy ofthe earlier New operation the HEMSstaff were accordedby media Education, the first questionconsidered was that of publication in the 93 workers all over the nation.Only three institutions developments since the 1963 failed to respond in some wayto our requestfor projects reported there.Accordingly, letters weread- and two of these werelarge each article in thatvolume. follow-up information, dressed to authors of university campuses, inwhich experience showsthat A copy of thearticle as it appeared in1963 was en- for letters to be lost orignored, asked, "(1) What isthe it is all too possible closed, and the author was unless they are addressedpersonally and directly to present status ofthe practice in yourinstitution? (Is duty. what respects has itsutilization a staffmember who is presently on it still operating? In An additional six werereports of short-termexperi- been significantlyexpanded or diminished?)(2) Have De- similar mental studies, severalsupported by National other departments in yourinstitution adopted funds, that had beencompleted techniques as a result of yourexperimentation?" fense Education Act and reported. Theconclusions and insightsresulting As responses began to comein, it quicklybecame of the been too sim- from the experimentshad been made a part apparent that thequestions asked had literature in the field,and the authors (weassume) ply phrased. A goodnumber of the articlesin the standard duplicated re- of experi- felt justified in ignoring our 1963 New Mediahad been descriptions quest for information onthe basis that they were ments that came to aconclusion, werereported, and immediate activities. Ten au- were dis- involved in other more were notcontinued in the same way, or thors were associatedwith these sixexperimental continued in favor of furtherstudy on relatedappli- only one that there reports in the 1963New Media; of the 10, cations of media. Again,it became apparent by his institution in 1967 asbeing asso- mobility among workersin higher was reported is a high degree of ciated with "innovationsin instructioi;;making use of education who arefamiliar with any ofthe new including the new mediaof the responses educational technology media. The merestatistical report on communication," in answer tothe original canvassof inquiry should beread with these to the follow-up 1,400 institutionsof higher educationin the United two facts in mind.It is also notablethat in all cases conclude that even ifthese authors not received within6 weeks, States. The editors in which an answer was had responded, theywould have addedfew com- efforts were made tofind out where theoriginal experiment letter ments on present statusof the completed author might now beworking, and a second extension to otherdepartments of the either to the originaladdress or to or on its was addressed institution. the new address. The remaining 10articles in the "noresponse" If "no response" isinterpreted very strictly to mean the observation thatfailure to re- elicit direct commentabout category bear out that our efforts failed to spond to the originalinquiry rarely indicated a com- then it must beadmitted that there communicate withthe the 1963 article, further word was plete failure of the staff to were 19articles about which no each of the 10 casesother communi- the articles andconsideration 1963 authors. In submitted. Analysis of cations have beenreceived from theinstitution or of the institutionsfrom which they came,however, 15 4 from one of the authors of the 1963articles, even The wider use of videotape hasresulted in the though no specific comments weremade about the abandonment of some of the attempts tolink institu- earlier report. The reason for thislack of comment tions by microwave or by cablefor TV transmission. these instances, that the 1963 reports It is educationally morerewarding to prepare tapes seems to be, in showing and 1 were initialand tentative descriptions of practices carefully and in advance for on-campus that have now become so much moresophisticated to send either the tapes orcopies of them to other and so thoroughly conventionalthat workers pre- campuses. In this way,convenient repetitions of ferred to comment on new developmentsin their showings at each site are facilitated, andthe costs of institutionsrather than rehash commentsabout long-distance broadcasting are avoided. earlier statements. Seven in this groupof articles, for Closed-circuit television has become anaccepted example, dealt with applications of taperecordings member of the armory of instructionaltechniques so to fields other than speechand languages; one dealt that a wholesome interest isdiscernible in the use of with open-circuit instructionalbroadcasting; and two the medium to improve instruction,with somewhat were descriptionsof very early efforts in the intro- less emphasis than was observedin 1963 on its duction of multimedia systems to instruction. contributions simply to economy in unitcosts of These 10 articles, moreover, camefrom one non- instruction. It is evident fromthe developments in university institute, now reported tobe "in inactive 1963 uses (as well as fromthe new reports presented status," and from only five collegesand universities. later in this book) that closed-circuittelevision in Each of these five continues to be mostactive in the combination with videotaped coursepresentations application of new media in instruction,and each is can bring newdimensions of concreteness and excite- represented in the new reports thatmake up the ment to classroom instruction. major portion of the presentvolume. In summary, although nospecific observations can original articles from REGULAR COLLEGE CREDIT INSTRUCTION be reported about 19 of the 93 VIA TELEVISION the 1963 New Media, it is fair to saythat only 3 of these represent a failure of thefollow-up procedure; Nine reports were listed underthis heading in the 16 are not included in thespecific comments that Higher Education. Of these, six indicate in any 1963 New Media in follow, but their omission does not were experimentalstudies, completed andreported. way a cessation of interest onthe part of the 1963 Four of the six authors did notrespond to the HEMS authors or their institutions. letter of inquiry, as noted in thepreceding discussion of "no response" articles; theother two did answer, to indicate only thattheir studies had been com- CLOSED-CIRCUIT TELEVISION pleted but that other interesting activities weregoing (reported later in this book). The The section on Closed-Circuit Television inNew on on their campuses included 24 other three reports indicate thatthe use of open- Media in Higher Education (pages 33-62) circuit commercial broadcastingfor presentation of reports of applications of this medium;most of them successful and can be with live broadcasts. At that period, college credit courses has been were concerned used effectively in other situations.Detailed descrip- videotape recording was a comparatively recentde- of these earlier experi- velopment, and very expensive; only three ofthe tions of the present status ments and of the introductionof television for credit articles mention the use of videotapes, and twoof the new articles. these give brief descriptions of their uses. in other areas will be found among the Certainly the experience of theChicago TV College The major emphases of the reports were (a) on California in this field television to multiply the instruc- and the University of Southern use of closed-circuit indicates that there is a desire onthe part of the view- tor either in several rooms on campus orat remote Difficulties seem to campuses, and (b) on the useof the medium to permit ing public for this kind of service. lie mainly in (a) the ability of theeducational institu- students to observe techniques in surgery, dentis- preparation and in- try, counseling, and classroomteaching where the tion to defray the expenses of struction of broadcast coursesand (b) the opportunity presence of an observer or aclass would introduce schedules of commercial difficulties or distractions into the procedurebeing to fit credit instruction into stations, or even of educationalstations. Providing studied. these problems can be solved, the evidenceconfirms Reports received in answer to the HEMS inquiry and a definite closed- the conclusion that there is a market justify several conclusions about the use of value to the student viewer foropen-circuit credit- circuit television in higher education: worthy college classes. There has been a continued expansion of use of television on these campuses, as evidenced by such comments as, "The practice described asexplora- FILMS tory is now routine procedure," and "CCTVis now supported by a full-crew production studio andby Twelve of the articles in the 1963 NewMedia in provision for instructors to operate their ownin-class Higher Education described the use offilms in in- camera-monitor enlargement of demonstrations." struction. Two told of the gathering offilms of out-

16 these anding scientists or great teachers; twotold of the are still activelyand enthusiastically engaged in films;five activities, with due regard forapplications in which wersity production of instructional of film usage hers discussed the effectiveness offilms in instruc- the contribution or the ease or economy on in education,physics, graphics, and languages; is superior to that of othermedia. o told of the useof films to record research results The use of the brief cartridge Super 8single- r later analysis;and one described the use of concept film has expanded verywidely during the ndoscopic film techniques in internalmedicine and past 5 years. Only onearticle mentioned this appli- surgery. cation in the 1963 compilation;but the visits of the Three main conclusions may bedrawn from the HEMS staff and articlesreceived in 1967 indicate esponses of originalauthors to the HEMS inquiry: that the single-concept film is oneof the most widely is con- used of the self-instructionaltechniques; the author The use of films in classroom instruction in a letter, "We nuing and expanding; institutionsthat reported their of one of the 1963 reports concludes ractices in production and use of motionpictures consider this to be one of theground-breaking proj-

National Education Association Photo ects in the field, and are currently involved in ex- is the addition of videotape capability to the present ploring uses of short, fragment films in education, audio instructional systems. Two or three colleges fine arts, and mathematics." have installed the video screens in some of their The videotape, with its potential for immediate study carrels and are able to transmit pictures on playback and for erasing and reuse of tape, has re- request; but so far as the HEMS staff has been able placed motion pictures in situations where immediate to determine, no college now provides random access or early replay of the picture is important in instruc- to television programs in the same automatic fashion tion. The fact that each medium has its own advan- as audiotapes can be commanded by the student. This, tages is underscored by the practice of transferring too, is a predictable next step. edited excerpts of videotapes to film, as reported in several of the newer articles. PROGRAMED LEARNING

LANGUAGE LABORATORIES Ten articles were included in the section on Pro- gramed Learning in the 1963 edition of New Media in In 1963, the editors separated 11 articles into the Higher Education. They were concerned with the twocategoriesof"Language Laboratories"and problems and achievements in development of pro- "Listening Laboratories." A suggestion was included grams in college instruction, whether presented by that "tape recorder listening stations are used in- print or machine. Articles stressed difficulties in- creasingly to provide audio learning experiences for volved in developing appropriate programmatic ma- purposes other than language instruction." The exten- terials; several reported on comparative studies of sion of listening opportunities in subjects other than learning by means of equipment-controlled programs, languages has proceeded apace since 1963; it is no printed programs, and conventional classroom pre- longer appropriate to divide audio laboratories ac- sentations. Two reports dealt with aspects of pro- cording to the subjects they serve, since the same gramed instruction that have been in the forefront of sound reproduction equipment is commonly used for recent interest in application of new media to higher self-instruction in any field, and the class uses in education instruction. languages are only adaptations of the techniques. The first of these reports dealt with a computer- In 1963, New Media in Education described an controlled teaching system, PLATO (Programed Logic early application of "the principles of telephony in for Automatic Teaching Operations), at the Univer- the instrumentation of language laboratories." It was sity of Illinois, Urbana. PLATO continues in use as a prototype of the many random-access audiotape an experimental system, with some applications to systems now in operation that permit the student to in-service teaching of students. New equipment has dial any available program from stations all over been installed in student stations, and new computer campus and in living quarters, to listen for as long generations are being pressed into instructional use as he likes, at any hour convenient to him, at the as rapidly as they become available. The flexibility of same time that large numbers of other students listen PLATO, as described in the later sections of this at their own terminals to the same program. Where report, continues to improve. In addition, several one such report was submitted in 1963, the present other universities are experimenting intensIvely with survey attracted at least 41 listings of similar installa- computer-assisted programed learning, and a few pro- tions. In the judgment of the HEMS staff there are vide regularly scheduled instruction via computer in at least as many more such laboratories at present in as many as 15 to 30 courses a term. As in 1963, a operation or planned. limiting factor un the widespread use of computer- Two of the institutions that in 1963 reported the assisted instruction continues to be the scarcity of use of conventional telephone equipment in language well developed and tested programs, but this lack is instructionhave now substitutedrandom-access being worked on together with the experimentation equipment for the earlier practice. Another college in techniques. More than 190 institutions responded uses telephone lines to transmit taped information to to the initial inquiry of the survey that they were small limited range FM transmitters in dormitories; using computers in some way in relation to instruc- students can use their own FM receivers to listen to tion. any of four channels repeating language lessons every The second of the 1963 descriptions that has since hour, for as much as 12 hours a day. In visits to seen widespread development is the multimedia in- campuses all over the nation, members of the HEMS structional laboratory. In 1963 this facility was classi- staff found interest and enthusiasm about the eco- fied under the category of programed instruction be- nomy and flexibility of similar uses of multichannel cause "preparation for a multimedia instructional radio dissemination of instruction. It seems conserva- laboratory presentation mobilizes thespecialized tive to suggest that over the next 10 years this ap- talents of a considerable staff." Although the opera- proach may expand as vigorously as the installation tion described in 1963 was not the only laboratory of random access to audiotapes has recently grown. of its kind at that time, such installations were then An additional development in prospect, not even comparatively few. In the present survey, in contrast, mentioned in the articles included in the 1963 report, some 57 colleges and universities reportthe existence

18 performance immediately, and followsthis session by f classrooms equipped fordisplay of instruction by taping of variety of media. Reportspresented in the following a repetitionof the same performance. The potentials as well as the speech classes, group therapysessions, counseling apters will indicate the interviews, or dramaticrehearsals, followed by im- roblems of these installations. mediate or delayed playback,obviates the necessity In relation to programedinstruction as a category, instructor: the studenthim- justify several for much criticism by the evelopments since 1963 seem to self can see, without opportunityfor alibi, his suc- comments: cesses and hisshortcomings. I Programedinstruction is not now seen as asingle The third learning activitydescribed in the earlier Method of instruction in a course;rather it is one of section on Self-InstructionLaboratories has also combination of methods used bythe teacher to free attained recognition and acceptancein a growing limself from the repetitiouspresentation of drill and number of institutions. ThePostlethwait model of nformational material so that he maydevote more of self-instructional laboratory in sciences,for example, his time to interpersonalkinds of instruction. has been adopted in juniorcolleges, colleges, and Programmatic materials arepresented in a variety universities in all parts of thecountry. A completely of ways books, computers, tapes, andcombine- new article inthe later section of this reportdescribes .ttions but the teaching.machine seems tohave given these developments on thePurdue campus as well as way to the computer asthe favored method 3f in other colleges. k presentation. A frequent emphasis indiscussions of university The present stress in coursedevelopment seems life during the past decadehas been on the need for to be directed moretoward a radical systems lip- more activeparticipation by the studentin his own proach than to any partialemphasis on a single tech- education. Each of the examplesof self-instructional nique as the answer toproblems of motivation or of laboratories presented in the 1963 reporthas shown individually prescribed instruction. vigorous growth and extension;the opportunity is afforded many college students totake increasing charge of the pace andscheduling of their own SELF-INSTRUCTIONAL LABORATORIES education. Five articles in the 1963 NewMedia in Higher Education dealt with provisionsfor self-directed and LARGE TRANSPARENCIES AND paced instruction in the useof audiovisual equipment, OVERHEAD PROJECTION in preparation for studentteaching, in physical educa- tion, and in botany. Thefive examples included only Four reports in the 1963New Media in Higher three separate models oflearning activity, each of Education described applicationof transparencies which has since been extensivelyadopted. The in- and overhead projection toinstruction in English, teresting concept thataudiovisual equipment may be engineering, physics, anddentistry. Four years later, used in a progressive programof self-instruction in each of the authors ofthese four articles reports the use of audiovisual equipment(an important skill that use of this technique hasspread to more instruc- for prospective teachers) hasearned widespread ac- tors in his own departmentand to other applications ceptance. Many of thecolleges visited during the in instructional fields inhis institution. Because of its HEMS survey demonstratedstep-by-step programs low cost and ease of preparationof materials by the that permit students to learn useof the slide projector instructor himself, there isevidence that the over- from printed instructionsand drawings; next to use head projector is the mostwidely used of all of the the slide projector to learnthe operation of the tape display equipment available.The 1967 survey shows recorder; the tape recorder thenhelps them to learn that 177 institutions report useof transparencies to use the 16mm projector;and so on. This programed in their classrooms; it seemsprobable that additional laboratory practice seems to enablestudents to com- colleges use the technique butdo not consider it to plete their assignments attheir own rate and con- be "innovative." venience and allows theinstructor to use class time for substantive instruction ratherthan in supervising VIDEOTAPES practice. The second model involvedthe use of films to emphasize once more enable student teachers to react toclassroom situa- Perhaps the editors should physical education students to that the 1963 New Media inHigher Education was tions and to permit developed on the basis oflimited scrutiny of the compare their own progressin skills with the per- and that no claim was formance of champion orprofessional athletes. The entire field of higher education has made possible the made to comprehensive coverageof all uses of new advent of videotape recorders media at that time. The 1967 survey, onthe other widespread application of thistechnique to many repeated effort to learn instructional situations whereself-observation and hand, made a concerted and is a tech- of new media activities in 1,400institutions of higher self-criticism are desired. "Microteaching" education. A numerical comparison,therefore, is nique in which a prospectiveteacher presents a brief based on the nature of lesson before a smallclass of pupils, then sees his subject to some reservations 19

It the two populations. Still, in the consideration of resources centers"; and that newand ingenious videotape utilization, the development of convenient strategies have been devised to encourage faculty and low-cost videotape recording machines in the members to scrutinize the quality and relevance of past few years seems to justify the conclusion that their teaching and to accept the help of instructional there has in fact been a marked increase in the resources centers in bringingtheir practices more into number and types of uses of this medium. harmony with communication possibilities now at A major section of the presentation of new articles our disposal. in the later section of this report is concerned with videotapes. In relation to the developments since SUMMARY 1963, it is sufficient to indicate here that whereas two reports were included in the 1963 volume, 1967 re- This rather brief review of the present status of sponses were received from 112institutions, indi- activities reported in 1963 was undertaken as one cating that videotapes are used in some way in way of determining trends ininstructional practices instruction. in higher education in 1967. The evidence reviewed indicates clearly that it is no longer true that college ADMINISTRATION OF NEW MEDIA instruction is the most conservative aspect of Ameri- IN HIGHER EDUCATION can civilization. In aperiod of only 4 years, during which problems of rapid growth in numbers of insti- One chapter in the 1963 New Media in Higher tutions and in numbers of students have had to be Education also was devoted to aspects of administra- accommodated, there is undeniable expansion in the tion of new media. A research report on obstacles to thoughtful application of previously reported new optimum use of new media led off the chapter and media toinstruction. No innovative practice of was followed by sixdescriptions of institutional promise at that time is now reported to havebeen organization for audiovisual services to faculty, three abandoned for reasons of cost or of faculty inertia; descriptions of physical facilities designed to facili- rather, there is evidence of careful evaluation of tate instruction using new media, and five miscel- results of experimental instruction and of rapid de- laneous articles dealing with faculty development velopment of more sophisticated and effective appli- policies and other practices. The simplest report on cations of practices that were at first adoptedonly status of these articles is that each of the institutions tentatively and unpretentiously. that reported on specially designed buildings has now The remaining chapters of this report form an added other buildings similarly equipped; that audio- exciting and encouraging sequel to the promisethat visual services have tended to become "instructional was extended by the earliervolume.

20

rAT III INSTRUCTIONAL TELEVISION

of teaching, THROUGHOUT the HigherEducation Media Study then, to restudy the behavioral purposes instructional uses of the techniques of instructionalpresentation, and the the focus of attention was on proper roles ofvisual anci audio materialsin convey- various educational mediarather than on theirutili- if personnel ing information and inbuilding concepts. Perhaps zation in generaladministration, student of course presentations research. This same ruleapplied to in- such fundamental replanning programs, or could be achieved,television's role asinformation vestigation of varieties of usesof television in colleges enhanced markedly. Tothe discussed here. The comments disseminator would be and universities, as editors of this study, it seemsthat on many campuses that follow are thusconcerned primarily withthe con- forces to attack teaching and learning in educators have paused to regroup tributions of television to the more fundamentalproblem of course rewriting, higher education. not only so thattheir own use of televisionmight be- When educators firstthought of using televisionin effective, but so that all sortsof classroom its spe- come more instruction, they wereoften concerned with presentations might berevitalized in light of newin- problems stemming from cial contributions in solving sights about educationalcommunication and learning. rising student enrollmentsand the relativelystatic problem is still that ofdevel- supply of new doctoraldegree holders, manyof The present pressing and in- oping course materialsthat are worth televising, whom were being enticedinto government and more complicated going into collegeteaching. rather than in planning new tdustrial service instead of physical installations. Thisconclusion is reinforced Under such circumstancestelevision was seen pri- received from institu- increasing efficiency bymulti- by the study of many reports marily as a means of tions describing theirachievements and difficultiesin plying the professor'saudience. Some educatorsalso colleges potentiality of the mediumfor the utilization of television.In addition to mentioned a special that are now using closed-circuittelevision, videotape multiplying the effectivenessof especially able pro- broadcasting, and open- teach hundreds or recorders, interinstitutional fessors by permitting them to circuit instruction forcredit, there are fully as many thousands at one time whileother less distinguished plans to introduce one leaders with smaller institutions proceeding with professors served as discussion or more ofthese uses as rapidly asfunds and con- groups in variousremote locations. struction of facilities willpermit.* Almost immediately afterthe first installationof educational TV facilities,however, it became quite "grey pic- * Since the presence ofthe equipment seems to stirthe apparent that thesimple transmission of a inventiveness of faculty members,it is almost impossible to ture of a grey-hairedscholar in a grey suitdispensing list the usages of television in neatcategories. At each site grey ideas" was anundesirable misuse of themedium. where a TV capability has beeninstalled, several kinds of instructional utilization are in operation orin advanced plan- Comparison with some aspectsof commercial tele- descriptions that follow in this vision made it even moreclear that instructionaltele- ning stages. The separate used report should be read withthis fact of overlapping categories vision was improperlyexploited when it was in mind. simply to broadcast alecture. It seemed essential, 21 Pitfoe.vrovrtst

USES OF TELEVISION IN HIGHER EDUCATION practice was to introduce a tape during the first few minutes of the class hour, and to be on hand for ques- The simplest use of television is as a substitute for tions and discussions at the end. By this means, he "live" presentations in a large auditorium. One or two was sure that his demonstrations would be completed cameras are focused on the professor's area, either in within time allowed and that they would go off with- a classroom or in a studio. Sometimes a class is with out unexpected catastrophes, all without losing the the professor as he lectures; sometimes he addresses human touch. While this kind of utilization does not himself solely to the camera. There is the additional solve the problem of numbers, it does indicate one option of sending the lecture live to any convenient way in which television assists professors in im- number of remote receivers or of taping it for show- proving the quality of their presentations. ings at several times and in any number of class- Some of the most interesting uses of television are rooms. Also, by means of tape, the professor may those enabling professors to present and students to use television as his own stand-in when he himself observe events that would be otherwise inaccessible must be absent from class, or he may use it as a or unobservable, or where the presence ofobservers "rerun" opportunity for students who have missed or would introduce distracting or contaminative ele- wish to hear again an earlier presentation. ments into the event under study. Thus demonstra- A second rather simple use of television may be tions of moving machinery, and emphasis on safety made with the same equipment. In a large classroom rules in its use, can be presented in engineering or equipped with monitors, or even with monitors in industrial arts by means of closed-circuit television. remote classrooms, it is possible to magnify realia or Students can observe counseling interviews or psy- to broadcast microscopic demonstrations so that large chiatric treatments without obtruding their presence numbers of students may view the single visual. This on the clients; tapes of these same events permitthe application is widely used in introductory science practitioner or intern to observe his own performance, classes taught in large amphitheaters and in making or perhaps to analyze at leisure the responsesof a surgical operations visible to medical classes. client. In teacher training, too, large numbers of col- A third example of minimal use of the potential of lege students can observe grade school classrooms or television in instruction is found in the simple micro- nursery schools while at the same timelistening to wave transmission of televised signals to receivers at their instructor's comments on procedures all with other locations, such as those in a system of colleges minimum interference in the ongoing classroom work. where it is either not possible or not economically In medical, dental, and nursing classes, particularly, feasible to staff a given course, or where the specific television has become an invaluable aid to clinical contribution of some noted lecture-demonstrator is instruction. Observation of procedures heretofore desired. The option of live or taped transmission is limited to only one or two student observers at a available in this as in other uses of the medium. time can now be made available at close range, in Although exchange of programs by means of video- fullcolor, and at great magnificationto entire tape is entirely feasible, and programs to facilitate classes. In addition, videotapes of the same proce- tape exchange have been instituted (notably the Na- dures permit repeated observation and criticism of tional Center for School and College Television at certain classical procedures of medical practice. At IndianaUniversity),interinstitutionalsharingof any point in instruction where closeand repeated courses has not yet received extensive acceptance. observation of an event is desired, television can Another development, seeming to gain wide accept- provide that opportunity either for classes or for ance from school districts but not by colleges and individuals, either for the professor or for the student. universities, has been the newly established instruc- A self-contained classroom TV system camera, tional TV fixed service (2500 MHz) system, which videotape recorder, and monitor offers exciting would permit open-circuit telecasting but with a possibilities for teaching all sorts of skills. As an closed-circuit performance. The latter system of tele- example, in such diverse fields as student teaching casting may in the future have value in large colleges and golf, taping a practice session allows the learner and universities. to see, criticize, repeat, and improve his own per- In using television for live transmission of lectures formance. There is little opportunity for difference of to a greater number of students in several locations, opinion between learner and teacher when immediate it seems almost essential that the entire course be playback portrays the actual occurrences. The prac- presented on screen, whether or not tape is used, tice of microteaching a short segment of practice since the professor is not otherwise available at the teaching with a small class of pupils, recorded on several class locations. A more sophisticated develop- videotape has been used to improve the quality ment is possible if the major purpose of the use of and efficiency of preparing future teachers for their television is to improve quality of instruction. Short full-scale in-class student teaching. segments of a course may be prepared and produced Among promising frontier potentials of TV instruc- with great care for showing as part of a personally tion, at the end of 1966, was the development of true presented series of classes. In one of the institutions team-teaching approaches, combining the talents of visited, for example, the professor had produced nine the scientist, the graphics technician, the imaginative half-hour tapes to be used as part of a course. His producer-director, perhaps the actor, with those of an

22 classroom or seminar room instructor, to ensure learners, sometimes taught by the sameteacher to illustrate t every avenue of communicationis used in afford- demonstrate variations in approach; some every student a fullopportunity to learn to his the effects of teacher attitude onstudent responses. highest potential. Statewide or regionaldissemi- Others serve to illustrate variousteaching-learning been planned and in methods such as discussion, review,supervised tion of such instruction has approach to pie states triedexperimentally; it is hoped that, study, oral reports, and the inquiry system teaching.Disciplineproblems anddifferingap- entually, all faculty members within any represented. n be linked in acooperative closed-circuit network proaches to classroom control also are be superbly Classes at Carleton and St. Olaf Collegeshave been order that every topic in a course may of tapes in im- ght by the most competent professor inthe sys- testing grounds of the effectiveness proving professional educationofferings. Subjective m to everystudent in that discipline. That possi- and students ity exists at present; perhapsit will be reality in evaluations obtained from instructors have been very encouraging, theonly negative com- e very nearfuture. that the edited segments Open-circuit TV courses forcollege credit are a ment from students being completed work for of classes were often too brief. esent reality; students have This was perhaps the most importantresult of the plomas by means of broadcast courses.The ac- be frustrated by the omplishments of the few collegesthat have tried tryout phase. Students tended to plain that important gains in edu- short, illustrative "clips" whichhad originally been is plan make it envisioned. From their comments, it appearsthat it tation of full-time workers andshut-ins and in post- which should be aduate education of professionals areeminently is the continuity of action on tapes that selected preserved rather than fragmenting tapes to preserve asible by this means. It is also possible the continuity of a course outline. ourses may beatter-Red at home by campus-enrolled ludents, thereby permitting economies in useof Preserving the continuity of tapesmakes it possible to use them to provide a uniqueand highly profitable lassroom facilities. opportunity for prospective teachers;that is,the Self-observation by means of videotape isanother opportunity to "teach along" with theregular teacher. ',ceiling practice applied in speech courses,in train- Since the videotape can bestopped, reversed, and g of studentteachers and counselors, and in de- effect, be placed in education. The started at will, students can, in elopment of motor skills in physical many decision-makingthtuations. ft "to see ourselves as others seeus" has been videotapes of experienced historical events In addition to producing anted by television. The capture of teachers, the project also has made tapesof about 70 or later classroom use,the delivery of live cultural have been partici- of students, student teachers, most of whom vents on campus into the living quarters pants in the ACM UrbanSemester Program. These nd access at individual carrels tovideotapes are only discussed by the student already being tried in tapes were viewed and few of the future possibilities teacher and his supervisors as soonafter the taped few institutions. performance as possible. It can besaid that most student teachers profit greatly from thekind of self- CASE DESCRIPTIONS evaluation viewing one's own tape permits.This reac- Videotape Use in Training Secondary SchoolTeachers tion is consistent with thoseobtained from experi- Farleton College, Northfield, Minnesota enced teachers who have viewedtheir tapes. pink D. Weatherford Future plans for the project includecontinued pro- The Associated Colleges of theMidwest Videotape duction of videotapes and afund-raising to add a roject was initiated in June 1964under a $160,000 research component to present activitiesand to dis- 'Kettering Foundation grant. Purposesof the pilot tribute the tapes produced toeducational institutions project were (a) to determine thefeasibility of using outside the ACM. portable, relatively low-cost TV equipment torecord unrehearsed, spontaneous teaching-learningactivities Classroom Videotaped Episodes as ObservationalTools fin classrooms exhibiting a varietyof lighting and Central Washington State College,Ellensburg .Piacoustical conditions; (b) to produce alimited num- Charles Vlcek ber of edited videotapes for use inprofessional edu- gcation courses; and (c) if time and resources per- One of the problems facing manycolleges preparing milted,. to experiment with the useof videotapes in teachers today is that of providingopportunities for appraising and improving theperformance of student students to observe classrooms.Closed-circuit tele- teachers. vision was installed in 1957 toaccommodate a greater interruptions to the 1 The pilot project was completed inthe fall of 1965 number of students with fewer at which time the KetteringFoundation contributed public school program. However, whilethis use of t another $100,000 to support the continued production television lowered the number oflive observations prob- lof videotapes. required, televised observations still left many has recorded ap- lems unsolved: ' Since its inception, this project public proximately 300 hours of classroomactivity. Some There were schedule differences between tapes illustrate classes ofslow learners and gifted schools and college. 23

A

..21,3,11; 714,L*51, Seasonal activities in the public schools were not playbacks and sharing with other professorsduring available during all college quarters. following quarters. available Fifty minutes would elapse during manyperiods Seasonal public school activities are activity for use during all college quarters. with only 10 or 20 minutes of the desired Public school teachers appear to improvetheir taking place. teaching through self-critique of videotapes. Increasing college enrollments again flooded the Videotaped episodes can be used to improve public schools with student observers. principal and supervisor teacher evaluationskills. In an attempt to solve these problems, videotape recorders were purchased and placed into operation during the winter of 1966, Present facilities used A Junior College Program on Open-CircuitTelevision during an observation include two Kintel cameras Chicago City College's TV College, Chicago, Illinois a mobile camera at thefront of the room concen- James J. Zigerell trating on student activities, and a second camera mounted on a cart which follows teacher activity. The TV College, the open-circuit TV extensionof the cart contains a wave form monitor, two Sony5-inch ChicagoCityCollege broadcastingvia WTTW- video monitors, camera controls, and a video coax- Channel 11, is now in its eleventh year of service. switch. A standard low projection cart holds a video- For the last few years, TV College has been onthe tape recorder, Sony Model PV-120/U. One micro- air a total of 25 or 26 broadcast hours a week, present- phone, Shure Model 55S, is suspended by a wire from ing nine courses four of which are live during the ceiling approximately 8 feet from the floor, one fall and winter terms. More than 70 different courses third the distance from the front of the room. have already been offered. Observations are scheduled only after detailed Since 1956 almost 100,000 individualshave en- planning by a college professor. He first identifies the rolled in about 150 courses on a credit or noncredit objectives which he hopes an observation will fulfill, basis. About 140 of these students completed require- i.e., student and teacher activities and behaviors. He ments for the associate in artscertificate on tele- then seeks a prospective teacher through the closed- vision. Another 1,300 completed a significantportion circuitcoordinator'soffice. The TV coordinator, that is, about one semester of the junior college through public school principals, locates a teacher work on television. TV College also enrollschron- who is teaching the desired subject in the desired ically ill and physically handicapped students, aswell grade using the desired pedagogy and at the approxi- as some confined topenal institutions. Audience mate time desired. The college professor mustthen surveys show thathundreds of thousands of occa- arrange for a conference withthis teacher one week sional viewers tune in to TV College telecasts. prior to taping. Though the primary objective is to present full- During the afternoon prior to observation the credit junior college programs to viewers athome, equipment is transported to the public school class- swelling campus enrollments now require that TV room, assembled, and tested.The professor directs courses be made available toregular student viewing two student cameramen duringobservation and does in classrooms, should academic departmentsrequest his own switching from camera to camera. Prior to them. The numbers enrolled in on-campus TV courses observation he may tape an interview with the have jumped over the past 3 years, with arecord teacher asking questions in regard to preparation and high of approximately 1,800 on-campusstudents en- what is going to occur during the lesson. He or mem- rolled during fall 1964. However, lack ofadequate bers of his class may interview the teacher after viewing facilities, lukewarm acceptanceby depart- observation also. ments, inadequate departmentalplanning for TV-in- After observation the college professor and the class use, and the enrollment of probationaryand teacher preview the videotape indicating the sections academically weak students have hamperedthe de- which the professor desires to save for laterplayback velopment of on-campus use. in his class. These are then edited anddubbed to The performance of the home TVstudent another tape. In most cases this procedure shortens typically a woman in her thirties with an eye on a the playback time from its original lengthof 40 or career has always been high. Continuing studies 50 minutes to perhaps 10 to 30 minutes onthe play- show her or his performance to be as good as back, thus saving valuable class time while stillful- or better than thatof the on-campus student of com- filling the objectives. Two and three episodes are parable ability and maturity. About 75 percentof the dubbed onto one tape and carefully cataloged for home viewers who enroll for credit completetheir retrieval. courses. About 40 percent express aninterest in The results of our videotape program havebeen teaching as a career. As a result, certain courseshave rewarding: been presented in cooperation with IllinoisTeachers There are fewer interruptions to the public College. schools due to multiple playbacks during later quar- With only two weekly open-circuittelecasts, teen- ters. aged students watching on campus cannot, as arule, .; Less professor time is required due tomultiple match the performance of home viewers over age20.

24 -+...... MIIPM114

i, north central Montana areaserved by the two local To perform as well, thesestudents require at least about one third of week of supplementalin-class instruc- TV stations an area covering an hour each this large state and about the samepercentage of its 4ion. The follow-up, to be effective,must be con- to stu- with a constructive population. In addition, the courses are open ducted by an experienced teacher dents who wish to takethem for college credit, as attitude toward TV instruction. well as to individuals of all ageswho wish to enroll Studies of student performancecontinue, with cur- engaged in degree programs about improving the perform- for credit but are not rent interest revolving at the College. / ance of the teen-age student taking courses on campus Classes consist of lecturesand demonstrations. or at home.The quality of course offerings,which are highly motivated home Both writing and readingassignments are given. still designed primarily for the mailed to the instructor, read Iviewer, will be preserved.Therefore, departments Written assignments are and graded, and returned tothe student viewer. Tests ,using television on campuswill be urged to schedule per weekwhenever are given eitherby mail or on the campus. two follow-updiscussions television are listed in the tfeasible. Classes conducted on regular semester bulletin withother classroom and I Within the last year coursesrecorded on videotape attention given to both laboratory courses. All areregular courses from the have been improved, with college catalog. In recent semesters,because of the production and instructionalquality. TV teachers and the availability of in- have been awarded additionalreleased time to edit popularity of the subjects study guides, and structors, most courseshave been in the fields of and revise their recorded series, history and political science.But, over the 10-year other associated studymaterials; some have been used educational tele- loads to produce self-scoring period, the College has also given reduced teaching vision to teach a two-semester coursein elementary exercises, based on programedlearning principles, in physical sciences for use with their recorded courses. German, introductory courses and the visual arts, creativedramatics, modern chem- In August 1966 the governingboGrd of the Junior mathematics, and a variety involved approved a trial istry and contemporary College and the TV teachers of courses in English andScottish literature. release of recorded telecourses tothe Great Plains of Lincoln, Nebraska. A course in the historyand geography of Canada, Instructional Television Library offered a few years ago, woneditorial praise in The Library has agreed toduplicate and distribute major contribution to lessons to bona fidecollege-level institutions else- Montana newspapers as a Great Plains will American-Canadian relations, asubject quite dear to where. Neither TV College nor Montanans, whose stateborders on three Canadian realize any profit. Users willbe asked only to defray special kinship to their costs incurred induplicating and processing. Atthis provinces and who feel a writing, Stephens College ofColumbia, Missouri, has Canadian neighbors. contracted to use a TV College coursein philosophy At present, classes aretelecast only from 6 to 7 a.m. Enrollments vary, with as many as100 of education during 1967. on Saturdays. students enrolled for credit at someperiods. Registra- TV College's plans forthe future include seeking to support tion for the first semesterof 1966-67, when the TV funds from federal or private sources political science class onAmerican special projects in theChicago area: services to the course was a gifted, the culturallydisadvantaged, municipal and Relations with Asia, was 32. those in need of job retraining Visual aids have been used onthe televised courses state employees, and charts, for example, are and rehabilitation. Budgetpermitting, selected courses whenever possible. Maps and will be pretaped with a viewto developing research ideal for classes in history,geography, and political designs t ) study the effects ofproduction techniques science. Simpledemonstrations have been appro- on learning. priate for classes in physicalsciences and visual arts. Finally, perhaps an attempt canbe made at inter- The ability of the TV camera totake in an entire city cooperation.Chicago's TV College is eager to studio or to switch to aclose-up of director and collaborate with New York orother large cities in student in a class in creativedramatics contributed the development of coursesthat meet pressing urban greatly to a workshop-type classin drama. needs. Letters from viewers notenrolled for credit reveal both a deep loyalty to televisedclasses and wide- spread interest in their content, nomatter what the Use of Commercial TV Stationsfor Educational TV Classes College of Great Falls, Great Falls,Montana academic discipline. Nonstudentviewers have come Patrick E. Lee to regard the teacherswho appear most frequently as personal friends. The telecastclasses have helped In the 10-year periodfrom 1956 to 1966, the College create a closer bondbetween the College and the of Great Falls has conducted over30 regular courses, have provided in- using facilities and surrounding community They offered foi full college credit, formation and pleasure forviewers, and they have time made available at nocharge by the two com- Great Falls, Montana. enabled a great numberof people to earn college mercial television stations in and importance to them. The classes are available toall viewers in the vast credits in fields of interest 25 er>. ,

Television at a Medical Center The medical outpatient clinic is equippedwith a Duke University, Durham, North Carolina TV camera in each of three patient examination rooms Sam A. Agnello where videotapes are made of patient interviews and examinations for later playback. Live transmissions The central TV facility at Duke University Medical from these rooms are also possible. In this medical Center is a subsection of the Division of Audiovisual diagnostic treatment situation the single interview- Education. The other two subsections of the unit are examination makes it unnecessary for more than one Medical Art and Medical Photography. Audiovisual member of a health team to be with the patient and education as a whole is administratively responsible gives all of its members an Hentical patient experi- to the dean of the Duke University School of Medi- ence. The cardiac care unit, forexample, uses tele- cine. vision to provide immediate attention for its patients. The TV control center is capable of interdigitation TV cameras are located in each room, and pictures of all audio and video signals originating from TV are transmitted to monitors in the nursingstation. cameras, a motion picture-slide-opaque pickupdevice, Other patient care activities involve uses of television and videotape recorders. Studio and mobile cameras, to cover various areas during emergencies. The Medi- monitors, and wide screen TV projector may be used cal Center, for example, has a plan which can be in 25 specific locations on the cabled system through- instituted for any major disaster. Cameras situated at out the Medical Center. These locations include all strategic points relay visual information to Disaster major classrooms, student laboratories, and confer- Central Control. Spotters located at various TV points ence rooms. With the use of extension cables,other collect and relay information audibly to Television locations may be reached. Control. This information is then placed on cards and All academic departments of the School of Medi- superimposed over the appropriate TV visualization. cine and the School of Nursing utilize television in A continuing evaluation of the uses of television teaching. Very rarely, however, have complete TV and the development of further uses of television are productions been used as the one medium through goals of the central TV facility, using both objective which instruction is carried. During the course of the and subjective records. past several years, the number of videotape record- Research and demonstration models also have been ings produced and played back has risen to the extent conducted with student examinations (quizzes).* An- that at present about 80 percent of all TV utilization other research project involves the use of a double is by videotape. Individual tapes range in length from recording technique. A patient interview is recorded 41/2 to 50 minutes. Subject matter is cross-disciplinary on one videotape recorder,and, after an appropriate and contains special dissections, demonstrations of pause, this recording is played back.The patient sees intricate and relatively inaccessible models, demon- himself, and a second videotape recording is made of strations of physiological phenomena, and clinical him as he watches. His pulse rate is simultaneously case presentations including symptomatology display. recorded by telemetry during both sessions.** Other recordings appropriate to psychiatry are edited Plans are now being made to use television for con- versions of psychotherapeutic interviews of the same tinuing medical education and for linking community patient over an extended period. Television is used at all levels with undergrad- hospitals in North Carolina to the three medical uate medical students, house staff, postgraduate med- schools for educational purposes. Other schools and ical practitioners, and nursing and paramedical stu- departments at Duke University are planning utiliza- dents. Graduate students and junior faculty can record tion of television in their educational endeavors. lectures and other demonstration-type lesson sessions and review their own performances. Medical students Surgical Applications of TV Magnification and others can also request playbacks of videotaped Hahnemann Medical College and Hospital material for small-group review. Department of Psy- Philadelphia, Pennsylvania chiatry house officers, as practicing therapists, use J. L. Osterholm and Jack Pyneson videotaped psychotherapeutic interviewsintheir Many medical centers use closed-circuit television learning. during surgery for teaching. The medium is ideal for Television is also used in otLer patient care situa- demonstrating difficult or unusual cases to a much tions. To obviate the need for repetitive injections of radio-opaque dye and to make possible immediate re- * These research reports have been published under the study, the cardiovascular laboratory has added a authorship of J. E. Markee, S. A. Agnello, and F. D. McFalls, videotape capability. Here the visual recording is "Closed-Circuit Television for Examinations in Anatomy" (Med. & Biol. Illust. 12:19; 1961); "Examinations in Anatomy: made and replayed ad lib to enable the physician to Use of Video Tape Recordings" (J. Med. Educ. 40:214; 1965); make proper judgments. Before installation of a video- "Learning Anatomy from Videotaped Versus Live Television: tape facility, the radiologic procedure had to be re- Student Achievement" (Abstract, I. Med. Educ. 40:900; 1965). peated, with consequent higher radiation levels. De- ** This investigation is reported in the April 1965 issue of lays due to the processing of cine film are now no Health Sciences TV Bulletin under the authorship of Adriaan longer an obstacle to early diagnosis since cinemato- Verwoerdt, JohnB.Nowlin, and Sam A. Agnello and is entitled graphic and videotape recordings are made simultane- "A Technique for Studying Effects of Self-Confrontation in ously. Cardiac Patients."

26

.4t reversal, one can masterthe most delicate maneuver in a one- or two-hourlaboratory practice session. TV magnification may beused for any surgery and has a great advantagewhen structures aresmall or visualization is difficult. As ateaching aid, surgery by television is unsurpassed. Anentirely new dimension is added, enabling thestudent to see procedures pre- viously seen only by the surgeonand perhaps the first assistant. Operating roompersonnel, students, resi- dents, and referringphysicians have obtainedbetter understanding of the surgicalprocedures and have shown great enthusiasmfor the field of neurosurgery since inception ofthis iechnique.

Instructional Television System in Use Junior College of Broward County,Fort Lauderdale, Florida George H. Voegel The Junior College ofBroward County is a partof the South Florida EducationCenter an educational park or plaza conceptwhose main educational attrac- tion at present is the NovaHigh School. Under con- struction on the corner ofthis park is a large TV Photo by Charles H. Stamp studio complex to servethe entire Broward County Full utilization of televisionfor instruction in higheredu- with 2600 MHz ITV. cation requires high initialoutlay for studio facilities and be offices, a graphic arts pro- College, Chicago North) In this ITV center will equipment. (Illinois Teachers duction area, master control,and studio control rooms adjacent to two large studios.Also, a resources area larger audience than couldpossibly attend the opera- will house references andmaterials related to the TV tion. However, televisionhas been little used bythe programs andprovide a dozen or moreoffice/work surgeon todirect his instruments in a moreprecise spaces forproducers, writers, and TVteachers. Two manner indeep or remote body areas. broadcast-type videotaperecorders and two film In the course ofsurgical procedures,especially chains will probably bedoubled in the next fiscal those deep in the head,the surgeon often has two year to increasethe capability to fourrecorded and major frustrations. Firstand foremost, his fieldof one livetransmission outputs, eventhough the center vision is limited by exposure,lighting, and size of will not immediatelyhave that many channelsfor structures. Second, it maybe necessary for the sur- transmitting programs.All equipment (except cam- geon to moveaside to allow his assistant, orothers eras and VTR's)will be color compatible,although in training, a fleetingglimpse of the definitivemani- initial programs will beblack and white. It is antic- pulations. Since only one person canphysically view ipated that several yearsfrom now the Centerwill the field, let that eyebe the TV camera, toprovide shift to color TV programing. optical magnificationand give the operator and spec- The Junior College, withthe help of a highereduca- tators a superbuninterrupted view of theentire pro- tion Title VI-B grant, isimplementing a unique closed- cedure. circuit TV distribution systemwhich is to be linked [! The surgeon's monitor isplaced directly behind to this ITV center. Amultichannel cable will belaid and slightly higherthan the overheadinstrument underground from the ITVbuilding to a somewhat table. Separate monitors areinstalled outside the central location on campus,namely the library. In this operating room. The cameramust be sufficiently re- building will be located aswitching panel, a 16mm moved from the field toallow free surgical access film chain, two slant trackVTR's and an RF (11-chan- without camera interference orfear of contamination. nel) distribution wiring systemfrom this site to all is judged by clarity buildings on campus. Several cameraoutlets will be Depth of instrument penetration buildings in order to send of focus. Since the planeof clear focus is only afew installed in the appropriate of instruments, permit- a qualitysignal back to the center forrecording there. millimeters, gentle insertion monitor will havethe ting them to come intosharp monitor focus,avoids Each classroom having a TV the necessary appropriate jacks forclosed-circuit quality cameras overshooting and gives the surgeon demonstrations and brief presenta- third dimension. for live in-class of tions. Portablevideotape recording ofsuch in-class This technique providessuperior visualization completely consideration, operating sessions will be achievedby two portable neurosurgical fields. At first equipped VTR units, and twoother VTR's with cam- indirectly while watching aTV monitor appears will be able to However, if the image is cor- eras alsowill be available. They, too, somewhat frightening. jack into the monitors forrecording the presentations. rectly oriented withoutmirror image or up-and-down 27 Staff members in the paraprofessional and technical room. Thus it is possible to present avisual stimulus courses are making plans to usedemonstration and to any one or combination of cubicles while a second object magnification-type TV techniques for such visual stimulus goes to other cubicles. With a split- courses as nursing, medical assistance,and elec- second switching the visual stimuli to various cu- tronics. Utilization of television for the university bicles can be varied or reversed. parallel program (students enrolled in this program The video communication system also allows for complete their junior and senior years at other insti- remote location of cameras and use of the camera and tutions) will be for supplementary purposes and not monitor system in picking up information from as the major method of instruction.It is anticipated various other locations in the building, including that continuous showings of film materials on film every cubicle. Thus the equipment maybe used for chains via the RF wiring distribution system will demonstration purposes or for specialized video and enable students to view these presentations outside audio communication. of classroom time. There will be no large instructional Ultimately each cubicle will be provided with suit- room on campus other than alecture hall with a able power and equipment to perform many individ- seating capacity of about 250. It is also planned to do ual experiments, particularly with human and animal some television programingfor the new Hospitality subjects in learning and perceptual experiments. At Center (student union) as an adjunct to and enrich- the master console there are counters and recorders ment for the regular academic program. to pick up information that is created and recorded in The faculty will then have the options to any one cubicle, or information may besummarized Use films via the film chains at either the ITV at the master console. Thus group data may be col- center or college switching location. lected and by means of television presented to the Use 2-inch quadruplex videotaped materials from subject3 immediately. The master console is also external sources and played through the ITV center. equipped with two stereo amplifiers, a turntable and Use 1-inch slant track videotape materials from a tape deck, as well as standard audio communica- external sources. tion equipment. There are also programing equip- Record on videotape using either broadcast or ment, film-driven timers, white-noise generators, etc., closed-circuit quality equipment. located in the master control room. Produce TV demonstrations, presentations, and Laboratory equipment is cut to a minimum since productions either at the ITV center or in their class- one or two pieces of equipment can be made avail- rooms. able for use by as many students as needed in any Plans are being made for a 19,000-square-foot one or more cubicles rather than having 14 setsof Learning Resource Center which will be attached to equipment, one to each cubicle. the library; it will have a small TV studio and addi- As the intercommunication system is completed, tional facilities for electronic transmission and dis- communication will allow for audio between the con- tribution. trol room and any one remote station, or among re- mote stations at will, controlled by a master patch panel in the console. A new approach to patching has The Psychological Laboratories at Lafayette College been designed so that rapid switching from any com- Easton, Pennsylvania binations of cubicles can be accomplished for all I. Marshall Brown audio or for other connections made at the master The new facilities in the Department of Psychology console. at Lafayette College are designed to provide a dif- Two unique items in the system are the TV switcher ferent approach to experimental science. and the master patch panel. The TV switcher with The main laboratory facility for the Department of matched impedances allows for the aforementioned Psychology includes a large room with tables and rapid switching from one camera to another into any chairs for students seated in typical classroom fash- or all monitors. The master patch panel is wired in ion. This room is surrounded by 14 cubicles and a such a manner that one function can be sent out to master control room. In addition there are three any combination of remote stations by simply insert- remote cubicles not directly entered from the large ing a pin in a hole, or a patch board may be plugged room. Each cubicle is connected to the master control in to rapidly change large numbers of preprogramed room with a 54-cable conductor plus audio and visual functions. communication. Visual communication is from the So far the experimental equipment generally has master console to the monitors in each cubicle while proven valuable in demonstrating the use of equip- audio communication is two-way. ment over the video and audio communication net- Experimental information can be presented on works. Some experiments have been preprogramed. either of two cameras, and by a special TV switcher There has been some use of experimental procedures the input from either of the cameras may be sent to on the video system, such as presenting visual stimuli any monitor. There is automatic impedance matching for perceptual tasks. In the future there will be much so that any one monitor can be turned on or off at more use of the equipment as it is completely in- any one time. This control is in the master control stalled and ready for full functioning.

28 ar.t51411.

mpus-Wide Utilization of Television and exchange tape and college TV coursesin several nroe Community College,Rochester, New York subjects. gene Edwards Televised Instruction for Higher Education Monroe Community College features a 4,000-stu- Nebraska Educational TV Council for HigherEducation, Inc.; ent campus that has beenespecially designed to WON-TV, Lincoln ilize all of the new media in every classroom,lec- M. Scheffel Pierce re hall, and laboratory.The campus will be serviced an AV-TV Centerthat is one of the most extensive Every institution of higher education inNebraska d comprehensive anywhere in a juniorcollege. The joined in the formation of a corporatestructure for V complex, known as the Departmentof Instruc- utilization of televised instruction, starting inOctober onal Services, is a 24-room, 12,500-square-foot cen- 1966. r devoted tothe production of all types of media The first series of broadcasts wasintended to orient cluding closed-circuit TV programs, slidesand faculties. Representatives of several ofthe 24 member lms, videotapes, audio recordings, andself-instruc- institutions presented sample lessons in avariety of tonal media. Included are twolarge TV studios and academic disciplines, each intended toillustrate a central electronic distribution center to receiveand specific facet of televised instruction. Inaddition to end audio signals, telelectures, 12-channelRF, and local productions, videotapes andkinescopes distri- lso nine separate video lines of TVsignals. The buted by the Great Plains RegionalInstructional Tele- omplex includes a center for dial-access equipment, vision Library were used forseveral of the sample emote audio and video recording,and 2500 MHz lessons. ntercollege TV signals. At the end of the first, or "orientation,"series, the There are seven fully automatedlecture halls decision was made to offer two coursesfor credit by here the instructor can controllighting, sound, television beginning in February 1967.Students were ,television and motion picture, filmstrip,slide and regularly enrolled at one of the 24member colleges bverhead projectors. Images are projected on8' x 24' and received their credit from thatinstitution. In most _screens. Two of theselecture halls seat 120 students cases the students met inclass sessions to receive the ach, four seat 240 each, and one seats 600.There is televised instruction. Each of the juniorcolleges, col- talso a hall seating 50 in the AudiovisualCenter which leges, and universities exercised its ownjudgment s equipped the same way asthe others and is used concerning credit, supplementation,and evaluation; An departmental in-service trainingsesiions. in fact, each of them exercisedthe option to use or A special roll-about TV studio unit wascreated for not use the televised courses,and if the decision was the science departments and features two camera to utilize the course it couldbe used for one, some, inputs, special effects, rear screenprojection, and or all sections ofthat course. videotaping in a roll-about consolecomplete with The Nebraska ETV network has itsprincipal pro- IEIA sync, camera control units andoscilloscope, a duction center in Lincoln on the UKversityof Ne- camera on a pedestal,and a studio view finder camera braska campus. A second productipn centeris located on a tripod anddolly. Both of these cameras are 10 in Omaha on the campus of theMunicipal University MHz bandwidth, 800-line broadcastquality units. of Omaha and can also "feed" the entirenetwork live Language laboratories are bothconventional and or videotaped programmaterials. "audio notebook" types. Thebusiness labsare The Nebraska Educational TelevisionCouncil for t equippedwith the secretary's version of theaudio Higher Education (NETCHE) ischartered by the presi- notebook which is fed into three channelsof FM for dents of each of the colleges. Majordirection of the simultaneous transmission to students'headsets. organization is by a nine-memberBoard of Directors. A fine arts auditorium has all of itscontrols in a Detailed planning is the productof a "Planning projection-type booth where lighting,sound, and Board" with representatives of eachinstitution; the recording can be controlled. There areprovisions for Board provides a channel of communicationbetween TV pickup at four points in theauditorium for record- all institutions and the Board of Directorsat all times. ing and playback of music anddrama. Members of the Planning Board areappointed by the The Music Department is using anAmpex video presidents and, in most cases, areeither deans of trainer daily in various musiceducation activities. administration or of instruction. and critique student Initially NETCHE was financed by acombination It is used primarily to record with an added performances. of a uniform fee for each institution The Nursing Department has a 24-cameraauto- fee based on enrollment. Eachinstitution also was located in Rochester asked to cover any instructional costsfor participa- ( matic sequencing TV system the orientation series of General Hospital which monitorsactivities and per- tion of its faculty members in formances of up to 24 nursingstudents at a time. programs. These performances can be videotapedby the instruc- One other function of NETCHEis the support of tor and played back tostudents. local institutions in the developmentof closed-circuit permh Monroe Corn- ITV systems. It has establishedcertain standards as A 2500 MHz TV system will planning. munity College and threeother colleges to broadcast guides for Nebraska colleges in their 29

AMY A weekly newsletter is distributed to allfaculty group recitation sections.This development will be members in Nebraska colleges and universities to carefully researched to ensure no dilution of instruc- assist in coordination of local planning andnetwork tion. programs for higher educationITV. Two special services have had excellent response in addition to the program of televised courses.A service launched in the spring of 1964 enables allstaff The Instructional TV Program at Oregon State University members to videotape a lecture with immediate play- Oregon State University, Corvallis Harold Livingston back for self-evaluation. It has been used by approxi- mately300instructors, who deliver their lecture in Culminating 10 years of intensive experimentation privacy or bring a class to the studio. Another service with uses of television for a variety of instructional involves the ultimate goal of having every teacher purpobes, Oregon State University nowhas an trainee in the School of Education present one or integrated program of televised courses and other more lessons on videotapeprior to practice teaching videotaping services in cooperation with the Instruc- for self-study and peer critique. Nine methods classes tional Resources and Materials Center, the Computer now use the TV Centerfor this purpose, involving Center, and the two Self-Learning Centers. Three more than 100teacher trainees. Arrangements also major courses in general biology, general psychology, are being made withschool districts in Oregon having and general hygiene have been developed over a videotape equipment to record practice teachers at period of 4 years involving large-scale research com- the schools where trainees are teaching, and these parisons of the effectiveness of televised presenta- tapes will then be studied later by traineesafter tions in comparison to traditional methods of instruc- returning to the campus. tion. The general biology and general psychology With the aid of a federal grant, the Departmentof courses involve two TV lectures perweek with one Speech TV studio will be linked to the closed-circuit period of small-group recitation. The general hygiene TV facility to provide an additional studiofor origi- course is presented entirely bytelevision and is nating certain types of programs on the community broadcast over the state-owned TV network to stu- cable system. In addition, the Speech Department dents at Oregon College of Education and Eastern will use television and videotape in speech courses. Oregon College. All courses are videotaped to ensure An experimental study of videotapinglaboratory quality control, with provision to update the courses work in the fundamentals of speech course as com- each year. pared to traditional instruction was completed in An experimental course in finite mathematics in- 1964 with results favoring the useof videotape vnlves three televised lectures per week and one feedback. neriod of small-group recitation. Each televised lec- The Closed-Circuit TV Center also has experi- ture is simultaneously videotaped and audiotaped, mented with interchange ofspecializedlecture- with slides made of the significant visual materials demonstrations with other institutions, and this tape used for each lecture. The Forestry and School of interchange is on the increase. There are now40 Education Self-Learning Centers coordinate the audio- specialized tapes made for 14 different departments tapes and the slide materials into audiovisual units which are scheduled regularly for studio viewing. to be made available to students of the coursefor The videotape library also includes certain role- individual review at the Centers. playing tapes for training of counselors. After two The Closed-Circuit TV Center houses a fully years of using videotapewith role-playing in coun- equipped production studio with three videotape selor training, special taping facilities for this purpose recorders and seven viewing rooms designed for are now installed inthe School of Education. optimum viewing, and with a separate audio system Demands for experimentation with new courses using four small speakers at strategic locations in and other services involving television farexceed each room. Each room seats 32 students with one present facilities and staff. The TelevisionCommittee, 23-inch monitor for each 16-student station. These which is responsible for the instructional program, rooms are scheduled 32 hours perweek with pro- is highly selective in determining whichproposals vision to transmit two courses per hour intodifferent from various schools on campus show most promise rooms for maximumflexibility in scheduling. More in meeting the felt needs of departmentsinvolved, than 7,000 students will take one or more televised and also insists on the activation of a continuing courses this year. program of evaluation for any new course orspecial The TV Center now has been connected to viewing service involving TV facilities. Tele lecture isbe- rooms in all campus residencehalls, and, in coopera- coming increasingly popular on campus for use with tion with the local closed-circuit cable company, extension courses. Channel 5 has been given to the University for use With the Computer Center, the Instructional Re- in reaching the community. Students living in resi- sources and Materials Center,and the Closed-Circuit dence halls and in Corvallis homes hooked to the TV Center all housed in one building andworking community cable service may now register foroff- closely together on problems of instructional im- campus viewing oftelevisedportions of major provement, several exciting projects areunder way in courses coming to the campusonly for the small- cooperation with our Self-Learning Centers that may

30 to be with the TV instructor, asenior professor, andreview ave significanteffects on teaching methods become familiar with this campus. the following week's tapes to mployed in the future on the content and to clarify conceptsintroduced therein. The tapes are shown duringthe first 20 minutes ofthe Pihe Many Faces of ITV at PurdueUniversity class period, with the balanceof the hour handled ,Purdue University, Lafayette,Indiana by classroom instructors.Typically, the tapes are James S. Miles designed with an "open-end"format which leads in naturally to classroom discussion. The Purdue UniversityTelevision Unit has devel- which applies even more oped presentationalmethods to fit a varietyof in- A videotaped course of the unit extensive production isPsychology 545, Training the structional needs. The primary concern Child. Working through- fit the purpose," and,there- Slow-Learning, Brain-Injured isto let the procedure out the year withthe Purdue AchievementCenter, tfore, ITV operations at Purdue areguided by ultimate of observational schedule television will the TV Unit records vast amounts kutilization. In a typical day's specialclassroomactivities,play be employed as a vehicle fortotal teaching, a device materialfrom "mirror" for the training periods, therapeutic sessions,and candid social mo- Ifor image magnification, a ments of subjectchildren and specialistsworking of preservice teachers, a meansof distributing illus- editing, precise examples trated lectures from a largehall, or a professionally with them. Through careful which repre- of the TV instructor's coursecontent are woven into produced, tightly edited presentation the abundance ofobserva- preparation. his presentation. Within sents months of careful tional material accumulated, manyclassic and many Personnel of the TV unit areskilled professionals then, members. Therefore, the rare moments arecaptured. The TV instructor, who work with faculty may use theseexamples in the most effectiveteach- highly competent televisionspecialist does not find but, rather, ex- ing mode. He maydemonstrate in a single TV session, himself working for an instructor for example, the progressof a particular training pects to become a memberof the teaching team, in- period of time; he possible in the course technique with one child over a volving himself as much as may show inclose-up a classic symptom,then repeat subject matter. Naturally, theproducer-director at no demonstrate, by recorded His interest is only it several times; he may time intrudes on the conten t area. example, in slow motion or stopaction. in gaining an appreciationand understanding of the presented totally or in part material in order that he might suggesteffective ways Among the 25 courses by television are thosewhich, by their nature, do not of presentation. require extensive productionattention. Often emana- Recording of instructional materials onvideotape taught for televising in ting from large lecturehalls, these courses are 'sbased on the determined purpose essentiallg in the conventional mannerwith television the first place. As a rule, ITVfor large enrollment device multiple sections will be taped.How- serving primarily as animage magnification courses with and a distribution vehicle.Students in the originating ever, at no time isthe material carried live andtaped the Most large en- hall may refer to the instructorat the front of simultaneously for subsequent replays. room or to anearby monitor. Overflowclassrooms rollment courses are carried inthe catalog semester well as considering ITV for such are equippedwith talk-back facilities as by semester. Departments monitors so that studentsin these remote locations courses arepersuaded to invest in the timeand ex- pense necessaryfor the careful preparationof ma- may ask questions. committed to videotape and Special applications ofintradepartmental closed- terials which will be television are blossoming onthe Purdue areencouraged to review their tapeseach year and circuit campus. Thesesmall, self-contained units areused in remake those that need it. microscopic views, in videotaped course at Purdue is biology for amplification of An example of a psychological research forlong-term observation of Psychology 120, an introductory coursein the prin- education for close-up ciples of psychology. During a summer,the instructor animal habits, in industrial from regular teaching to organizethe view of the effect ofheat or stress on structural was released materials, etc. The TV Unitalso provides consulting course fortelevision, work with aproducer-director depart- and produced four tapes of a services for departments.In all cases, the in gathering materials, mental closed-circuittelevision systems areself- 40-lesson series. In the fall and springsemesters, the operated by departmental instructor was released theequivalent of one regular contained and may be course in order to prepareand record the remaining technicians or staff members. for Plans in development atPurdue propose a new tele- 36 tapes. Theproducer-director was available University which em- consultation and preparation ofmaterials throughout communication concept for the The actual run-through, braces all electronic media. Theheart of the plan is a the entire production period. Telecommunication Center whichwould coordinate camera rehearsal,and taping in the studio took an interconnection within the Uni- average of 4hours for each 20 minutes of tape. all combinations of versity complex, includingregional campuses. Med- The 20-minute duration ofeach tape fits into the paths would have as Graduate assistant instruc- ium- to broad-band electronic total design of the course. their hub a switching control atthe Center. The tors handle the multiplesections of students enrolled would serve well in the course. Each weekthey meet in conference Telecommunication Center concept 31 the inevitable interconnection of all of the state's Each of the regular microteaching and research universities and their regional campuses. sequences just described emphasizes a specific tech- nical teaching skill. That is, the intern prepares to practice only one skill at a session, with the super- Television and the Stanford Microteaching Clinic Stanford University, Stanford, California visory (critique) session and viewing of the video- Dwight W. Allen and David B. Young tape restricted to this skill. Teaching skills such as reinforcing student responses, asking probing ques- The Microteaching Clinic at Stanford University tions, varying the stimulus situation, using silence, was developedtoreducethecomplexities and and others are continuously being identified and traumas associated with the first teaching experiences training protocols developed. of student teachers. Conventionally, a student teacher Numerous college instructors utilize videotape and faced 30 or more students for 50 minutes the first the microteaching format to improve their own teach- time he taught. In addition, he had to await feedback ing methods. They may request that certain portions on his performance until his supervising teacher had of their classes be videotaped on a certain day. They a free period that day or possibly even the following then schedule playbacks of these recordings to permit day. In either event, he probably had to wait until analyses of their teaching performance. Following the following day before he could implement desir- such playbacks and self-appraisals they may then able changes. have their classes recorded a second time and again The Pre-Internship Microteaching Clinic, consis- view the playbacks. ting of three phases, provides a teaching encounter In addition to viewing performance alone, college which is scaled down both in time and in the number teachers often ask groups of their colleagues or senior of students. In the first phase, each teaching episode staff members to view performances with them. Dur- is 5 minutes in length and is recorded on videotape ing such sessions, one or two particular aspects of a for playback during the critique. The class consists performance will be selected for special consideration of four to six students. Each teaching episode is and discussion. meant to provide genuine learning, for the intern Central to the Stanford University use of videotape faces a new group of students during the reteach recordings is that they are independent of the micro- phase. teaching program described above. That is, micro- In the critique period, the videotape is played back, teaching is effective without the feedback provided and the supervisor can focus the student teacher's by the videotape. However, supplementing micro- attention on specific aspects of the performance. This teaching with videotape feedback makeg the former recording also provides a cumulative record of the even more powerful as a training protocol. intern's performance over the course of the summer The portable TV recording units utilized in the and throughout the internship. microteaching and classroom recording of college During the first phase, the intern teaches only teachers are self-contained, with all components in- 5-minute lessons in a teach-reteach sequence with stalled in a cart. The vidicon camera is mounted on a an intervening 20-minutecritiqueandplanning removable board which sits atop thecart. The session. The intern teaches two such sequences each recorder is mounted in the bottom of the unit and is week. A one-week break is scheduled before the connected to a patch panel on the top deck. The unit second phase of the clinic is resumed. This phase also contains a small 5-inch monitor, a mixer-com- consists of four to six interns grouped by subject pressor-amplifier, and a wireless microphone and matter area, charged with planning a series of 20- receiver. Operation of the unit has been simplified minute lessons. Each intern teaches two lessons to the point that one college undergraduate can now which are videotaped and then played back during roll it into the classroom and prepare it for recording subsequent supervisory sessions. These sessions con- in 4 minutes. Due to the absence of multiple micro- sist of peer, student, and supervisory evaluations. phones, multiple cameras and additional lighting, the The microteaching format appears to be particu- recording procedure itself is relatively unobtrusive. larly well suited to research and development of various technical skills of teaching (phase 3). Several An lnterbuilding Random-Access Closed-Circuit research projects are conducted each summer and TV Communication System throughout the internship. These consist of interns' University of California at Berkeley teaching a sequence of three 5-minute lessons with Ken Winslow two intervening training sessions which vary ac- cording to design of the study and technical skill in Applications of closed-circuit TV techniques at the question. Berkeley campus of the University of California sup- On the first day of the clinic each intern teaches port and encourage face-to-face contacts of teacher a diagnostic lesson, which is then retained for com- and student and introduce resources, experiences, parison with a final lesson the last day of the clinic. and efficiencies not otherwise available to student Both lessons are 5 minutes long, and the teacher learning contexts including self-study, tutorial, semi- teaches a lesson of his choice within his subject nar,discussion,laboratory, and lecture meeting matter field. formats.

32 from 20 to 30 students inindividual seminar, dis- cussion, and laboratorysections conducted bythe teaching staff. Opportunity fordiscussion prompted by televised presentationand led by the instructoris regularly provided just prior to orjust following the televised presentation. The library is maintained at aMaster Distribution Center (MDC). Aclosed-circuit wire TV communica- tion system is operatedfrom the MDC. Production and technical support isprovided to several satellite closed-circuit systems aboutthe campus. Five build- ings provide a total of 28classrooms, each connected to the MDC andpermanently equipped with avideo monitor, a speaker amplifier,and accessory items.All terminal room display stationsserviced by the MDC are fully andremotely controlled fromthe MDC. From any of these 28 rooms avoice request (via anintercommunication system) maybe made at random to start, stop, orotherwise change a sched- 4-4 uled presentation. The MDChas now available to it five videotape sources, one16mm film source, two VHF/UHF broadcast tuner sources,three live camera for individual =.....apoomo°7:11114111 sources, and avariety of sound sources or simultaneousdistribution to one or moredisplay stations in anycombination. Pboto by Charles H. Stamp The closed-circuit wirecommunication system is Television provides the highly visualfield of art with a designed, constructed, andoperated to support a wide useful medium for instruction.(Illinois Teachers College, spectrum of communicationactivities classified as Chicago North) picture, sound, control,data, and facsimile services. by faculty and students Production capability centersabout a mobile video- TV techniques used most recording unit. Established in a involve the preparation andutilization of recorded tape and TV camera truck, this facility isoperated as a control roomfor a presentations. Real-time usesof television generally studio as well as a wide are limited tovisual aids (overhead camera orTV single-set TV production materials for TV and film range ofnonstudio originations.Several videotape magnifier). Subjects and For master production coverage areplanned and organized forpresentation machine standards are used. variety of studio andnonstudio recording of material thathas potential use off to the camera. A which editing or transfer iscontem- production facilities for videotapeand film recording campus or for plated, a broadcaststandard videotape recorderis are available: machine of the same stand- Faculty and teachingdepartments representing all used. A second videotape extensive library of ard plus electronic accessoriesprovides for initial disciplines are accumulating an master recording ofmaterial for later editingby recorded videotape and filmpresentations. At this addition, and assem- writing over 350 reels ofrecorded videotape and film rejuxtaposition, change, deletion, departments and on deposit in bly of segments into aparticular arrangement for are inventoried to immediate use withoutdestroying the original ma- the library. follow, but are not terial. Various teaching programs,e.g., criminology, Library-recorded presentations social welfare, and mechanicalengineering, have ac- limited to, three generalforms of organization. Lec- material in segment formand tures average 30 minutesin length and arerecorded quired master-recorded presenta- have assembled as many asthree versions for sepa- as sequentiallyrelated direct-to-the-camera For final storageand/or a (engineeringgraphics, rate and distinct purposes. tionsand demonstrations library playback standard,several versions of the optometry,industrialprocesses,Fortran,etc.). helical standard videotape ma- Modules are generally 15 minutes orless in length more inexpensive chines are used. More areanticipated. and are impersonalizedpresentations of processes service covering the or procedures,mainly in the life sciences(physiology, The program of television generally 30 minutes operation of all facilities, spaces,and schedule of biology, etc.). Documentaries are services outlined above, and longer and representunique and unusual ma- production and distribution as well asadministration of the TVcommunication terials, interviews, orexperiences (German, social is staffed by six full- welfare, sociology, botany,criminology, forestry, law, service program for the campus, time professionalemployees. Additionalprofessional oral history, speech, etc.). employed on an hourlybasis. Where televised presentationsfrom the videotape and student staff are instructional ma- Professional staff are exclusivelyinvolved in all plan- and film library are utilized as core technical aspects of videotape terial, the average size ofthe viewing group ranges ning, production, and 33 .4e41,74P54.711.111.1.13k

and film presentations. Professional technical staff controls for operating four audiotape recorders and a additionally undertake and supervise the design, in- videotape recorder from the adjacent equipment rack. stallation, operation, and maintenance of all TV com- Moreover, it is possible to tape both audio and video munication facilities in the Master Distribution system, materials directly from off-the-air programs and in- as well as in satellite TV communication systems corporate these materials into locally originated in- aboutthecampus. Studentstaff,under super- struction. vision, operate the Master Distribution Center and Another of the three studio cameras is of the view- "answer" calls for service from faculty and students finder type which can be remounted and placed on from the terminally connected and equipped TV a tripod stand for transfer to other rooms in the communication display stations. building where it can serve to teach camera tech- niques and also to put on line or tape record single Instructional Resources Laboratory camera lessons or presentations. Graduate School of Education Each student station in the main laboratory is University of Pennsylvania, Philadelphia Hugh M. Shafer equipped with a four-button response panel for an- swering questions on the material transmitted in the The Instructional Resources Laboratory of the sequence of instruction. An electronic tabulator in Graduate School of Education at the University of front of the studio console shows immediately what Pennsylvania is equipped with an instructor-operated percentage of the class has been successful in receiv- closed-circuit TV and electronic student feedback ing the communications. If the percent of success is system, all of which is to be backed up with a variety sufficiently high, the instructor would go on to de- of individualized learning opportunities featuring the velop the next micro-objective by mediated instruc- cross-media approach to teaching. Much of the elec- tion, or he might switch to classroom instruction with tronic gear is original from the standpoint of design media or to direct classroom instruction. However, a or reflects unique adaptations of existing components. second electronic device in the studio gives a hard The laboratory consists of a 50-seat classroom and copy printout which identifies all students who failed 10 surrounding rooms packed with mechanical and to understand and at which points they ran into diffi- electronic teaching aids.Its purpose istotrain culty. It is from these latter records that students are teachers in the use of cross-media and multisensory branched into other learning activities before the next techniques, to implement research dealing with new class period, thereby making it possible for them to modes of teacher-pupil communication, and to pro- keep up with the regular group. Ultimately it is hoped vide school administrators with guidelines for the that the instructional program will have from six to purchase of instructional equipment. eight different ways of communicating the same basic information to learners needing supplementary in- The TV studio, which is one of the 10 smaller sur- struction. It is within the nine other smaller rooms rounding rooms, measures only 10' x 14'. It is linked surrounding the main laboratory that such opportu- by coaxial cable to the main laboratory, a large class- nities are to be providedincluding the use of single- room on the floor above, a small conference room, concept films, filmstrips, slides, graphics, programed three of six individual learning carrels, and hopefully instruction, audiotapes, 8mm sound instructional films in the near future to the Education Library one block as well as 16mm, along with opportunities to dial away. Careful organization and prepreparation of in- from one of the learning laboratory carrels to rehear structional media makes it possible for a lone teacher the original instruction by means of videotape. The to operate all studio equipment and teach, using a conclusion of this branching procedure, which might great variety of instructional inputs. In a sense the also include direct instructor-student conferences, concept is that of a one-man television station with would be retesting, teaching, and retesting until the electronic printout as well as audio and video forms objectives of the instructional program were com- of student feedback, thereby making possible instan- pletely satisfied. taneous evaluation of the effectiveness of informa. In addition to a six-station learning laboratory with tion transmitted. a highly sophisticated teacher console, there is a well Three vidicon interlacing cameras operate in the equipped darkroom with modern cameras, a sound- studio from a central teacher's console, and a fourth proof audio recording and playback room, a graphics camera is fixed in the front of the main laboratory for division, a programed-instruction reading room with purposes of bringing video feedback to the teacher samples of teaching machines, a duplicating and fac- inside the television studio. Microphones provide simile room, a chart storage room, an equipment bay, two-way audio contact between the studio teacher a woodworking table with hand and craft tools, fa- and the class. With the three studio cameras, one of cilities for demonstrations and dramatizations involv- which is equipped with a zoom lens and remote pan ing theater curtains and movable spotlights, both front and tilt as well as focusing potential, the instructor and rear projection screen facilities, a clay sink and can photograph and use in black and white any type table for ceramic work, and movable furniture of the of instructional medium. Brunswick type in different colors and shapes to ac- The teacher's console also contains jacks for live commodate a variety of laboratory furniture arrange- microphone input, a four-speed record player, and ments.

34 se",7,Viii;r7P

Instructor-Controlled Closed-Circuit Television cation and for projecting visuals.Courses range from Used Within Classrooms liberal arts and philosophy to mathematicsand zool- University of Washington, Seattle ogy. Usually, but notalways, instructors of mathema- Walter L. Dunn tics and science courses will use theoverhead camera system; the others do not. Afew instructors in During the last 5 years the University of Washing- botany, zoology, geology, and meieorology are very iton has provided three kinds ofinstructor-controlled enthusiastic about utilizing this system,while other closed-circuit TV facilities for teachers interested in instructors want the equipmentturned off while their trying the overhead camera system. Although closed- class is in the room. circuit television has been used extensively in the The mobile teaching console is equippedwith one conventional ways in the Dental and Medical Schools overhead camera (suspended by an arm onthe side of since 1956, this discussion is concerned only with the the desk), a zoom lens, and the instructor'smonitor. use of television (a) withinthe classroom and (b) The arm is so constructed that the camera canbe under complete control of the instructor. lowered quickly to use with a microscope.One moni- The two-camera system, which can be used to teach tor on a separate mobilestand will also be provided up to four sections of the sameclass at the same time, for student viewing. This mobile unitwill be loaned has been in use in general engineering classes since to interested instructors in areassuch as biology, zool- t1963. The two cameras are located in front of alarge classroom, one suspended from the ceiling in a verti- ogy, and sanitary engineering. The advantages of instructor-controlledtelevision cal position and equipped with a zoom lens The over- that it can be used to magnify head camera is used for all calculations, sketches, and over other media are a visual picture ormodel (up to about eight times) magnification of visuals and models. The second moni- and dolly, is ordinarily and that it can distribute the visual picture to camera, mounted on a tripod tors within the same room or toother rooms. The used in a fixed position for a head-and-shoulders view overhead camera with zoom lens is anexcellent of the instructor. The picture and audio signal can teaching tool and can be used to do the samethings also be shown in three other classrooms in the build- that can be done on the chalkboard,with flip charts, ing. and slide pro- This system is used primarily by about half of the overhead projector, opaque projector, jector. instructors in the General Engineering Department; The instructor faces his class at alltimes and is all the regular first-year engineering courseshave because the few been taught using these TV facilities, which have also always in charge of the presentation controls are operated by him. The TV equipmentis been used for a quarter or two by teachers of mathe- and is left on matics, German, French, architecture, mechanical en- turned on and adjusted each morning during the day. When the instructor walksinto the gineering, and electrical engineering. classroom, the equipment is ready for use. This two-camera system is used in a number of televi- as a visual forin-the-classroom There are, however, disadvantages to using teaching situations sion. The TV equipment is an added expense,and it teaching (one class only) or for multiple sections (two, instruction and/or a ithree, or four) of the same course taught at the same must be justified by improved greater number of students perteacher. Although stu- itime. Multiple-section teaching offers a number ofdif- ferent possibilities. In general engineering classes a dents adjust to and accept good televisionteaching readily, instructors do not! The biggestdisadvantage regular instructor is present in each classroom at all change their meth- times. Ordinarily television is used only about half of is that instructors are reluctant to each period, either intermittently or for the first part ods of presentation (and a change fromthe typical of the period. Each session includes a well prepared chalkboard is necessary) and that considerably more presentation on the topic for the day. Students are preparation and coordination time isrequired. required to respond by answering questions, working An evaluation was made of fourdifferent freshman part or all of a problem, or doing part of asketch or engineering classes (92 students total) in1963, and drawing. TV presentations are usually rotated among one of the questionsasked was: "How much more the instructors involved, so that they can observe the helpful do you feel classroom televisionhas been teaching of their colleagues. over conventionalcollege teaching?" The choices of The four classrooms also can be used with an ex- response and percentanswering for each were: con- perienced instructor doing all the TV teaching and siderable, 52 percent; some, 37 percent; none, 3 per- cent; and undecided, 8 percent.The advantages listed with a teaching assistant present in each of the class- ideas rooms. Thus the course iscoordinated and presented by the students included television conveys by the experienced professor, the teaching assistants and information faster and/or better, 61 percent; itis can observe the experienced instructor,and the stu- easier to watch, better for large classes, asall can see, dents are provided a follow-up by the teaching assist- 62 percent; the teacher can makebetter use of class ants through answering questions and workingprob- time, 24 percent. kind, may be lems. Classroom TV teaching, like any other In 1964 a one-camera overhead system wasin- good, bad, or indifferent. It does offer theinstructor stalled in a 228-seat auditorium. The overhead camera a means of improvingcommunication with his stu- is provided with a zoom lens and is used formagnifi- dents. At the University of Washington,teachers are 35 encouraged to investigate the possible use of televi- ples and guides to action are listed as well as outlines sion for two reasons: first, to improve their teaching, of content to be presented. By making this preclass and second, to determine if they can reach more stu- preparation and not taking notes during the teleclass, dents and still improve the quality of their teaching. students are able to concentrate on demonstrations or Any interested instructor on campus may observe materials presented. Each unit of lessons developed these TV facilities in use and may also arrange to in the future also will have such a student study guide. have his class assigned to one of the classrooms Work has now begun on Unit II, "Basic Nursing where television can be used. The overhead camera Skills," which will be concerned with aspect3 of com- system used within the classroom is relatively inex- munication, interpersonal relations, observations of pensive and provides a good starting place for TV patient and environment, and the nurse's responsi- teaching. bility in using various kinds of equipment. Future plans include the development of lessons concerned with the more complex nursing processes in the care Television and 2500 MHz Facilities Wayne State University, Detroit, Michigan of adult patients. Rhoda Bowen During the first year of operation of the project, reports from participating schools included indicate Detroit Education for Nursing via 2500 MHz Tele- that instructors are relieved of repetitive teaching and vision, a project under the aegis of the College of have more time to develop other lessons and/or work Nursing, Wayne State University, involves 12 schools with individual students; students are enthusiastic, of nursing in metropolitan Detroit with an estimated ask more questions, and are doing better in the clini- 1,500 nursing students. It is made possible by a grant cal situation in the performance of basic skills. from the U.S. Public Health Service under the Nurse Training Act of 1964 (P.L. 33-581), project grants for improvement of nurse training. INSTITUTIONAL INVENTORY Under this grant videotaped lessons concerned with the nursing process, taught by the best qualified Abilene Christian College, Abilene, Tex. CCTV used nursing instructors, are televised to 12 schools of for school observation prior to student teaching; also nursing in metropolitan Detroit. The project also in human development, methodology courses, and introduces the utilization of television in nursing adolescent psychology. (Orval Filbeck) education to graduate nursing students at the College Antioch College, Yellow Springs, Ohio. Videotapes of Nursing who are preparing to teach in schools used by students in speech workshops to view groups of nursing. or selves; in Chinese classes as part of the instruction. With the 2500 MHz instructional TV system, audio Also, as basis for improvement of teaching through and video signals are fed from the studio or video self-observation, instructors videotape their classes. transmission room. The transmitter itself is attached (Steven Perry, Carl Christensen, and Robert Devine) to a 500-foot tower atop the Detroit Public Schools Appalachian State Teachers College, Boone, N.C. Center Building in the university campus area. High school and college hall are linked for teacher At each participating school, a receiving antenna training (16 channels, with 2 cameras in each of 3 specifically selected to suit the geographical arrange- classrooms). TV projection now installed in multi- ments of the receiving building is mounted on a small media-equipped octagonal building. Two-way TV tower. From the antenna, the 2500 MHz channel im- facilities are installed in each classroom of one build- mediately goes to a converter which changes it to a ing. (John Pritchett, Jr.) VHF channel. This VHF signal is then distributed to standard VHF TV receivers in classrooms. Arkansas State College, Jonesboro. Will begin use of Resources of the Division of Mass Communications CCTV in fall 1967 in 2 ways: (a) It is anticipated available and used by this project include production that 22 different courses will use the system in some facilities(in studios that once housed WXYZ, a way during the school year; (b) the Department of Detroit commercial television station), consultation Radio-TV will use it to train students in TV broad- service for production aides and graphics, production casting. (Charles Rasberry) equipment,technicalresources,andengineering Austin State Junior College, Austin, Minn. Has com- equipment. One producer-director assigned to the pleted (with Rochester State Junior College) a feasi- nursing project works closely with the project direc- bility study for use of TV materials in the classroom. tor. Thirty-two videotapes, each approximately 20 min- To date, Unit I, "Basic Nursing Skills," has been utes long, were produced for use as the nucleus of taped. This unit includes 13 half-hour lessons and 1 diploma nurses' chemistry courses in both colleges. one-hour lesson. These lessons are concerned with (Rex Q. Sala, Kenneth 0. Makinen, and GordonR. basic manual skills used in the practice of nursing Meyers) such as making beds, giving baths, and taking tem- Ball StateUniversity, Muncie, Ind. Uses student perature, pulse, respiration, and blood pressure. A actors to dramatize (on videotape) situations in phy- student Study Guide also has been developed and is siology and health education. Excellent facilities used by the student for preclass preparation. Princi- available. (William H. Tomlinson)

36

liknOsA, Uses CCTV for have earned associate in artsdegrees. About 1,300 Bemidji State College, Bemidji, Minn. cf credit study via TV. directed observation of unrehearsedlaboratory school have completed a full semester classes by education students.(Harold D. Fleming (James J. Zigerell) and Vern R. Thomas) Chico State College, Chico,Calif. TV Services Center developing services on cam- Boston University, Boston, Mass.CCTV used for follows a master plan for pus towarddirect teaching, observationof classrooms teacher-training purposes; includesmicroteaching and administrative uses, mobilepick- Kelley) in teacher training, classroom observation. (Gaylen B. up, culturalenrichment, videotape inteaching, and Bowling Green State University,Bowling Green, classroom image magnificationunits.(GarrettL. Ohio. In speech, 2 class sessions perweek are pre- Starmer) sented by a team of teachers viaTV. Groups of 15 N.Y. Videotape permits performance session with Colgate University, Hamilton, students have a weekly team teaching ineconomics without undulyincreas- graduate students for critique.In music, teaching ing faculty load and ineducation for observationby demonstrations in each grade arevideotaped, with students and supervision ofstudent teachers. Uses pre- andpost-demonstration lectures, forviewing by being planned also by foreignlanguages and other music education students.Instructional Media Center Schlesser and Lester H. for taping classes in departments. (George E. provides portable VTR chain Blum) public schools for observationby future teachers. Daniels) College of Great Falls, GreatFalls, Mont. For 10 years, (Duane E. Tucker and Glenn H. college credit offered over 2Great CCTV used to courses for full Brandeis University, Waltham, Mass. Falls commercial stationshave been open to regular supplement and enrich thecurriculum. One project students and others wishing toenroll. There is no involves the collection ofvideotaped interviews with charge to college for use ofbroadcasting facilities. a varietyof persons from other nations(oral history). videotapes to film. (S. Leo- (Patrick E. Lee) It is planned to transfer Colorado State University, FortCollins. Videotapes nard Singer) utilized for portions ofabout 20 courses that tapes California State College at Fullerton.In planning stage can best handle."Total TV" is not anticipated.CCTV for a TV service facility.Conduits have been provided instruction of 1,200 students inpsychology provides in all buildings. A 2500MHz fixed system will unite the sample for a study ofattitude changes during this college, Fullerton JuniorCollege, and seven con- learning. (C. O. Neidt and PrestonDavis) (William R. Shultz) tiguous public school districts. Columbia Theological Seminary,Decattr, Ga. Ser- Carleton College, Northfield, Minn.Purposes of this mons practicedbefore 5 classmates arevideotaped, institution's pilot program are to(a) determine the immediately replayed, andevaluated by peers and feasibility of using portable,relatively low-cost TV student ministers. Repetitionof the sermon follows. equipment to recordunrehearsed teaching-learning Interpersonal tasks of the ministerpracticed by means activities; (b) produce alimited number of edited of videotaped role playing aresimilarly evaluated. videotapes for use in professionaleducation courses; (Hubert V. Taylor) and (c) experiment withthe use of videotapes in ap- of student Concordia Teachers College, RiverForest, Ill. This praising and improvingperformance institution's Mass Media Centerhas TV studio and teachers. (Willis D. Weatherford) microwave facility connectingto another campus, Central Missouri State College,Warrensburg. CCTV plus 4-channel 2500 MHz to servein a variety of used for classroom observationin methods and edu- functions. (Martin J. Neeb, Jr.) cational psychology classes toallow more observa- Nebr. Uses CCTV in accelerate and intensify Creighton University, Omaha, tions per student and to classrooms equipped with two-waysound. (R. C. Wil- priortostudentteaching. learningexperiences liams) (Warren C. Lovinger) Delaware State College, Dover. Thisinstitution is con- Central Washington StateCollege, Ellensburg. Two nected to a statewide systemof public school TV by TV laboratories, onemobile, serve teacher education, 2 TV cables, 1 a3-channel system, and theother physical education, andpsychology for observation cable. One campus building com- sched- an independent and microteaching. In one q iarter,3 professors pletely equipped for viewingCCTV; new buildings uled 203 hours in 30 coursesserving 1,512 students. facilities for it. (Richard C. onto other tapes so will carry all necessary Videotapes are edited and dubbed Walker) that 50 minutes of publicschool class time may re- of college class observation Duke University Medical Center,Durham, N.C. Most quire only 10-15 minutes adjunct to other instruction time. (Charles Vlcek) TV instruction here is and taken from videotapesranging from 41/2 to 50 Chicago City College, Chicago,Ill. TV College broad- minutes in length. Used tohelp in all areas of medical, casts on WTTW-Channe4 i,about 25 hours weekly. surgical, nursing education, andhospital care. (Sam Students enroll at one of theCity College campuses, other sites by arrange- A. Agnello) take examinations there or at Richmond. Teacher ment. In 10 years, 140students (some ill or in prison) Eastern Kentucky University, 37

1:11 education multimediafacilitiesinstalled;coaxial cation Center containing Nova High School. A large cables to all buildings are planned; community TV TV studio complex to serve the entire Broward antenna for University only is now atop a 21-story County area (2500 MHz ITV) now under construction. dormitory building. (James S. Harris) In it will be offices, graphic arts production center, Eastern Michigan University, Ypsilanti. Six buildings master and studio control rooms, 2 large studios, linked by 6 CCTV channels. (Verne E. Weber) reference and other resources, spaces for writers, Fairmont State College, Fairmont, W. Va. Uses class- producers, and other professional personnel. Exten- room CCTV camera and monitor (which is also adapt- sive use of CCTV planned for the future. (George H. able for open broadcast reception) to enable instruc- Voegel) tors to present demonstrations and enrichment very Junior College District of St. LouisSt. Louis County, inexpensively ($500 per classroom for equipment). St. Louis, Mo. Experimentation under way with mo- (James A. Hales) tivational devices in programed videotape in physics; Gannon College, Perry Square, Erie, Pa. Student student videotaping in speech; biology experiments teachers teach a well prepared lesson before fellow recorded by microscopic videotapes. (David Under- students and the camera for 5-10 minutes. Tapesare wood) not used. Students view the teaching in another room Kansas State Teachers College, Emporia. Shares and discuss performance later. (Charles L. Alcorn) videotapes in teacher training with other (private) General Motors Institute, Flint, Mich. Videotapes colleges not having laboratory schools. (J. T. Sande- made of performances of speech students. (Steve fur) Cenko) Kent State University, Kent, Ohio. Seven courses Gorham State College, Gorham, Maine. Studentson videotaped and presented via CCTV. Laboratory campus, with education professor in room with them, school equipped for observation by college students. observe public school classes in action. Instructor on Interroom monitoring of experiments in psychology. campus controls camera and can discuss events while Observation by trainees of videotaped counseling in- they are proceeding in the public school classroom. terviews. Twelve signal sources available and elabo- Coaxial cable carries signal. (Everett A. Davis) rate cable distribution provided to classrooms and dormitories. (Philip A. Macomber) Hahnemann Medical College and Hospital, Philadel- phia, Pa. TV permits magnification of surgical fields Lafayette College, Easton, Pa. Elaborate CCTV in so that surgeon can direct his instruments by watch- classroom and cubicles permits presentation of ex- ing the monitor. Observers can also be accommodated perimental stimuli or observation of humanor animal (especially useful in neurosurgery). (J. L. Osterholm, subjects. (J. Marshall Brown) M.D., and Jack Pyneson) Lewis and Clark College, Portland, Oreg. CCTV used Illinois State University, Normal. CCTV distributes for practice teaching. Mobile TV units go into elemen- either commercial or locally produced signals to 200 tary schools. (Keith A. Acheson) locations in classrooms and dormitories on thecam- Loretto Heights College, Denver, Colo. TV used in pus. Mobile unit now being equipped. (William C. teacher training (microteaching). (Sister Jane God- Prigge) frey) Illinois Wesleyan University, Bloomington. Perma- nent installation of CCTV camera now made in 1 Los Angeles Valley College, Van Nuys, Calif. Two scionce lecture room as a start in utilization. Further courses for credit are offered over local public edu- expansion is planned. (Everette L. Walker) cational TV station; a continuing series of lectures is offered by instructors over another open-circuit sta- Indiana State University, Terre Haute. Laboratory tion. (Kermit Dale) schoolobservations by educationclasses.Nine courses regularly taught by CCTV. (James Boyle) Louisiana State University, Baton Rouge. Has recently expanded its CCTV services to include those for Iowa State University, Ames. In 1966-67, CCTV teacher training. Future teachers will be able to ob- brought to more than 8,000 students 50courses in 11 serve "live" education in the laboratory school from departments of 4 colleges on this campus. (George classrooms in other buildings. CCTV also used for C. Christensen) instruction in business administration. (L. L. Fulmer) Jacksonville State College, Jacksonville, Ala. Funds granted in 1966 for installation of CCTV and other Madison College, Harrisonburg, Va. Observation of instructional media. CCTV plans still being devel- elementary classrooms; taped lecture dissemination oped. Also acquiring 16mm motion picture and 35mm into 5 classrooms. (Walter Heeb, Jr.) still projectors, record players, tape recorders, and Marycrest College, Davenport, Iowa. CCTV used in overhead and opaque projectors. Plans furtheruse education to observe classes and to provide self-study of multimedia facilities and resources to improve in- opportunities for student teachers. (Sister Joan Sheil) struction in many areas. (Alta Millican) Maxwell Air Force Base, Montgomery, Ala. CCTV Junior College of Broward County, Fort Lauderdale, used in professional courses for Air Force officers. Fla. This institution is part of the South Florida Edu- Provided from a central studio system. Also provides 38 Northern Michigan University, Marquette.Videotape a special laboratorystudio for "teaching instructors basic common to teach by TV." (Wendell A.Hammer) information provided portions of 2 learning courses for replay to 4,500freshmen and Memphis State University, Memphis, Tenn.ETV sta- sophomores. (William G. Mitchell) tion, WKNO-TV, operated on campus,with students work. (Ronald Northwest Missouri State College, Maryville.CCTV doing much of the technical production being used in teacher education program toobserve S. Alford) teaching techniques and students inlaboratory school. Michigan State University, East Lansing.Large-class All rooms in school wired; equipment canbe used for lectures transmitted to campus anddormitory class- any grade level orclassroom situation. CCTV also rooms by CCTV.During 1965-66, some 170 courses used in laboratory school forperforming arts. (Luke enrolling 53,000 students used CCTVfor a total of L. Boone and Richard Houston) hours. (Er ling S. Jorgensen) 56,000 TV student credit Northwestern University, Evanston, Ill. Videotapesof Midwestern University, WichitaFalls,Tex. Two advanced theoretical chemistry course asused on multimedia auditoriums with microscope,floor and main campus judged to havesaved as much as 60 zoom cameras, TV cameraconsole, and videotape hours per week of travel time by medicalschool stu- recordings; 63 monitors installed invarious class- dents on downtown campus.Videotape recordings rooms and laboratories.(C. T. Eskew) used in industrial engineering and managementsci- tech- Monroe Community College, Rochester,N.Y. 2500 ence to traingraduate students in interviewing MHz system will connect 4 collegesfor exchanges niques for research. (Charles F.Hunter) of TV programs; 2 completeroll-about units(2 Ohio State University, Columbus.CCTV brings as cameras, plus videotape,and monitor) available for many as 9 channels to32 on-campus classrooms use in science.Nursing department has 24 camerasin seating 2,320 each hour. Open-circuitvideo classes Rochester General Hospital for monitoring(and tap- also provided on WOSU-TV. (John T.Mount) Edwards) ing) student nurses in action. (Eugene Orange County CommunityCollege, Middletown, Morehead State University, Morehead, Ky.Studio, N.Y. One hundred nursingstudents receive instruc- 2 TV cameras, andhelical-scan taping facilities to tion via TV from hospital toclassroom; courses in be in operation July 1, 1968.Campus-wide coaxial pediatric and obstetric areas. Judged toincrease op- cables. At present, observation anddemonstration portunity for and effectivenessof clinical observa- teaching in teacher training, Englishcomposition. (N. tion. (Margaret June Simpson) Tant) Oregon State University, Corvallis. AllTV at OSU is National College of Education, Evanston,Ill. Observa- via videotape; audiotapes andslides of originals used tion of classroom teaching.Recording of "peer" teach- on presentations arecompleted simultaneously. Stu- ing. (Stuart P. Vincent) dents can later check out and reviewthese units in- dependently at Self-Learning Center.(Harold Livings- Nebraska Educational TV Council forHigher Educa- ton) tion, Inc., KUON-TV, Lincoln.All Nebraska higher education institutions are membersof this council. PennsylvaniaStateUniversity,UniversityPark. Two courses for credit by TVoffered spring 1967. Videotapes are microwaved andsometimes physi- Colleges enroll their own students,hold on-campus cally exchanged among 6 campuses.Utilization em- meetings, decide on credit. Completefreedom given phasizes ways of complementingthe taped course to each institution. Astatewide meeting of all college material, as by discussion leaders,programed assign- faculties is held at intervals for orientation purposes. ments, or telephone amplificationfor discussion with (M. Scheffel Pierce) professor who made tape. (Leslie P.Greenhill) New Mexico State University,University Park. Has Purdue University, Lafayette, Ind.Television unit conducted English composition comparisonexperi- used for entire classes, imagemagnification, self-ob- ments involving TV. Taughtclass on cinema via servation for future teachers,dissemination of classes Jacobs, and Orville all over campus, and dramaticpresentations. Purdue- CCTV. (Linden Fisher, Harvey Link (reported in Wanzer) Indiana University's TV Microwave 1963) has now grown to 25class hours per week North Carolina College at Durham. TVpresentations (1966). The 2 universities usethe link to engage are videotapedfor use by teaching assistantsin jointly in courses, advanced seminars,symposiums, receiving rooms for small-groupviewing and by stu- and adult education conferences. (JamesS. Miles and dents who simply want to review.Difficult portions films and other Warren F. Seibert) of courses programed (involving 8mm N.Y. Experi- resources). (James E. Parker) Rensselaer Polytechnic Institute, Troy, mental classroom speciallydesigned for TV magnifi- North Orange County junior College,Fullerton, Calif. cation in engineering, chemistry,and other courses. Building faculty experience with TV atthis time, in (C. 0. Dohrenwend) preparation for use of moresophisticated installation (Otto Roemmich and J. B. St. Cloud State College, St. Cloud,Minn. Open-circuit now under construction. telecasts made for credit in fine arts,sciences, educa- Nance) 39 Art...ImerAmeWV.retra Acsomsomm.,

tion, industrial arts, psychology, over St. Paul station. campus. TV studio is connected toall science class- Students also meet with instructors 2 or 3 times each rooms; campus laboratoryschool is cabled for obser- quarter. (Luther Brown) vation by student teachers. Demonstrations and teach- ing sequences are videotaped. (Robert C. Henderhan) San Bernardino Valley College, San Bernardino, Calif. TELECOM, the college's educational broadcasting de- Stephen F. Austin State College, Nacogdoches, Tex. partment, housed in the Division of Telecommunica- College science building permits televised demonstra- tions, provides both terminal and transfer courses in tions from a laboratory to lecture hall seating 500 stu- professional broadcast training and operates a TV dents, or to several elementary laboratories seating and an FM channel, plus 2 CCTV channels. ITV is 75. Presentations also made available onvideotapes both broadcast and closed-circuit. Curriculum at the for repeated showings. (J. N. Gerber and E. L. Miller) college level includes political science, economics, Stout State University, Menomonie, Wis. Microteach- biology, hygiene, home economics, accounting, and ing (Lorry K. Sedgwick and Flarlyn T. Misfeldt) specialized courses in fire science, income tax, and Sul Ross State College, Alpine, Tex. A plan proposed typing. (E. R. Rothhaar) for color TV to schools through West Texas. Innova- San Jose State College, San Jose, Calif. College pro- tive Education Project, associated with SR SC Multi- vides 2,500 student viewings per semester of public media Center. (Bob W. Miller) school classrooms by College-owned mobile video- Teachers College, Columbia University, New York, tape unit. Library of videotapes now being edited to N.Y. Recently conducted a Demonstration Project of extend scope of observa don experiences. Micro- Programed TV Instructionincooperationwith teaching also used with student teachers. (Richard WETA-TV, Washington, D.C. Purpose: To demon- B. Lewis and Warren Kallenbach) strate "group-paced programed TV." (Sidney Forman South Dakota State University, Brookings, S. Dak. and Edward J. Green) Uses 4 remote-controlled TV cameras in local hos- University of Akron, Akron, Ohio. Using CCTV in the pital, with reception on campus, as part of nurses' guidance laboratory to improve interview skills of training. (Woodrow P. Wentzy) prospective pupil personnel workers. Used by in- Stanford University, Stanford, Calif. Interns in sec- creasing numbers of students each year. (James ondary school teaching are prepared for their first Doverspike) school service by presenting before a TV camera a University of Alabama, University. Maintains a cen- series of 5-minute lessons before 5 high school stu- tral taping area; cameras spread out over the campus. dents. The resulting tape is immediately viewed and Five events can be taped at one time. (James R. Jen- evaluated, after which the lesson is retaught to an- sen) other group of students. (Dwight W. Allen and David University of California, San Francisco Medical Cen- B. Young) ter. The Communications Office for Researchand State University of New York (SUNY), College at Teaching operates a 2500 MHz TV transmitter for Brockport. A series of short videotapes treat tech- teaching medical school students. (Irving R. Merrill) niques, processes, skills, and other complex demons- University of California at Berkeley. Now accumu- trations for presentation as parts of conventional lating a library of videotapes on many subjects and class sessions. Student teachers in the classroom in 3 forms: (a) lectures, of usually 30 minutes in (not "micro") are videotaped several times for replay length; (b) modules of about 12-15 minutes to bring and self-evaluation. (Jack B. Frank) to class demonstrations otherwise verydifficult to SUNY, College at Geneseo. CCTV in one new build- introduce effectively; and (c) documentaries inter- ing, and a mobile unit for observing student teachers. views, historic occurrences. (Ken Winslow) (Clarence 0. Bergeson) University of California at Irvine. Course offerings SUNY, College at Oneonta. Economics lecture, pre- specifically programed for CCTV presently impossible sented by TV to most of class, will be transferred to because of newness of institution. Natural Science 8mm film cartridges, and 60 students will be taught Building is wired for CCTV. (Bill Stead) experimentally only by these films (spring 1967). University of California at Los Angeles. Academic (Sanford D. Gordon, F. Brooks Sanders, and Foster Communication Facility provides engineering, crea- Brown) tive production, technical and personal services to SUNY, College at Oswego. Videotapes used in teach- faculty and administrative groups. (Frank E. Hobden) ing golf; also in teaching techniques of diagnosing and University of California at Santa Barbara. Lectures evaluating pupil reading performances. This institu- televised to small classrooms on campus. Now plan- tion has developed a pilot project in using videotapes ning a more complete communication center. (A. Dale to help nonmusicians understand music as a form of Tomlinson) expression. (Thomas C. Brennan, Robert Caulfield, University of Colorado, Boulder. Portable vidicon and Anthony J. Crain) equipment and TV tape recorder permit program SUNY, College at Potsdam. Programs in French picked production at any location. Experiments are taped up from Montreal TV stations anddisseminated on for later viewing; school observations havebeen

40

.4 1 recorded for later psychiatry, obstetrics-gynecology,engineering use it athered; university activities are other departments occasionally.Re- pen-circuitbroadcasting.Twelve-channelcom- on schedule; capability now available toeach ceived in 14 buildings,from 8 different sources unity antenna TV (including a courtroom).Statewide Nebraska Educa- lassroom building anddormitory on campus. The TV Higher Education, Inc.(M. is used verywidely on campus.(R.E. tional TV Council for acility Scheff el Pierce) Oe Kieffer) CCTV and tapes in child University of Connecticut,Storrs. TV dissemination University of Nevada, Reno. development observation,used in psychology for Ito distant classes in aerospaceengineering, with two- techniques; also for ob- bacteriology testing and interviewing lway voicecommunication. Videotapes in and in nursing. (DonaldG. yresented with performingprofessor present in class- serving student teachers 'room while tape isshown. (Stanley Quinn) Potter) University of NewHampshire, Durham. New Hamp- University of Denver, Denver,Colo. Two-way sound; centered at Universityof dorms and to classrooms; shire Broadcasting Council scheduled TV tapes to New Hampshire organizes,produces, and coordinates supplementary scheduledclass sessions without TV school systems in the state. (Noel L. Jordan) ETV for subscribing t for discussions. (John Bardwell) University of Florida,Gainesville. Three TV studios University of Oregon,Eugene. Closed-circuitand with multi-cameraproduction are distributing to2 distributiwi system provides build- community antenna TV open-circuit ETV stationsand to 7 on-campus to campus (38dormitories and 15 classroomloca- ings. Nineteen classroomsof the laboratoryschool living organizations andsub- from mobile tions) and off-campus equipped to originate CCTV programs scriber families: enrichment;shared experience of cameraequipment. Includes two-waycommunication experiences for student school. lectures, concerts, etc.; and between universityclassroom and laboratory producers and crews.(William Willingham) and James J. Thompson) (K. A. Christiansen University of Pennsylvania,Philadelphia. Social Sci- University of Hawaii,Honolulu. The Hawaii program includes a one-man studio toservice by the College ofEducation, ence Center for ETV is administered 50-seat classroomequipped with two-wayviewing University of Hawaii.Programs includein-school plus a four-button student in-service teacher train- and multimedia potential, instruction for enrichment, response system.A learning resourcessetup "with ing, adult programing.(Walter A. Wittich) everything" is being built.Graduate School of Edu- University of Houston,Houston, Tex. A "casehis- cation has instructional resourceslaboratory. Pur- tory" on college teacherattitudes and uses of TV on pose: to trainteachers in the use ofcross-media and campus.(Richard I. Evans) multisensory approaches. (HughM. Shafer) University of Illinois,Urbana. Experimentingwith University of South Florida,Tampa. Students are in- televised lectures andtelevised programed instruc- volved in simple TVproductions to give themthe tion. (Charles J. McIntyre) feel of the medium; supervisorshave reported a keen University of Kentucky,Lexington. TV used inMedi- awareness ofrole of TV in Florida'spublic schools. cal Center to magnify,transport, and recordimages (Richard Cornell) in 472 sessions during1965-66. (Michael T.Romano) University of SouthernCalifornia, Los Angeles.Uses University of Maine, Orono.CCTV used in Collegeof series title, "Odyssey,"for CCTV collegeclassroom Education building combinesremote control and port- programs. Hasproduced films for 33 separate courses; able cameras to give prospectiveteachers observation presents about 7 or 8 courses peryear. Oneof these experience; to showvideotaped lectures;and as a each fall and spring, acredit course, concludeswith laboratory for speech andcommunication students. a finalexamination on campus.(James Mathes) (Mark R. Shibles) University of SouthernMississippi, Hattiesburg.Ap- University of Miami, CoralGables. TV tapes usedin plication of microteachingto elementaryteacher humanities, Westerncivilization, teachereducation preparation. (John P. VanDeusen, Bennie G. Baron, demonstrations, test administration,speech, law, and and Ronald G. Noland) Medical School. (John A.Fiske) University of Texas, Austin.Mobile videotape units University of Missouri,Columbia. Objectivesof used to observe studentteachers. (John W. Meany CCTV at the LaboratorySchool include: (a)teacher and C. Victor Bunderson) teachers; utilization of TV; (b)observation by student University of Texas atEl Paso. CCTV used toobserve (c) instruction in useof TV; (d) creation ofTV tapes testing sessions; also prac- in action; and counseling and individual so studentteachers may see themselves tice teaching sessions inthe teaching of English as a (e) creation of kinescopetapes of superiorteaching Hicks) be- second language(microteaching). (Virgil C. techniques, activities, andpupil attitudes and Lake City. In fall 1965, 120 haviors for use inin-service and studentteacher University of Utah, Salt hours a week arebroadcast from 2 CCTVstudios. training. (Robert Wood) allows professor tocontrol TV University of Nebraska,Lincoln. Forty hours a week "One-man studio" of picture from apush-button panel.Closed-circuit in- of CCTV provide morethan 45,000 student hours credit hours of instructionto instruction each semester.Economics, education, stallation offers 14,000 41 lower division classes. (Dail Ogden andW. Donald SUMMARY Brumbaugh) University of Virginia, Charlottesville.Has experi- There is no longer any questionas to the efficacy mented with CCTV to enable certaindepartmental of television in extending and improving instruction libraries toserve as remote viewing stations for in higher education. In nearly every situation where it library materials requested byacross-campus tele- has been tried and carefully evaluated, results show phone. (Roger P. Bristol) thatitpermits learning equal to and not rarely University of Washington, Seattle. CCTVwithin the superior to that achieved under traditional classroom classroom, entirely controlled by instructor,broad- practices. In addition, it does make possible several cast to another nearby classroom; also for better kinds of learning that were most difficultor impos- viewing in a large classroom. Mobilecamera available sible to provide before its introduction to the educa- for either use. (Walter L. Dunn) tional armory. U.S. Air Force Academy, ColoradoSprings, Colo. In Now it remains to be seen whether higher educa- addition to continuing with TV (as outlinedin 1963 tion, under pressures of increasing enrollments and edition), is using MIMIC (Miniature MobileInstructor expanding knowledge, will rise to the challenge of ControlledTelevision)involving a self-contained learning to cultivate the rewards of this medium. cart-mounted CCTV system foruse in areas outside Several important and fundamental problems still the normal TV distributionsystem. (Chester F. Caton) persist with respect to the institutionaluse of tele- U.S. Military Academy, West Point,N.Y. ITV used as vision. One of them is proper choice of equipment. an adjunct to the classroom instructor.Programs Television's potential contribution to instruction, the carried to more than 200 classrooms,with 4 large cost of equipment, and the effort of redesigning screen projectors in auditoriums and lecture halls. curriculum are all immense; it would be tragic if (William F. Luebbert) institutions were to invest so much in unsuitableor Vincennes University Junior College,Vincennes, Ind. obsolescent hardware or course revisions that they Basic communicationscourse combines weekly a gen- became unwilling or unable to expend otherneces- eral session via CCTV;an audio-tutorial laboratory sary assets to keep up-to-date with rapidly improving session; a writing and discussion session;and an techniques. As an example, color television addsso individual counseling session.(Harriette Groscop) much to some kinds of communication that it would seem wise for every college to provide at least color- Wabash College, Crawfordsville,Ind. CCTV dis- seminates laboratory demonstrations compatible equipment in its earliest investments. A to all course similar problem now -rises in choicesamong the sections at the same time 5 laboratories inall. Used in anatomy numerous, less expi ,sive but often noncompatible courses and in general biology. helical-scan video ret;orders and the muchmore ex- (Willis H. Johnson) pensive but broadcast-compatible quadruplex tapes. Wagner College, Staten Island, N.Y. Considerableuse Another problem frequently encountered with insti- of inexpensive equipmentto extend advantages of tutional television is the failure to exploit itsown CCTV to a small campus. (Al Wagner) best potential. It is uneconomic to use television sim- Wayne State University, Detroit, Mich.Detroit educa- ply as a carrier of sound; radioor audiotape can do tion for nursing program offered via2500 MHz TV that as well, and less expensively. Whether used by involves 12 schools of nursing enrolling about1,500 one or a thousand students, the added value of the students. Videotaped lessonsare broadcast to all 12, TV screen is in the instructional visualization; andup for closer view of demonstrations by studenti.(Rhoda to now this value has not been universally and inten- Bowen) sively realized in colleges and universities. West Chester State College, West Chester,Pa. A But perhaps the gravest of all problems connected mobile unit is shared by Cheyney State Collegeand with the use of instructional television is the difficulty West Chester State College (5 miles apart) andalso encountered in obtaining full participation and in- used tovideo-tape student teacher performance. volvement of the faculty in developing and extending (Arnold Fletcher) its potential. The contribution of television to college Wisconsin State University at La Crosse. Alistening teaching is far from automatic; it is nota gift of the laboratory and audio-tutorial facilitiesnow in the machine. Rather, it requires the energetic cooperation process of being installed. (V. B. Rasmusen) of a human teacher. There is at presentno satis- factory technique to stimulate and to reward the Wisconsin State University at Oshkosh.Now in effort that faculty members will need to make if they process of planning general utilization of several are to restate their behavioral objectives and recast types of TV. (Frederick J. C. Mundt) their plans to bring about the marked improvement Wisconsin State University at Platteville.TV for that television permits. Film and radio have fallen classroom enlargement, videotape recording of broad- short of their maximum instructional potential for cast programs, recording of student teachers. Several much the same reasons. Will higher educationnow expansions of facilities and usesnow in planning be able to rise to the challenge of learning to cultivate stage. (Glenn G. Brooks) the rewards of televised instruction? 42 IV FILMS

and facilities for roomdarkening installed in every THE MOTION picture was oneof the first "new maintained perma- The 16mm silent film instructional room, and projectors media" to be used in instruction. nently in or delivered tothe classrooms. In many has had a 40-year historyof utilization inclassrooms provided by audio- and color films becameavail- colleges, student projectionists are in this country. Sound visual services at the requestof the instructor. able for teaching almost as soon asthey were intro- picture technology, still make important con- Recent innovations in motion duced into theaters. Films production, and utilizationindicate that the motion tributions to instruction,and several institutionsof engaged in film experi- picture will not be entirelysuperseded by other tech- higher education are actively niques. As an example, at onejunior college, instruc- mentation. specialists work together The teaching film hasseveral advantages. It is tors and learning resources to produce 16mmsound films to be used asadjuncts durable; it is available in a great rangeof titles and with low cost) or pur- to instruction inseveral of the basic courses subjects; it may be rented (at very multiple sections. Typically, chased (at about the same cost asblank videotape large enrollments and such a film may beshown as the introduction to a of comparable timelength). There is nowavailable in of library of commercially unit of study, perhapsshown again at midpoint this country an extensive the unit in order toreemphasize salient points, or at produced films developedspecifically for instruction, as part ofthe supplemented by availabletheatrical films that often the end as basis for review or even examination. are useful inliterature, drama, or historyclasses. division little technical skill and com- A film production unitin the audiovisual For classroom showing, of a large state universityis experimentingwith the paratively inexpensive equipment arerequired. The films designed for com- show a film can bealmost production of a series of instructor who desires to munication courses in anycollege or university. The independent of other workersin his schedulingand films emphasize theflexibility of this medium, since treatment of the conceptspresented. productions are planned so film use, however, as the separate 30-minute There are disadvantages to that the entire reel maybe used to present or to compared to other morerecently developed media whereas semi-inde- film cannot be corrected or summarize a major concept, used in the classroom. A pendent 5-minute segments,clearly identified by the brought up-to-date asrapidly and as simply asthe problem of scheduling makers and described inthe accompanying instruc- videotape. There is a constant tor's manual, may beused as stimulants todiscussion films rented fromoff-campus agencies, suchthat their use or research.The films are carefullyplanned to raise instructors may beforgiven for abandoning fundamental problems, and notsimply to give the unless the prints are ownedand stored on campus. physical labor of assembling final answers for repetition attest time. In addition, the sheer A very useful innovationin film usnge hasdirect the film, the projector,and the screen and setting up study. This is the 8mm discouraging to any instructor application to independent the equipment can be cartridge-contained "single-concept"film loop. In who must care personallyfor all these details. In it mechanical obstacles, it is this form, each film maylast only 5 to 10 minutes; order to overcome these checked out from the laboratorystockroom, or common in newerbuildings to have projection screens can be 43 by the student into the permit the use of earphones aswell as loudspeakers from the library, inserted for transmitting sound. Throughthe convenience of projector in a nearbycarrel, and viewed as often as reasonable cost con- Commercial films of this type areavailable having small film packages at necessary. veniently available to classroomsand to self-instruc- with sound. Simple andinexpensive local productions is likely to play an separate taped soundtrack; or a well tional carrels the motion picture can provide a even more extensiverole in teaching than before. staffedlocalinstructionalresourcescentercan arrange forsound-on-film even of the locally pro- duced prints. Uses ofthis device in sciences to demonstrate laboratoryprocedures or to present CASE DESCRIPTIONS time-lapsesequencesormicroscopicviewsare Subjective Learning apparent and exciting. California State College at San Bernardino Interest in 8mm color filmsgenerated by the con- Lucas G. Lawrence venience and economy of 8mmcartridge projection is by sev- now receiving newimpetus. Announcements Single-concept 8mm loopfilms are proving their eral manufacturers of a new8mm "Super 8"format and Physical Edu- quality, coupled with effectiveness in the Natural Science which provides superior picture cation Departments ofCalifornia State College at San either magnetic or opticalsound track systems, is one the Standard 8mm films is The new equipment and Bernardino. Playback of basis for this new interest. afforded by Technicolor loopprojectors and a Kodak format promise to establish anentirely new cost level the new projectors are Standard 8/Super 8 machine. for use of films. For example, Films currently in usehave been acquired from said to be capable of beingsold to educational institu- third to one half lessthan commercial vendors. However, aninstrumentation tions at prices from one inventory is beingcomposed which will allowthe those of present 16mmsound projectors. Further, produce its own films, since designed to provide a varietyof College to create and 8mm projectors are experience has shownthat commercial itemsfre- technicalimprovementsincludingself-threading, suit size, and light weight. quently are too biased ortoo incomplete to cartridge-contained films, small objectives. Although the 8mm "Super8" projectors are not specific instructional instruction, they do The motion picture camerachosen is the excep- designed for very large group 16mm camera. Films project films effectively instandard classrooms. They tionally versatile "Scopic 16" study use by stu- will be produced in 16mmKodachrome, to be reduc- are alsosuitable for independent Kodachrome. Copies of 8mmfilm dents in carrels or inlibraries. Most of the newunits tion printed to 8mm

rib{

1'

loop films, without soundtracks, 8mm "single concept" in providesupplementaryindividualizedinstruction biology. (Oklahoma ChristianCollege)

44

11,ar, :stv, will be spliced, end to end, forloop projection pur- transfer students who arrive afterthe initial essential poses. Since the "masternegative" is of 16mm format, demonstrations are concluded. that the student is looking g theproduction of Standard 8 prints (forStandard 8 It is hard to ensure § loop projectors) or Super 8 prints(for Super 8 ioop at the correct moving part,handwheel, or cutting projectors) requires no dualformat camera inven- action at the correct time. ttories. There is generally a timelag between actual Additional advantages reside in thefact that the demonstration and students'application of the in- 16mm camera can produce 24fps sound synchronized formation or skill, usually requiringthe instructor motion pictures for 16mmprojectors and lends itself practically to repeat the highlightsof the demonstra- to time-lapsephotography of objects of scientific tion for many students on anindividual basis. interest. Certain areas within thevocational curriculum The motion picture productionphilosophy at San pose hazardousproblems, like welding andburning Bernardino has been designed toweigh the merits of demonstrations as well as thepouring of hot metals, films vs. slides. Films willbe given preference over and even spray painting ordemonstrations involving slides when the followingrequirements are to be met: the use of chemicals. 1. Action or motion mustbe presented. What is needed is a means ofshowing a reproduc- 2. Greater realism isneeded than can be provided tion of the demonstration toreinforce the actual by other practical means ofrepresentation. demonstration, one that is economical toproduce and 3. There is a need forbridging space and/or time. can be shownwith relative ease. The projectorshould 4. The complex behaviorof process conditions re- be operable by the student; thefilm should be one quires representation. that may be retained by theindividual instructor in 5. Dynamic microphysical processesneed to be the shop, that may be shownwithout darkening the perceived, especially thosedealing with certain bio- room, and thatdoes not require a screen. logical phenomena. Employing the single-loop concept, ademonstration 6. Important correctivesituations must be delin- may bephotographed with an approximateshooting time of 5 to 10 hours. Afterthe film is edited and eated. the narration tech- 7. Special relationshipsof dynamic vs. static states processed, it is sounded using nique. The film will coveronly those principles and must be explained. A 45- 8. Complex happenings mustbe defined and repeti- skills that the instructor feels are necessary. minute demonstration can,in this way, be condensed tively reviewed. direct must be simulated. to a 10- or 12-minutefilm (in color). Close-ups 9. A real-life experience students' attention to critical areasof the demonstra- In all of the above,emphasis has been placed on tion. Cartridges facilitateloading and unloading of dynamics and motion. If thesefundamental mandates the Fairchild projector withoutaudiovisual training. do not prevail, slides willbe given preference over Thus, in the event a studentneeds to refresh his cinematographic-type presentations. memory, he canselect the correct cartridge,install it in the projector, and thenwatch the demonstration in the school shop. In 10minutes he is prepared to Use of Continuous Loop Films ToReinforce Technical do the manipulative operation.Perhaps the best re- Demonstrations in Vocational Education sults may be obtained by firstwitnessing the actual College of Marin, Kentfield, California etc. Next, the Donald Robert Greenfield demonstration asking questions, group wouldwatch the film as a follow-upactivity. One of the critical areas inpresentation of curricu- The film is then availablein the shop for student lar materials in theindustrial arts and vocational memory refreshment asit may be needed. education areas of both thesecondary schools and It is the investigator'sthesis, based on preliminary junior colleges is thetechnical demonstration. The research, that the single-loop conceptwill prove to be instructor is continuallyplagued by ''learning prob- of significant help for thevocational instructors' daily lems" that are created when atechnical demonstra- teaching of manipulativeskills;furthermore, that tion is utilized. Once thetheory of a concept has been single-loop films may beproduced by individual in- presented to the class including text assignment, structors within a school orby a team of school discussion, etc. and the class is ready forthe district vocational instructors atminimal cost. The demonstration, the followingproblems become mani- greatest value ofemploying single-loop films inthe fest: vocational curriculum, however, maywell prove to be How can 15 to 24 studentsclearly observe a their aid to the vocationaleducation student in his demonstration when they mustbe crowded about a mastery of manipulativeskills. machine? Future plans for the developmentof the single- The generally fairly short attention spanof stu- loop concept at the College ofMarin include a series dents, plus the youngsters'standing in a confined of films and a pilot studyconducted at local high area cause the amountof retention to dwindle. schools in order to morethoroughly evaluate the There are always studentabsences as well as concept. 45

4,1 Self-Instruction in Audiovisual Equipment Operation Development and Use of Stimulus Films in Teacher Education San lose State College, San lose, California University of Missouri at Kansas City and Indiana Richard B. Lewis University, Bloomington David Glkssman and Don G. Williams A miniature self-instructional system using 8mm cartridge films has been developed at San Jose State The Inter-University Film Group has developed and College and was initially applied in teaching audio- is planning to produce a series of 20 problem-centered visual techniques. This method involves silent 3- to films for use in teacher education. Each of these films 4-minute films for the Technicolor projector used in will portray a different teaching problem without rear screen viewing boxes, with accompanying in- offering a conclusionor solution to that problem. formation and direction sheets leading to immediate These "stimulus films" aim to stimulate thought and student practice of skills presented. This method has discussion. An Instructor's Manual anda Student's proven that for many "how-to-do-it" and informa- Manual, due toaccompany the films, will include tional topics college studentscan use media to learn suggested ways of using the films, questions and successfully by themselves. The 8mm methods de- exercises that provide "cues" to the psychologically veloped for audiovisual production and equipment significant aspects of each film, and references in operation techniques have been extended to teaching educational psychology thatare relevant to each film. the operation of IBM keypunch machines, industrial The basic purpose of the films is to providestu- arts woodshop and craft skills, use of advanced chem- dents with an opportunity to make decisions in teach- istry laboratory equipment, and occupational therapy ing on the basis of concepts and principles from the practices. field of education, especially those from educational psychology. New Developments in Teaching Dentistry In a joint utilization project at the University of The University of Iowa, Iowa City Missouri at Kansas City and Indiana University, the Lee W. Cochran five films already produced have been used ina rather unique fashion. Several sections of under- Two years ago the College of Dentistry, The Uni- graduate educational psychology at each institution versity of Iowa, secured a grant from the U.S. Public were designed around the use of the films and the Health Service to research the potential contribution accompanying materials. With the films themselves of 8mm motion pictures to certain phases of dental (or the scripts of unfinished films)as problem ma- instruction. terial, the students instructed themselves in small During the past 2 years, between 40 and 50 of these groups. The task of each group was to arrive at a psychologically defensible problem solution tosev- films have been produced by the Motion Picture Unit eral of the film problems and toprepare a brief of the Audiovisual Center. Filmswere produced in written rationale for each solution. Since there is 16mm color, then reduced to 8mm, witha magnetic no single "correct" solution to the film problems, of sound track added in the Fairchild 8mm cartridge course, the educational psychology course itself had a projector. Films are from 4 to 6 minutes in length. distinctly "open-ended flavor." Junior dental students conduct patientcare in a large A unique feature of the development of this film 132-chair dental clinic. Nine projector stations with series is the amount of pretesting that was involved. 8mm projectors are located in the clinic with prints The problems to be filmed were initially selectedon of all available films. Students, while working witha the basis of a survey of students, professors, and patient in the clinic, can go to any of the projector practicing teachers at all the member institutions of stations, select a film that will show specific detailed the Film Group. Criteria used for selectionwere instruction on the exact operation being performed, degree of interest of the problem for students, realism review the operation, and return to their patient and of the problem, and meaningfulness of the problem continue the work. Films have been produced in the in instruction. As the problems finally selected were fieldsofoperati v edentistry, crown and bridge being expanded into film scripts, they were usedas prosthesis, and prosthetic dentistry. Another cartridge stimuli for actual classroom discussion at the member projector with a complete set of all film subjects is institutions. The feedback from this discussionwas located in the dental library where studentscan go then used to improve on the final scripts. to review certain dental operations they will beper- The Inter-University Film Group includes partici- forming in the immediate future. pants from the following colleges and universities: Other new techniques being used in dentistry Clarion (Pennsylvania), Colorado, Florida, Indiana, Maryland, Missouri, Missouri at Kansas City, North instruction include videotape recorders, a special TV Texas, Ohio State, Oswego, and Syracuse. The pro- studio room completely equipped for dentalopera- ject has been based principally at the University of tions, and a laboratory equipped with an overhead Missouri at Kansas City. It has had the support of closed-circuit TV camera for demonstrations of small the Teacher Education and Media Project, American models where large groups can watch the techniques Association of Colleges for Teacher Education. The being shown. pretesting, preparation of film scripts, and actual 46 supported by a experimentd filmed lecture-demonstrationsof out- roduction of the first five films were classes in art and eries of Title VII contracts withthe U.S. Office of standing scholars in undergraduate ducation. fluid mechanics. (James C. Butler) King's College, Wilkes-Barre, Pa.Planning production of 8mm film loops in chemistry, tobe supplemented otion Pictures for Health Sciences Teaching by written exercises and examinations.(Jay A. Young) niversity of Washington, Seattle Middle Georgia College, Cochran.Commercially pro- homas A. Stebbins duced films and microfilmspurchased for instruc- have tional use, and stored in library. (EulaWindham) Teaching and research-type motion pictures The "Single-Con- een produced atthe University of Washington since Ohio State University, Columbus. 949 as media for illustrating andcommunicating cept Film in the Field of Physics"has been completed complex subjects. and put into commercialdistribution. Currently in- mrany difficult and volved in exploring uses of short,fragment films in The Department of Health SciencesIllustration has (Robert W. faculty in education, fine arts, and mathematics. developed a staff and facilities to assist Wagner) !producing PennsylvaniaStateUniversity,UniversityPark. 1. Short single-conceptteaching films for gradu- American archive of EncyclopediaCinematographica qtte, continuing education, and patienteducation pro- available for loan to other collegesand universities. !grams in the Divisionof Health Sciences; Produces and uses 20 sound motionpictures to serve 2. Research films to recordand communicate a as demonstrationsof good teaching and learning iwide variety of clinical and nonclinicalvisual data; techniques as supplements toobservations in sec- 'and ondary education methods classes.(L. P. Greenhill 3. Full-scale film productionssuch as our series on and Robert B. Patrick) Congenital Malformations of the Heart, or suchtitles Polytechnic Institute of Brooklyn, NewYork, N.Y. as Ovulationand Egg Transport in the Rat, Structure Graphic presentation of computer outputof mathe- and Function of the Vestibular Apparatus,and The matical equations is filmed for class use.A Stromberg- t Insertion and Removal of the Intra-UterineDevice Carlson 4020 cathode ray tube recorder isdriven by (IUD). an IBM 7040 computer(or by magnetic tape generated Designed and produced from script tolayout, live on any computer).The tape can be processed onto action and animation with sound andnarration, the film by the Institute, at cost. (L. Braun) medium demands a continuing team effortof the Purdue University, Lafayette, Ind. Filmsused in basic artist, photographer, sound engineer,and author. physics course as substitutes for somelectures in contrastto conventional presentationsof lecture demonstrations. Regarded as having beensuccessful. INSTITUTIONAL INVENTORY (D. J. Tendam) Rensselaer Polytechnic Institute, Troy,N.Y. Now Arizona State University, Tempe. InUniversity- using "Animated Films ToFacilitate Creative Space conducted workshops during 2recent summers, Perception" with pictures to teach twothirds of teachers learned to produce acceptableself-instruc- students in second course in graphics.(Harold G. tional 8mm films. (John P. Vergis) Kinner) California State College at San Bernardino.Working San Jose State College, San Jose, Calif. 8mmcartridge to produce 8mm film loops inscience and physical films (supplemented by practice)have been produced education. (Lucas G. Lawrence) to teach audiovisual equipmentoperation, IBM key- College of Marin, Kentfield, Calif. 8mmcolor-sound punch machine operation, woodshop andcraft skills, films prepared on campus are used in nursing(40 use of chemistrylaboratory equipment, and prac- films planned), geology (films supplementedby self- tices in occupational therapy.(Richard B. Lewis) instructional materials), and machine-metalstech- Stanford University, Stanford, Calif.Utilizes time- nology. Other uses planned. A specialindividual lapse photography in studies of attendingbehavior study classroom with carrels is planned.(Donald R. of students in teaching-learningsituations. (Dwight Greenfield) Allen) Eastern New Mexico University, Portales.Sound is State University of New York(SUNY), College at added to film, and copy sheets, practicesheets, and Fredonia.8mmloop films are used to teach clarinet laboratory materials are added to improvelearning fingering, embouchure, and hand position inmusic. programs. (Herbert E.Humbert) Specifically designed films produced on campus.Some (Robert IndianaUniversity,Bloomington.Inter-University used for teaching recognition of tennis errors. Film Group is developing a series of 20problem- M. Diamond and Thomas C.Collins) centered films to stimulate discussion inteacher SUNY, College at Oneonta. Videotapes oflectures put education. Five films have been produced,dealing onto 8mm film(in economics), and experimental primarily with educational psychology. (DavidGliess- group views onlythese all semester.(F. Brooks man) Sanders) Johns Hopkins University,Baltimore, Md. Using University of California, San FranciscoMedical Cen- 47 '14

ter. Ingenious use of 8mm loops in physiology. (Irving University of Texas, Austin. 8mm sound cameras and R. Merrill) projectors used in teacher education to show stu- University of California at Santa Cruz. Students (with dents specific nature of their performance and ability Office of Instructional Services support) have pro- to relate with pupils. Feedback to the students in- duced single-concept films in physics; others planned cludes presence of supervisor and an educational as institution grows. (Marvin J. Rosen) psychologist. Also employed to a limited extent in University of Colorado, Boulder. Film library of more counselor training. (Benjamin Holland) than 6,000 prints; regular weekly program of pre- University of Washington, Seattle. Filmed clinical views to encourage utilization. (Louis Brown) materials are being exhibited as portions of objec- University of Houston, Houston, Tex. Psychology De- tive, multiple-choice standardized medical examina- partment has produced 16mm sound film of well tions. Professional films are shown for voluntary known scientists (psychology) for use in classes. attendance by students and staff in nursing, dentistry, (Richard I. Evans) and medicine; 12 short films with sound in pharma- University of Iowa, Iowa City. Between 40 and 50 cology, each supplemented by linear programed ma- films have been produced by the Motion Picture Unit terial. (Boyd Baldwin) of the AV Center, in 16mm color, then reduced to 8mm, with magnetic sound track added. Junior den- tistry students conduct patient care in a 132-chair SUMMARY dental clinic; and 9 projector stations with 8mm pro- jectors are located there. (Lee W. Cochran) In the course of the visits to campuses for the University of Nevada, Reno. Rear projection single- HEMS study, the editors found that faculty members concept 8mm for self-instruction in carrels. (Donald who were using or producing films for instructional G. Potter) use uniformly felt that the values of both 16mm and University of North Carolina, Chapel Hill. Using 8mm films had not yet been fully realized, even after 16mm motion picture films in freshman-sophomore 40 years; that they still can serve some instructional English classes to provide additional background and functions more economically and conveniently than biographical information, and as basis for writing other, newer media; and that new uses and combina- assignments. (Kenneth M. McIntyre) tions of uses of film with other new media remain to University of South Florida, Tampa. Series of film- be discovered. This conclusion is emphasized by the strips on tennis and golf included in the teaching practice of institutions with advanced closed-circuit laboratory to be used with audio portion of the lesson TV equipment in transferring valuable videotape to in an integrated program of student-paced learning film for storage and for extended use, especially for and participation. (G. C. Eichholz) use on other campuses.

48 V

LISTENINGLABORATORIES AND AUDIOTAPES

media as structional uses oftapes withsuch other laboratory isperhaps the most suc- units, and various THE listening media now slides, printedprogramed learning cessful and widelyused of the many new forms ofcomputer-assistedinstruction. available to highereducation. Morerespondents to college listeninglaboratory is a activity intelevision The conventional languages. It is a i the HEMSinventury reported facility for thestudy of foreign computer-assisted instruction;but our instruc- including a control room,a ' and in and several ofthe self-contained suite, tions asked for"innovative" uses, and a classroom.The classroom that they wereusing listening recording studio, student booths,each respondents mentioned It contains, typically,from 24 to 60 1laboratories "onlyin theconventional ways." equipped with a taperecorder capable ofduplicating, reasonable to estimatethat a majorityof col- and audio-lingualtesting. The seems language listening playback, listen/record, of leges have atleast a minimal teacher's console(control) allowsfor recording facility forinstructional use. monitoring ofstudent responses, of all listening student responses, instructions The audiotape isthe basic medium testing, correctingof student responses, laboratories. While afew laboratoriesin institutions stations, anddissemination appeared to be to one or toall student stations of higher learningaround the country different exercisesto different (although admittedlyexperi- of several recording studio isordinarily an making uneconomical provide what essen- simultaneously. The mental) uses ofvideotapes to acoustically treated roomwith pruvisionfor teacher this practice tapes, rapid repro- tially seems to be an"audio" experience, preparation ofmonaural or stereo tapes, andindividual or small- was not common. of using, repro- duction of master The simplicityand convenience audition of tapes.The languagelaboratory is audiotapes makethem ideal group and drill in unison ducing, or duplicating In used both forclass instruction elements for variousself-instructional programs. study. Usuallythe student can the multi- and for individual and language and musicstudy, for example, check out a tapefrom the languagetape library the recordingand erasing of stu- time convenientto him.Sometimes track tape permits instructional purposes listen to it at a played dent responsesfor testing or the tape may betaken from thebuilding to be damaging theoriginal instruc- player, but thisprivilege is without in any way (and on thestudent's own Use of tape forlanguage drills the larger collegesand universities. tional recording. class activi- rarely granted in in English grammar,shorthand, and other adaptation of thelistening labora- instructors forother more A more recent Under this arrange- ties) also helpsto free The tory is therandom-access system. individualizedinstructional tasks. recording facilities areused; creative or duplication ment, the sametypes of recentdevelopment ofhigh-speed tape in language isincluded in the by remote dialfacilities) now if class instructionlaboratory, at least someof the equipment (activated random access functions of the and con- provides students orinstructors with carrels must begrouped in a single room banks of master tapeswith minimumdelays teacher's console inmuch the same to entire breakthrough for in- trolled from the How- a highlyimportant technical way as inthe convenConallanguage laboratory. experience withaudiotapes has facilityemphasizesin- struction. Instructor in combining in- ever,the random-access led to manypromising experiments 49 dividual study. The tape deck is removed from the that the student terminals will be equipped also for carrel; in its place appears a dial similar to the tele- the reception of a video signal when that is truly phone dial, plus the usual earphones. The reproducing necessary and appropriate for the learning task. The system involves a special-purpose digital computer, ultimate development of this application is found at crossbar switches similar to those used in telephone one independent college in which a carrel is rented systems, and a program room containing tape trans- to each student as his own study place; the carrels ports, timers, and program amplifiers for each tape are situated in the Learning. Resources Center and transport (player-recorder). When a student dials the have random access to audio tapes, as well as space number assigned to the instructional segment he de- for books, typewriter, slide or 8mm motion picture sires to hear, he is immediately connected with the projection, and for eventual installation of a video tape transport carrying that lesson. At this point, screen. This facility seems to be a very promising and several eventualities are possible. If he is the only adaptable application of the principles of independent student desiring that program at that moment, the study and random-access information, not only in tape transport starts, plays to the end, stops, rewinds, languages, but in a variety of disciplines. and is ready for another call; if another student is In addition to its use as part of multimedia presenta- already on the line, the tape continues to its end and tions and in listening laboratories, the ordinary audio automatically rewinds and replays until there is no recording has several other interesting instructional active demand for it. In most disciplines only a short uses in certain more specialized fields. In medicine, segment(2 to 15minutes) is recorded on any single for example, an instructor requires surgical students tape. Longer exercises are usually divided over two to study the literature on an assigned topic and then or three call numbers. As many as 1,000 students may discuss the topic for45minutes, the discussion being be listening to the same tape at one time without taped; the instructor is not present during this ses- overtaxing the amplifier system or jamming the access sion. The instructor then listens to the tape and makes system. notes of points that need clarification or have been For lessons which do not lend themselves to frag- overlooked in the discussion. In a later session with mentation, such as symphonies or plays or lectures, the students he can raise these specific points. In the tape transport is programed to begin at a given effect, the process serves as an oral diagnostic pre- time throughout the day, perhaps5minutes after the test, enabling the instructor to emphasize in his dis- hour. Large numbers of students may dial in just be- cussion the topics that the students do not fully fore that time and hear the entire selection. A further understand. In another case, a speech instructor may refinement of random access has overcome the diffi- have his students record their assigned speeches on culty of extended waiting. By use of high-speed one track of a dual-track tape, while he sits at the duplication and intermediate tapes, it is possible for a back of the room with a microphone and records his master tape to be reproduced in only a minute or two comments on the second track as the speech is de- for hearing at any carrel. livered. His comments to the class at the conclusion Random access also has made it possible to bring of each speech are also recorded. The student then much instruction directly into the living quarters of listens to a stereo replay of the tape, so that he can students. Carrels may be installed also in the library, hear not only himself, but also the comments of the in other classroom buildings,infraternities and instructor. sororities, and in dormitories, so that the student need not travel to the laboratory and, perhaps, wait until a CASE DESCRIPTIONS carrel is free for his use. One college is designing its on-campus audio distribution system in cooperation Listening Facilities with the local telephone company so that it may later College of San Mateo, San Mateo, California be possible for a person to dial into the college sys- John B. Dooley tem from his home to obtain lesson assignments or materials. The listening and language laboratory facilities of Still another use of listening laboratories, found in the College of San Mateo are components of the total only a few colleges, enables students to review lec- library system and are housed on the lower floor of tures or to hear missed lectures. The professor pre- the library building. pares a tape at his regularly scheduled lecture and A total of 218 student listening positions receive files the tapes and the visuals he used during the signals from 28 sources in a control room. The Ampex lecture in the library or listening laboratory. Any stu- equipment (modified 1200's and QRK turntables) also dent, with a little more trouble than dialing, can then includes three PR-10's for special tape-recording check out the tape, the visuals, and a tape recorder tasks. An FM tuner is connected through the control and hear the lecture he missed. One college provides panel to facilitate taping programs off the air, and an this service for lectures that are videotaped on Ampex tape duplicator, master and slave units, com- campus; an audiotape and slides of the visuals are plete the list of equipment in the control room. The made simultaneously with the videotape forin- language laboratory facility is made up of laboratory dividual student use. A future possibility for the booths, again with Ampex tape recorders (E-65's and listening laboratory (now quite rare, but available) is others).

50

SVA, other readings; (b) roomfacilities or equipment for Two faculty recordingstudios house tapedecks accompanying speakers and students who desired"readers" to record assigned pd record players with materials; and (c)a recordinglibrary containing icrophones for use in making mastertapes. could operated almost ex- assigned readings sothat the blind students The language laboratories are students. iusively by the individualstudents after a 1-hour keep pace with other rientation lecture anddemonstration by the librarian Less than desirablerecording and listeningcondi- n charge.Students sign in and outof the booths on tions frequently existedin students' living quarters. dividual IBM cards filed at thelaboratories. Weekly Prerecorded texts and relatedmaterials for use nd monthly print-outs givecumulative totals of stu- on a loanbasis, as well as duplicatecopies of selected ent listening hoursby course, class section,and recordings, were not readilyavailable. tudent. Standardized recording andplayback equipment As the need arises,several program sources are was notavailable. eserved for lessons or programswhich are repeated The carrying of recordingequipment across (semi-automatically) all day long atthe same listening campus byblind students wasundesirable, if not 'ptations. impossible. All areas of the curriculum arerepresented in addi- equipment, in spite of emphasis is Maximum utilization of spon to foreignlanguages, hut special careful planning, wasusually impossible, and stu- placed on music and musicappreciation, public speak- to delay reading or political science, and drama. dents often found it necessary 4ng, shorthand dictation, liste:ling because equipment wasnot available. 1ectures and programs ofthe campus-wide com- munity education series aretaped by the audiovisual a meansof eliminating theproblems stated, the division of the library, andthese tapes are forwarded following procedures arepresently employed: to audio forlistening use. Special FM programs are Individual preview-audition roomslocated in the taped off-the-air for use at moreconvenient times. Instructional Media Center aremade available to The thousands of diskrecordings on file may be blind students and their"readers." checked out by faculty andstudents for either home Storage areas forstudent-owned magnetic tape use or library use. recordings are assigned inthe reception area. Some faculty members arebeginning to make in- Students are taught to operatethe College-owned teresting and uniquecontributions to the program, magnetic tape recorders. an examplebeing the architecture instructorwho recording roomsare the Studentsutilizingthe tapes at home hiscriticisms and comments on assigned a specific roomwhen they enter the Center t drawings and platesof his students and directsthe request. facility to hear his personal and are provided assistance on t students to the listening As a direct result ofthis expanded functionof the remarks about their works. Center, the staff andfaculty have developed a greater In the year 1965-66, morethan 37,500 student appreciation of the problemsof blind listening hours were spent inthe listening program, awareness and and more than 10,600student hours were clocked students. in the language labora toryfacilities. The following additionalservice activities have been developed andincorporated into the program: Approximately 400 recordingsowned by the Utilizing Listening Stations for BlindStudents for Fresno State College, Fresno,California College and housed inthe Center are available Leonard H. Bathurst, Jr. student use. Recordings are duplicated inthe sound recording The services provided bythe Instructional Media studio when requestedby blind students ortheir Center at Fresno StateCollege to staff members from related units on campus professors. the various instructional and Materials are madeavailable to the Society for include some unique prototypematerials and devices of Vocational Rehabilita- instructional needs. the Blind, the Department created to satisfy specific tion, and other agenciesthat provide recordingsfor A major factor whichcontributes significantly to the effectiveness of theservice unit is the interdis- the blind. illustrated by faculty and Through the efforts of theGraduate Department ciplinary cooperative spirit of the Division of SocialWork at Fresno StateCol- staff of the College. agencies, more than 180 This report illustrates atypical action initiated and lege, working with various of recordings have beenduplicated and added to the implementedthroughcooperativeutilization Instructional Media Centerfor and state resources. tape depository of the campus, community, utilization by students andfaculty. During the summer monthsof 1965 it was brought A remedial programwhich permits blind stu- out that blindstudents on campus did nothave ade- during facilities to take advantageof the dents to borrow recordingsto take home quate means or semester and summerbreaks has provided some educational opportunitiesavailable. More specifically: materials necessary for There was lack of (a) adesignated area in which students with the desired students could listen torecordings of textbooks and improved learning. 51 00'4 ,9,"

laboratory, the Modern Some other related activities beingemployed in the To house the projected Center are as Language Department wasgranted a large classroom aural-oral learning facilities of the adjacent, and the design follows: with a smaller classroom "reader" who was accommodatedto this floor plan. An aperture Facilities are being used by a in records books on tape for theLibrary of Congress. was cut in thewall between the two classrooms, Duplicate copies of loaned "books" aremade which a rear projection screen wasmounted. Projec- in operation. tion equipment was mountedbelow the screen. A available through the service unit now behind the screen, and Foreign language professors andstudents learn- projection tunnel was built language can record specific lined with light-absorbingfiber panels which were ing English as a second designed with nonparallel materials to satisfy specific needs. also sound absorbing and their lectures walls, further minimizing theproblem of echo; the Professors of history are recording admirably in a second func- for evaluation and transcription purposes. tunnel therefore served tion as a recording studio.The space was vented to discharge heat generated by projectionequipment, Modern Language Laboratory and blower noises wereeffectively muffled by the Gannon College, Erie, Pennsylvania acoustic panels. This arrangementproved very satis- Paul W. Peterson factory for projecting slides andfilmstrips as well as first language labora- motion picture films. Since the installation of the console fitted with four tory at Gannon College some 13 years ago,the direc- In the larger classroom a master tape decks, aturntable, and an input from a tor and staff have feltthe lack of acceptable methods with appropriate of presentation of visual teachingaids in conjunction shortwave radio was installed switching and monitoring controls.The 40 student with audio programs. Use of areflecting-type screen deployment so as necessitated extinguishing allillumination. Also, heat booths were arranged in a chevron generated by projector bulbs andblower and motor to maintain adequatesight lines from each position constituted a peren- to the screen. Thesebooths were fitted with Webster noises of projection equipment amplifiers, and nial nuisance. When an opportunitypresented itself, Electric tape decks, transistorized therefore, of designing a newlaboratory in 1964, padded headphones with aboom microphone. The facilities was a rear projection screenproved so effective that a provision of adequate projection obtained with full prime consideration. satisfactory contrast could be The language laboratory controlconsole at Illinois Teachers College, Chicago North, provides easyintercommunication between instructor and students.

-411111N-

110___

,A.414431,7*4 , , iRS.r.or

its obligation to assroom illumination inthe laboratory. To provide The institution also recognizes strengthen and push forwardthe intellectual and cul- aximum versatility, ablackboard suspended from students whose behavior acks was installed, thus givingthe instructor the tural development of those and other patterns were formed in a moreprivileged environ- oice of screen, blackboard or maps, performance is high asmeasured aphics mounted on cork panelsaffixed to the black- ment and whose oard frame. Since the screen andblackboard were by any standard. ositioned somewhat higher than eyelevel for maxi- At a time when the majoremphasis in higher educa- graduate education andresearch, um visibilityby students, a platform fitted with a tion is on expanding instructors who might be there is a tendency towardneglecting the under- ctern was provided for specifically the freshman resenting illustrated lectures inthe laboratory. graduate program, and more program. Withthis knowledge in mindLangston Uni- A final refinement in this system wasincorporation challenge to upgrade its f techniques for synchronizing mastertapes with versity has accepted the This was accom- program by beginningwith the freshman class. isuals, either slides or filmstrips. The Learning Center is seen as a meansof supple- lished by means of a Kodak MarkI Cavalcade pro- menting and enhancingthe work of the teachers, not rammer an electronicrelay device which auto- atically changes slides oradvances filmstrips in as a substitutefor them. The remote audio systemwill be used at Langston esponse to an acoustic cuerecorded on the master there will be approxi- ape. A stereo mastertape deck was installed inthe University. In the beginning mately 450 carrels, eachequipped as a complete study onsole with a separate trackprovided for the table, and the voice track from the center with booklockers, desks, typing acoustic cues so as to isolate random-access tape system. The typesof activity a ue track. The programsused in this system were Some 20 student May pursue in hiscarrel fall into three cate- repared locally in the following manner: study, (b) listening activities, to 50 slides from thedepartmental collection were gories: (a) conventional selected to develop a set themeand were placed in and (c) viewing and recording. The tape workbookmethod will be used.Audio- their proper sequence on aslide viewing panel. A sustain interest foranything scenario describing the locale orsituations depicted tapes alone would not form of a dialogue like a full class period, norwould they provide for a by the slides was prepared in the means of visualdemonstration to supplementthe between two or more speakers.This script was then however, a workbook isde- recorded on tape with proper soundeffects and back- audio message. When, signed to accompany theaudiotape, the visual aspect ground music. The slides were thenplaced in their and interest. The in a carousel drum magazineand the can beprovided for both clarity k proper sequence workbook can present anyvisual material whichthe master tape threaded ontothe stereo tape recorder along with the recorded with the upper track in the playmode and the lower teacher might wish to use material:charts,graphs,drawings,photographs, (cue) track in the record mode. The outputjack from short then inserted into the maps, text ofliterature or speeches, or even the Kodak programmer was readings to be done duringsilent periods on the tape. input jack of the lower deckand a 6500 MHz acoustic materials will be for general this lower track at properintervals Initially the programed cue recorded on education. Tapes and workbooks arebeing prepared t for slide change. Forclassroom operation the tape mathe- the console stereo tape in language arts,biology, physical education, thus prepared was played on American government,and deck with the voice trackchanneled through stu- matics, American history, dents' headphones and the cuetrack into the pro- social institutions. synchronization of slides with Provisions for flexibilityand expansion are incor- grammer for automatic porated in the overall planfor the Learning Center. the tape. Precisely the sametechnique for synchroni- will be associated zation of filmstrips with tapes wasused with the Eventually the entire curriculum exception that the outputfrom the programmer was with the Center. fed into a Graflex filmstripprojector fitted with remote operatingcontrols. The Listening Center at the OhioState University Columbus The Langston University Learning Center The Listening Center is anaudio adjunct to class- Langston University, Langston,Oklahoma room instruction.Its services, available to anydepart- Mamie Slothower ment of the University, areregularly used by depart- Center will be ments of foreign languagesand of English and speech, The Langston University Learning the College of Education, unique in that its focus will be onfreshman students. the Linguistics Division, capable of success- and the School of Music. Many students, though potentially used for such special func- ful college performance, comefrom family back- The facilities also are tions as summer institutesin foreign languages and grounds which have beenunable to provide either hearing of incoming fresh- the amount or the quality ofenriching experiences music, testing speech and man students,testing foreign languageproficiency, considered minimal in our society.Langston Univer- in conjunction with the sity is striving to provide anenvironment for the and foreign language training inspiration and developmentof these young people. Peace Corps. 53

,mrp As. The Center itself provides 149 student booths plus lectures and other audio sources into an integrated a large number of additional booths in strategic areas presentation. Upon completion,presentationwill throughout the campus the main library, the stu- automatically recycle at a dial request following the dent union, student dormitories, and several class- tuned frequency pulse code signals. This provides an room buildings. The student selects a program by audio-video program without using the TV production dialing a three-digit number from a dial in the booth; studio facilities. A performance analysis studio per- the connection is virtually instantaneous, and the mits audio-video programed instruction with provi- fidelity is of high quality. Many booths are equipped sion for audio and videotape responses for compara- for "audio-active" listening, in which the student tive analysis. hears his pronunciation amplified through his head- Audio storage is effected on audiotape transports phone-microphone set for effective comparison with equipped with photo sensing captive control modifica- the native model. tions to automatically recycle at the program end or Individual tape recorders are designed so that stu- when the last listener hangs up. Two radio tuners are dents can listen to prerecorded exercises and record provided for broadcast. Audio programs also may be their responses on individual tapes. There are pre- continuously cycled, clock or manual starter. Video sently 8,000 such individual tapes used in conjunction (with audio) storage is provided through three quad- with courses in foreign languages, linguistics, speech, ruplex videotape machines, six film chains, five pro- education, music, and English. grammers (described above), four live cameras, and Special equipment is on hand for testing speaking two TV tuners for broadcast. proficiency; 32 testing booths and a master console Distributionismade to130stationslocated enable instructors to give oral tests, either live or throughout the Learning Resources Center including prerecorded. The students' responses are recorded each classroom, nests of audio-video carrels in the remotely, under the control of the tester, who also library, a bank of audio-video carrels in a learning can monitor and communicate with the students in laboratory, and audio-only dial terminations coin- any of the tesling booths. ciding as an extra feature with each position in a The Center provides technical assistance in record- 30-station language laboratory. Video distribution is ing and editing master tapes, pedagogical advice on used to all locations; no RF multiplexing is employed. preparing recorded material and integrating it with Retrieval is achieved through combination of a class work, and help in construction and administra- computer with crossbar audio and solid state video tion of tests. It also engages in original research on switching matrices operating to connect the source programed instruction, applied linguistics, language materials and equipment to the calling station in testng, and psychology of language learning. response to the digital dialed code. To date, the system has been employed by faculty An Audio-Video System members in all of the sciences and liberal arts as Oral Roberts University, Tulsa, Oklahoma supplementary means of instruction. Preliminary re- Paul I. McClendon sults indicate high student motivation; accommoda- tion of individual student differences for rate, depth, Basically, the system is designed to provide for and scope of learning; convenience of preview and Production of original audio and video pro- review; ease of updating courses with latest current gramed materials as well as correlation of existing materials; increased opportunity for application and materials. integration. Experimentation is being planned also Storage of audio and video materials on source for using the system for self-teaching. origination equipment. Distribution of the stored materials to remote The Language Learning Center station locations. St. Joseph College, Emmitsburg, Maryland Retrieval by random-access and audio-video Sister Margaret Flinton display of any stored materials from any remote The Language Learning Center at St. Joseph Col- station under 100 percent use conditions. lege comprises Productionfacilitiesforthe system comprise 1. A 56-position RCA Model EDC-101 laboratory standard TV studio, TV audio, master control, and equipped with (a) microphone headsets; (b) student tape and film rooms; studio vidicons plus table-top tape decks; (c) control console having one to six pro- overhead vidicon cameras; two stereo-equipped audio gram sources; (d) permanently installed 16mm film, control rooms. Quadruplex videotape machines are filmstrip, and slide projectors;(e)five individual used. A separate science laboratory closed-circuit viewing booths for slides and filmstrips; loop allows local display of table-top dissections and 2. A Master recording studio; experiments and microscopic materials which may 3. A 10-position simultaneous interpretation unit also be videotaped or fed live through the production utilizing an EFI wireless learning system; center into the dial system. Another production tool 4. Audio notebooks; is a specially designed tuned frequency controlled 5. A 3M visual communication unit; programmer for film chains with which slides, film- 6. A 12-position Webster Electric mobile teaching clips, and videotape clips can be "programed" with laboratory.

54 In order to stimulete interest in the field of inter- Program material for the audio functionof the pretation and translation, the Department ofModern multipurpose learning laboratory will beprovided by Languages and Literatures of St. Joseph College has ten 32-track, 1-inch magnetic tape memorybank undertaken experimental work in simultaneous inter- units, each capable of providing programsof maxi- pretation on a noncredit basis. This training,offered mum 30-minuteduration at 33/4 ips. The unique fea- to senior language majors, demands intensiveoral ture of the random-access systemis that when a practice and provides additional culturalenrichment. student dials for a particular lesson stored in oneof No electrical wiring has been required for the the memory banks, the switching logic (asmall, spe- simultaneous interpretation unit. A "learning loop" cialized computer) puts his individualrecorder in forms a circle of inaudible signals around thewalls, contact with the appropriate signal andrecords it at thus acting as antenna for the output of any audio 60 ips. Once the lesson is recordedfor the student device. A three-channel consolette receives the input (a matter of some 2 minutes maximum copytime), of three translators' microphones. The "live voice" the memory bank is free to provide lessonsfor any clarity of the latter eliminates the need ofisolated other student. The student may listen tohit) lesson, booths for the translators whose work isdone in record his own voice along with it, and playback one k whispered tones. or both tracks as many times ashe wishes. Students who are listening to the translators wear The video function of the multipurposelearning t lightweight listening devices. They mayselect the laboratory is seen as having a high potential in sup- language of their choice from any one of the three plementing courses already offered by television on channels on their individual wireless battery-powered this campus. Courses in political science,biology, and receiver. The present 10-positionsimultaneous inter- hygiene already have been developed andwill be pretation unit can accommodate 20 students. available to students via the closed-circuitvideo Other experimental work is in progress with upper- channels of the laboratory. It is felt that manydisci- level language students. A project that isstimulating plines not at present employing television willde- extensive reading and concentrated study ofliterary velop material which can be presented mosteffec- works is the preparation of original cultural and tively by this medium. All closed-circuit TVlesson literary transparencies for seminar discussions. material will be stored on 1-inch videotapes in pro- Individual and small-group viewers permit syn- grams of 30-minute maximumduration and will be chronized audiovisual review and increased oppor- available to the student by his calling the master tunities for independent study. control and requesting the specific lessonwhich Plans for the future development of the St. Joseph would then be sent him over one of the 10proposed College Language Learning Center include additional TV circuits. complete Imaterials in Western languages, introductory pro- In addition to the above facilities, two gramed courses in non-Western languages and cul- recording studios (to accommodate a maximumof 10 tures, and audiovisual materials in theteaching of to 12 persons each) will beprovided, with facilities English as a foreign language. for full-scale audio recording and limited(small camera, monochrome) TV taping. The multipurpose learning laboratory has an ex- Proposed Multipurpose Learning Laboratory tremely high potential as a learning devirefor any for San Bernardino Valley College subject matter taught on this campus, rangingfrom a San Bernardino, California full-scaletechnicaltraining program (automotive lames M. Yurkunski mechanics, machine shop, aircraft mechanics, re- frigeration, electronics, etc.) through a highly aca- A multipurpose learning laboratory is being devel- demic program (English, physical science, art,music, oped at San Bernardino Valley College which can foreign language, mathematics, humanities,life sci- fulfill the needs of an ever-growing foreign language ence, etc.).It has also been determined thatthe department as well as many requirements of the other system is compatible to operation inconjunction with disciplines of the College. The laboratory will include, a computer, thusallowing for an even broader ulti- in addition to the normal listen-respond-record/play- mate program. back functions, closed-circuit video presentation of As the College continues its programof growth prerecorded TV instructional material. It is felt that toward the development of satellite campuses,the these functions will make the laboratory a learning need of providing them with these samemultipurpose device limited only by the ingenuity of the faculty. learning facilities probably will be met by useof The laboratory is designed to accommodate 120 microwave broadcast or telephone lease-linefor all students in 15 circular units. Each student position subject material from the central campuslaboratory. will be equipped for full level TV (listen-respond- record/playback-video) facility. All program source Closed-Circuit Instructional Radio: Some Proposals equipment and student record equipment will be University of Missouri at Kansas City housed in the master control area, leaving only the Sam Scott necessary dial system, audioand video controls, video screen, and headset for audio reception in the The University of Missouri at Kansas City proposes student position. to broadcast instructional, informational,and refer- 55 NO

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iI 10 II 41111111k,-...41111ElksillEt An instructor at the control center of the language laboratory in Oak- land Community College (Bloomfield Hills, Michigan) prepares a tape for student use. ence type materials on closed-circuit radio by utilizing in the manner described for only 5 hours a day, the the two SCA (Subsidiary Communications Authoriza- University will be able to provide 10 hours of supple- tion) mul tiplex channels of the University radio sta- mentary instructional service per day for the benefit tion, KCUR-FM. and convenience of students. Programs broadcast on SCA multiplex channels It should be pointed out that the number of listen- cannot be heard on regular FM radios, but only on ing centers need be limited only by the availability receivers specifically tuned to the frequency of trans- of suitable rooms within the service or coverage area mission, generally 41 kc and 67 kc. Material cannot of the radio station. UMKC, as an urban university, be transmitted on the SCA multiplex channels unless has a large and diversified program in continuing the radio station is simultaneously broadcasting a education. It has been suggested that listening centers general program service on its main channel. be established in towns and communities within a Listening centers will be established in a number 30- to 40-mile radius of the campus. Interested per- of locations both on and off campus the library, sons could then enroll in courses in continuing educa- student center, dormitory, classrooms, lounges, etc. iion and hear the lectures and discussions without some equipped with receivers specifically tuned to driving long distances to the campus. They could pick up programs broadcast on the 41 kc SCA chan- participate in the question-answer, discussion period nel, and others with receivers tuned to 67 kc. Then, by placing a telephone call which would be amplified while KCUR-FM is broadcasting a program of news and heard by all groups in the various locations. analysis on the main channel, which can be heard Similarly, short courses, refresher courses, and on any regular FM radio within the station's coverage seminars sponsored by the various professional area, it is simultaneously broadcasting a world his- schools could be broadcast on one of the SCA multi- tory lecture, tape recorded during an earlier class plex channels on weekends, and busy professional period, on the 41 kc SCA channel, and pretaped people in surrounding towns and communities could intermediate French language drills on the 67 kc be kept abreast of new techniques, concepts, or de- SCA channel. velopments in their various fields. Printed program schedules will be distributed each Highly specialized courses given by outstanding or week indicating program content, time of broadcast, uniquely qualified professors might be broadcast on and location of listening centers where each can be a multiplex channel to other colleges and universities heard. By utilizing the two SCA multiplex channels within the same radius. Students could enroll in the

56 bourse and receive credit from their own institutions, 2-, and 3-, and sometimes4-year-old lectures by with discussions and exams supervised by a proctor. another professor because of theirappropriateness SCA multiplex receivers could beinstalled in area and illustrative value. high schools, and students in accelerated programs The collection has grown so large thatdepartment could listen to college-level lectures invarious dis- chairmen are asked to review the tapelectures of ciplines. their departments at the end of each yearand to Numerous additional specialized applicationsmight suggest how long each tapeshould be kept. be mentioned. Specific enrichment orinstructional The use of the Teaching-Audio Laboratoryhas sequences could beproduced on contract for trans- been growing as the enrollment and courseofferings mission to listening centers inculturally and econom- within the University increase, providingthe follow- ically deprived areas to supplement such prc,grams ing: music listening, drama, shorthand,recordings of as Upward Bound,VISTA, Head Start, and other:, special speakers on campus, studentrecordings for for the intellectual nourishment ofchildren and some sociologyclasses and many other disciplines. adults alike. Special curriculums mightbe developed With the installation of an audio-videolearning cen- for transmission to various institutions toaid in the ter random access will be available to150 positions. education and/or rehabilitation of prison inmates or The system will be consistent withlocal telephone hospital patier ts. Special "packages" for training, equipment and will make the audio portionof the informational, or cultural purposes could betailored laboratory available to any telephone in the Tampa on request for useby industry, military installations, bay area. The system also will beexpanded on governmental agencies, etc. campus (both audio andvideo) to include all class- Closed-circuit radio by SCA multiplex seems to rooms, auditoriums,and specific locations within offer a versatile, flexible, efficient, andeconomical dormitories. method for the distribution of instructional,informa- The teaching of certain physical education pro- tional, and reference type materials andshould be- ficiencies through the use of filmstrips and tapesin come another valuableeducational tool. Where visual the audio laboratory has been continued.Certain materials are not required or are seldom used, closed- activities have been replaced with 30-minuteTV circuit radio should be able to do the job just aswell lessons shown both on the University'sclosed-circuit as and at far less cost than closed-circuit tele- system as well as over the air. vision. The University of South Florida continues tofind 1 ever-increasing needs for the use of a large varietyof in A Teaching-Learning Laboratory in Use media to implement instruction. Experimentation University of South Florida, Tampa the more effective use of media continues.The Divi- G. C. Eichholz sion of Educational Resources, an all-university serv- ice responsible for all media and equipment,will be In 1960 when the University of SouthFlorida expanded this year to approximately 48full-time opened its doors for the first time, three innovations people,100part-time people(includingstudent were begun relatingdirectly to the use of a teaching- assistants), and a budget of approximately$400,000. learning laboratory. This growth (in 7 years) is a reflection of faculty com- 1. All major lectures on the University campus mitment to the extensive use of media in their instruc- were recorded and madeavailable to students in the tional program. labora tory. 2. A variety of materials (other thanforeign lan- INSTITUTIONAL INVENTORY guages) were made available. Some of thesematerials consisted of a complete set of shorthand tapes at Augustana College, Sioux Falls, S. Dak. Conventional varying speeds of dictation, required musicand listening laboratory in foreign language department drama experiences, and exercises in articulation for uses 30 booths with 2 tapechannels and 1 disk source; speech students. 5 can record students. (Gerhard M.Schmutterer) 3. A series of filmstrips on tennis andgolf was Bowdoin College, Brunswick, Maine. Studentscheck included in the laboratory to be used along withthe out tapes (library made) and listen at their ownspeed audio portion of the lesson in an integrated program and at their own convenience in one of 28booths. of student-paced learning and participating. Facility also can be used for entire classes. (James These three programs are still in existence today. A. Storer) More specifically: California State College at Hayward. Two-classroom The major lectures recorded are still being used laboratory in foreign languages allows either remote and, in some cases, assigned as reference listening as access by dial or manual tapedeck operation; com- a part of a coursebibliography. The tape lectures have puterized attendance records printed out for instruc- been used in place of attendance in classwhere tors quarterly. (Arthur S. Kimmel) schedule conflicts and/or physical disabilities made Clark College, Vancouver, Wash. Reading instructor class attendance impossible. Their availability has led tapes instruction for adult illiterates atseveral levels faculty members to use in their lectures portions of of difficulty and works with individuals while re-

6,^ mainder work with the taped instruction.(Delmar access communications centerwith plans for carrels V. Harris) in dorms and library. (Everette L.Walker) Clark University, Worcester, Mass.Dial-access lan- Junior College District of St. LouisSt. LouisCounty, guage lab being madeavailable to public schools. St. Louis, Mo. Dial-access audio is keyed to aslide (Raymond E. Barbera) viewer in art appreciation; providesdictation in ste- lan- nography, literature readings in English,foreign lan- College of Holy Names, Oakland, Calif. Has 28 music appreciation guage lab positions and 6library positions, carrying 5 guage drill, library instruction, languages; students scheduled individually; 2ele- lessons. (David Underwood) mentary language classrooms withseveral program Keystone Junior College, La Plume, Pa.Audio-active- sources and CCTVreception. (Sister Mary Anse 1m record language laboratory with 5 program sources, Grover) 32 student stations. Tape recorders inbooths permit College of St. Benedict, St. Joseph, Minn.Five-pro- students to record lesson and their own responses gram console; 25 positions;audio-active; tapes issued for later home listening. (Marko Zuzic) to students for use in carrels(library made). (Sister La Grange College, La Grange, Ga. Usesdisks in liter- Margretta Nathe, 0.S.B.) ature, to allow students to hear contemporaryrecord- College of San Mateo, San Mateo, Calif. Has 218 sta- ings of drama, poetry, other readings.(Walter D. tions with 28 program sources, notdial, but some Jones) courses are assigned tospecific stations. Instructors Langston University, Langston, Okla. LangstonUni- tape criticisms of student composition orlaboratory versity Learning Center fecuses at present onfresh- projects, and students hear them inlistening lab. men, providingindividual carrels equipped with all (John B. Dooley) the resources needed for almost any typeof study. College of the Sequoias, Visalia, Calif.Dial-retrieval (Mamie Slothower) system consists of 62 listeningstations, switching Los Angeles Val lay College, Van Nuys,Calif. New equipment capable of handling 70dials and 120 pro- facility (1967) provides 100 channels and 144listen- gram sources: a centralrepository provides 28 four- ing positions, gupplemented by carrels inStudy Skills track tape players, 10 student demandrecorders, 1 Center and in Library. (Kermit Dale) student test unit with dubbing facilities,and a sound- Middle Georgia College, Cochran. Laboratory consists proof recording room. (M. Grumbling) of 30 listening stations and a consolewith 2 tape Connecticut College, New London. Has45-position decks,7:ecordplayer, and stereo tape recorder. random-access laboratory permittingstudents at all (Gera le Townsend) levels of 6 languages taught to use equipmentsimul- Mid&ebury College, Middlebury, Vt. Sound-insulated taneously within limits of seatingcapaeity. (James practice carrels are reserved bystudents for lan- H. Williston) guage study. Studentscontrol pace themselves by Fort Lewis College, Durango, Colo.Audio-active- having 1 recorder for playback and 1 fortheir re- record language lab, console and 15stations, 24 sponses. System isoperated entirely by the student planned. Library use most frequent.(KennethI. himself, independently. (James M.Watkins) Perlman) Northwestern University, Evanston, Ill. Has8-pro- Fresno State College, Fresno, Calif. Useof listening gram laboratoryused in 5 languages. Communica- stations for blind students, andaccumulation of cur- tions Research Laboratory inSpeech permits audio rent lecture tapes and a permanentcollection of in- recordings to be made of activities in anexperimental structional recordings for them.(Leonard H. Bat- room, observedthrough one-way mirror. Videotaping hurst, Jr.) planned. (Charles F. Hunter) Gannon College, Erie, Pa. Devised amirror-pius-pro- Ohio State University, Columbus. TheListening Cen- jection-tunnel system for rear projection ontoplastic ter has 149 student booths,plus a large number of screen in front oflarge classroom, so as to have additional booths in strategic areasthroughout the visuals in language laboratory. Fourmaster tape campus. The studentselects a program by dialing a decks, record player, and radio input areconnected 3-digit number from his booth. Manybooths are to 40 booths. Master tapes canbe synchronized to equipped for audio-active listening.Individual tape visuals. (Paul W. Peterson) recorders are available, designed sostudents can Green Mountain College, Poultney, Vt. Has 20carrels, listen to prerecorded exercises andrecord their re- 2 with tape recorders, 18 wired to18 master players sponses onindividual tapes. in cabinet. Students scheduledindividually. (Law- Oral Roberts University, Tulsa, Okla. Has 30practice rence W. Boothby) booths in language department, withindividual tape Hahnemann Medical College, Philadelphia, Pa.Gen- recorden, microphones, and controls.A complete eral Surgery students discuss seminartopics for 45 production facility is combinedwith random-access taped; instruc- audio carrels and classrooms, withvideo distribution minutes by themselves; discussion is and all of the class- tors listen to tape and commentsand enlarge on them possible to some of the carrels in later seminar sessions. (EdwardD. Coppola, M.D.) rooms. (Paul I.McClendon) Language Labora- Illinois Wesleyan University, Bloomington.Random- Principia College, Elsah, Ill. Foreign

58 (Junta Barbara. Inrividual permits listening,repeating, University of California at pry with 32 positions booths plus recorders atremote stations toreceive kecording, and playbackfrom teacher's console or his own tape be used simultane- the lesson, so thatstudent can replay ;student carrel; 6 programs may at his own time.(A. Dale Tomlinson) tously (Douglas B. Swett) Santa Cruz. Carrels con- R.I. Has 30-position University of California at 'Providence College, Providence, nected to individual taperecorder room; similar to listen-respond-record laboratoryfor advanced stu- Santa laboratory for elementary installationat Universityof California at idents and 25-position Barbara. (Marvin J. Rosen) courses, plus 3classrooms that can beconnected to cartridges. University of Colorado,Boulder. A majorrepository tape facility. Usesmostly endless-loop available at cost of repro- i Dial-access TV and otherexpansions planned.(Lau- of magnetic audiotapes, duction to educationalinstitutions. (Louis H.Brown) rent Gousie) University of Florida,Gainesville. Listeninglabora- !Purdue University,Lafayette, Ind. Has 3language Univer- student positions, and tories in both laboratoryhigh school and in ,laboratory rooms, 1 with 60 facilities are in planningstages. The 60-station one isequipped with sity; audio-tutorial 2 with 30 each. (K. A. Christiansen) remote-controlledlisten-respond-compare equipment master University of Illinois,Urbana. Students inIntroduc- for each student.The instructor-operated telephone anywhere console contains tapeplayback machines toprovide tory French cancall in from any Multiple and audit a patterndrill lasting about 15minutes; 2 all booths withpreselected master lessons. day can serve 600 programs maybe simultaneouslydirected to in programspresented on any given dividuals or groups. Canalso project visuals.The students (15 lines).(Charles J. McIntyre) Ann Arbor. The Centerfor 2smallerlaboratoriesare moreconventionally University of Michigan, equipped. (William FlintSmith) Research on Languageand LanguageBehavior workers from 18different disci- St. Joseph College,Emmitsburg, Md. Completelisten- (CRLLB) organizes recording studio provide oppor- plines to study 4substantive language areas: proc- ing laboratory and modification, and structure.One of tunity to practicesimultaneous translationby means esses, acquisition, system. (SisterMargaret the studies concerns anindividualized approach to of a wireless send-receive learning through thelearning lab- Flinton) modern language de Pere, Wis.Small-group oratory. (Eric M.Zale) St. Norbert College, West SCA buzz sessions in psychology aremonitored by instruc- University of Missouri atKansas City. Utilizes 2 and intervene if hewishes; all multiplex channels ofthe University radiostation to tor who can listen laboratory sessions also tapedfor instructor's laterlistening. broadcast repeats oflectures, language work, short courses,refresher courses, andseminars (Neil J. Webb andThomas F. Grib) colleges, and Valley College, San Bernardino,Calif. to students inlistening centers, other San Bernardino townspeople. May beheard only on receivers spe- Laboratory being developedwith recorders at each and student dials, his computer- cifically tuned to thefrequency of transmission, student station. When station issimultaneously broad- stored program isrerecorded ht high speed (60ips = only when the radio recorder. casting a general program.Institution is considering 2 minutes for30-minute tape) on his own dissemination of tapes toclass- Then memory bank isfree for next demand.Video closed-circuit radio (Sam Scott and programs intocarrels on telephoned request.(James rooms tosupplement laboratory. Rothhaar) William Crain) M. Yurkunski and E. R. Reno. Has 50 stations,12 San Jose City College,San Jose, Calif.Random- University of Nevada, provide programs in music,drama, channels, remoteselection via dial ofcontinuous- access carrels variety of disciplines.(Donald languages, shorthand, politicalscience, and a growing loop audiotapes in a selection of other courses.(Robert I. Nelson) G. Potter) University of NorthCarolina, Chapel Hill.Two-way State University of NewYork (SUNY) at Buffalo. of the School ofMedicine Audio-passive laboratory with 20channels, from cen- radio conference program is designed toprovide continuingeducation programs tral consoles, on request(library mode). (T. A.Razik) in their localhos- Recordings made in co- for physicians meeting as groups SUNY, College at Geneseo. McIntyre) radio station;random'-access pitals. (Kenneth M. operation with college University of SouthFlorida, Tampa. All majorlec- listening laboratory has 40stations, with 40addi- available for (Clarence 0. Bergeson) tures on the campus aretaped and made tional in planning stages. later listening; othermaterials availableinclude a Stephen F. Austin StateCollege, Nacogdoches, Tex. complete set ofshorthand tapes at varyingspeeds Has 36 booths,microphone headsets, and 5simul- music and dramaexperiences, audio-active used mostly inlan- of dictation, required taneous programs, and articulation exercisesfor speech students.(G. C. guages. (CarlKeul) Eichholz) Stephens College, Columbia,Mo. Languagelabora- Seattle. The Language positions is open 44 hours aweek, University of Washington, tory of 60 listening Laboratory carries 2half-hour drill programs per sending out controlled programs,and also is used in languages. The Laboratoryhandles Replaces prior telephonesystem week in each of 26 the library mode. 2,500 student registrations perquarter, and approxi- reported in 1963 NewMedia. (Albert J. Delmez) 59

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mately 10,000 student contacts; open 13 hoursdaily pleted during the course of the tape, are necessary plus some Saturday time. (George Buck) adjuncts for learning. The problem, of course, does not arise in language or shorthanddrills;it does Wellesley College, Wellesley, Mass. Experimenting orlec- with audio tutorial in biology. Ifitis decided to become apparent during music, drama, adopt, will install carrels with recorders, projectors, ture programs. In order to increasethe active in- and laboratory supplies. (Virginia M. Fiske) volvement of students in learning, much work needs to be done in developing appropriate response pro- Westbrook Junior College, Portland, Maine. Electronic grams for use duringlistening sessions. Only a few shorthand dictation provides 30 stations, 66 pro- materials. for use in class and out of institutions are experimenting with such grams, at various speeds, Perhaps the major factor, here as in other uses of class, via a portable wireless system. (Thelma H. of faculty members to Adams) new media, is the willingness prepare adequate materials.The story is told of a Western MichiganUniversity,Kalamazoo, Mich. lecturer who found that when he planned and Closed-circuit audio connects 11 playback machines recorded a lecture in the privacy of the sound studio, to residence halls, classiooms, and a commuter cen- (Richard E. he presented all of the material much more coherently ter. Limited random-access installation. in about two thirds of the class period; he eliminated Clark and Lynwood H. Bartley) unnecessary and distracting sideremarks and digres- Wichita State University, Wichita, Kans. Has 57 sta- sions. Is it possible that the major advantage of new tions and 16 sound sources, one part as language media is the fact that they enable the professor to see classroom and other part listening laboratory (library and hear himself, and to be seen and heard by his mode). (Carol S. Holman) colleagues, with the consequent motivation for im- proved performance? At any rate, a taped lecture or learning exercise requires planning, research, tryout, and revision if it is to achieve its potential contribu- tion to the education of the student. Thus methods Widespread use of the listening laboratory and must be found to encourage professors to investthe tapes and rapid development of their applications in needed effort so that fully effective use may be made additional disciplines indicate that they have passed of listening laboratories. the experimental stage and will continue as valued Despite these apparent difficulties, however, the and important aspects of learning. Nevertheless, some audio experiences of listening laboratories and tapes problems remain to be worked out in making them are seen to be useful adjuncts toclassroom instruc- fully effective in college teaching. One such problem tion: they can save time for both the instructor and is that of random access to the lesson desired. The the student; they can carry the burden of repetitive system now in general use can respond as rapidly as drill and provide ready access to a broad range of a telephone to the first callerand can admit a second instruction in several disciplines. Their economy is (or hundredth) caller to the tape in progress. More another recommendation; after the first capital out- expensively, and with a slight delay, master tapes lay, the cost of producing and reproducing tapes is can be reproduced for eachcaller; but it is still not nominal as compared with the cost of videotapes. possible for each student to count on hearing the Further, the widespread availability to students of program that he desires at any time without any portable tape recorders increases the likelihood that delay. It does seem certain, however, that this neces- extended use will be made of instructional tapes. sary technical advance will be achievedwithin a From observationl in college and university audio- decade or less. visual equipment rooms, the HEMS staff are con- Another problem involved with listening labora- vinced that there is a great deal of useful work with tory and taped experiences which has been noted audiotape recorders being carried on around the by observers of student carrels is the restlessness of country that has not been reported by the corre- the student. It appears to be difficult for a student to spondents in this study, simply because such work listen without activity for extended periods. This does not seem to be innovative or unusual. But in any phenomenon has lee some users of taped listening to situation where simple sound is more important than feel that workbook activities or laboratory manuals, a picture, the audiatape can be used with economy including visual materials and exercises to be corn- and flexibility to improve instruction. VI PROGRAMED INSTRUCTION

PROGRAMED instructionis a technique ofself- CASE DESCRIPTIONS instruction that usuallyinvolves presentation of in- followed by Programed Instructional Materials forBasic Courses in structional materials in small segments, Electrical Engineering tasks that permit students todemonstrate their com- Carnegie Institute of Technology,Pittsburgh, Pennsylvania prehension or skill.If they perform thesetasks Everard M. Williams correctly, they are thenpresented with other se- quences oflearning-response-judgment; if theymake Evolution irt teaching methods and courseobjec- errors, they musteither restudy the same material or tives in basic electrical engineering coursesat Car- "branch"toadditionalinstructionbeferebeing negie Institute of Technology in recent yearshas led allowed to proceed with furtherinstruction. The rein- to some emphasis ontask-oriented rather than strictly forcement effect of immediateknowledge of success content-oriented learning. In thisevolutionary devel- or failure, insuch cases, is believed to be apowerful opment, classroom andlaboratory teaching includes stimulus to learning. learning experiences in whichthe students practice Programed learning may bepresented in printed on a sequenceof new and somewhatrealistic engi- form, in simple or quitecomplicated teaching ma- neering problems of gradeddifficulty. The classroom chines, by several uses of tapes, orby computers. All instructor acts as a guide andumpire rather than as these modes are used inhigher education. Yet, there a source ofinstructions for solving theproblems. In dre no reportsindicating that programedlearning is this instructional rationale,home study of conven- used as the sole model forinstruction, without sup- tional text materials is relied on toprovide necessary plement by other methods ofpresentation or assess- analytical skills, physical concepts,and principles. ment. Home study, however, has notproved entirely reli- The task of the professornowhere has been able, and some diversion ofclassroom time into abdicated entirely to the program.Instead, programs remedial instruction was found necessary.Work was seem to beused to enable the studentwho needs initiated on the preparation ofprogramed texts, their introductory or remedial work tobrush up by him- use, and testsof the results. self; more often, they are used aspart of an array of Programed texts were used for some yearsfor parts variously by lec- of the basic circuits andfields courses. In the fall of teaching techniques, supplemented became available tures, tutors, random-accesstapes, laboratory experi- 1965, a complete set of programs and was used in test sectionsof the basic courses in ences alone or in combination. favorable, and Some of the most successfulself-instructional pro- electric circuits. The results were student at a massive use of the programedmaterials by all sec- grams appear tobe those that require the started in the given point to read in atextbook, view a single- tions of the appropriate courses was experiment, or listen to a fall of1966. concept film, perform an overall rationale and the tape. Except in elementary,skill subjects, it is still Student acceptance of the completely self-contained teaching programed texts, which are inbook form, has been rare to find a excellent on the whole. However,the "bottom" per- program. 61 the programed lems as well as unique problemsthat must be dealt formers have done more poorly with in dealing with in- texts and current instructionalstrategies than would with individually; second, that the case for similar students dividual students,self-controlled pacing andin- appear to have been group-paced under the older rationale. Thisresult is attributed to dividual programing are superior to strategy does not techniques. the fact that present instructional the wide range cover in class anyof the learning experiencesthat are The testing program has confirmed programed texts, of reading ability 10 levels from grade 6 through supposed to be acquired from the completion of testing and, therefore, students wholack the motivation for grade 15 plus. Every student, on in class experi- and other intake, is placed into anindividualized home study do not find a substitute programed or semiprogramed ences. reading program experienced in at his own reading level.This program could involve Conskierable difficulty }las been vocabulary, both con- formulating meaningful tests of theeffectiveness of (a) orientation to reading; (b) of the use textual clues and structural analysis;(c) comprehen- the o,rerall educational rationale, or even (e) subject of prcgramed texts in themselves, on acontinuing sion, both literal and critical;(d) rate; first experimental matter reading; and (f) how tostudy. basis now that the novelty of the In addition to the arrayof materials described use is )ver. Also, it isdifficu!t to obtain da ta on the available for extent to which thestudent fullows the programed above, many mechanical devices are and in exacily thc. manner in- individual use. Although mechanicalaids are gen- sequelces carefully erally considered to be helpfulbut not essential in a tend Al by the author. With thetextbook form em- has been that they ployed, there is no simple methodof feeding back reading program, our experience details of student use to the instructor.Some tests have tremendous motivationalvalue. of the Thus far our limited programhas been highly are projectedwith computer administration of the number program materials inorder to obtain closer frame-by- successful, both from the standpoint of issued certificates foroutstanding progress asyell frame records of students' performance. by par- The various volumes in the series arein mixed as the positivereaction which was shown linear and scrambled formats. Nopreference or dif- ticipating students. found between the The key to the Reading Center's successis in- ference in effectiveness has been dividualization of instruction anddevelopment of a two modes, although it is quiteclear that one or the Each student other may be more convenientfor particular reper- self-teaching, self-pacing curriculum. starts on a level where he canexperience success and toires in the subjects taught. progress at his ownspeed; he is fully aware ofhis The preparation of programedworks on elementary Materials and equipment electric and magnetic fields isnearly over, and com- rate of progress at all times. planned for the fall are available atindividual booths and carrels to plete tests of such materials are instruction. semester of 1967. facilitate individualization of materials have been Plans are now under way to expandthe program to Quantities of the programed handle 400 to 800 students perweek 1 hour three made available to educationalinstitutions without planning also calls for that their experimental times weekly. Long-range charge when it has been clear doubling this facility and studentload. use will beaccompanied by some attempt to testand evaluate program effectiveness. Programed Materials LearningLaboratory Forest Park Community College, ForestPark, Missouri The Reading Center at Flint CommunityJunior College Charles Gilbert Flint, Michigan Clarence A. Anderson The Forest Park CommunityCollege has estab- lished a Programed MaterialsLearning Laboratory to The Reading Center recentlydeveloped at Flint basic skills Community Junior College isbasically an educational offer students the opportunity to improve by means of regular,individualized periods of study skills center with a readingemphasis. Many college programed learning materials students during the course oftheir maturing years in which a variety of encounter problems inreading that they are unable is used. The Learning Laboratory issupervised by specially to resolve by themselves.The College has thus estab- backgrounds who lished a Reading Center to provide awide variety of trained coordinators with teaching oversee the useof materials, record test data,assign services to promote readingeffectiveness. with students Reading tests, both survey anddiagnostic, are ad- materials to be studied, and confer determine his periodically. ministered to enable the student to English and language present level of readingachievement and to ascertain Programed subjects include difficulties he is experiencing. arts, arithmetic, mathematics,social studies, science the particular types of (chemistry, biology, and certainbasic materials in the Other related services in the areaof personality also and foreign languages are available incooperation with the professional physical sciences), business, staff of student personnel services. (French, Spanish, and German). basic assump- Approximately half of thesematerials provide in- The reading program is based on two pupils prior to the ninth tions: first, that studentshave common reading prob- struction typically given to

62 40percent teach high school subjects and Programed Instruction at Fort Lewis Co/lege grade; Durango, Colorado kills; the remaining 10 percent teach a technical or Harry C. Rosenberg and Kenneth I. Periman adult subject. Since the laboratory is planned primarily for the The basic materials used in M101, Fundamentals of underachieving student and for the low-ability stu- Mathematics, are programed materials with content dent, it is operated on several distinct learning prin- ranging from elementary concepts in sets to the basic ciples. First, instruction is individualized. Each stu- conceptsin what was oncecalled intermediate dent is tested and then works on material he can algebra. However, because of (a) the nature of pro- master. He proceeds at his own rate,bypassing areas gramed materials, and (b) the various purposes which of study with which he is already familiar. Periodic the course must serve, the course is supplemented examinations are spaced for maximum reinforcement. with both weekly lectures and problem solving that He must pass at an acceptable level or go back and is not an integral part of the programed materials. restudy the material. The weekly lecture is intended to broaden the stu- Again, because the student defines his own objec- dent's perspective of mathematic .; and so to make the tives at the time he enters the Laboratory, the burden course more effective as aterminal course for non- of responsibility for assimilating the material is placed science majors as well as a beginning course for the on him. If he takes an activeday-to-day part in the science major. learning process, he can see immediate progress Supplementary problem material corrects a basic toward a defined goal. deficiency in programed material of this type; namely, Completion of prescribed levels of achievement in the scarcity of problems for drill. Though the pro- basic skills qualifies the student to enter certainof grgmed material handles the concepts quite well, it the regular college transfer, developmental, or career gi, es the student little opportunity to use what he has programs. discovered; hence, students are unable to function Admission to the program of the Learning Labora- effectively in problem solving even though they seem tory is based on score attained on the standardplace- to grasp the basic ideas involved. ment test (SCAT) given entering studentsby the The basic format of the course, then, is (a) adaily College. A score at the tenth percentile or lower auto- lab in which tutorial help is available, (b) a weekly matically assigns a full-time student to the general lecture designed to broaden the student's perspective curriculum. This includes participation in the Learn- of mathematics, and (c) assigned problems in addi- ing Laboratory. tion to the problems in the program. Astudent is permitted a maximum of four trimesters to complete In addition, students who were dismissed from the the course. This gives the student whose background College the previous semester for academic reasons part-time in the gen- is extremely poor a chance to absorb the necessary are eligible to enroll full-time or material. eral curriculum program. They therefore automatically English 3200 has been used for all first-semester work in the Learning Laboratory. freshman English classes for 2 years. Although this The initial placement in the laboratory program is text uses the terminology of traditional grammar, in reading, language arts, and mathematics.Placement with which incoming freshmen are familiar, its em- is determined on the basis of tests given by the phasis on sentence patterns and related types of coordinator. grammatical structure shows the influence of linguis- The physical facilities of the Laboratory are tem- tic grammar. Many instructors have beenpleased porary at present pendingcompletion of the College's with sections which correlate sentence structure with permanent rampus. The Laboratory's programed ma- punctuation and which stress practice with variation terials are stored and displayed on seven 5-foot mov- of pattern to develop sentence style. able shelf-carts. When in use the shelves are rolled All students who score below the eightieth per- into a special enclosed section of the schoolcafeteria centile on the American College Test are enrolled in and are arranged down the center aisle. The cafeteria first-semester freshman English classes. Those scor- tables and low stools provide work space on each ing above this percentile are eligible for anadvanced side. The present catalog of programed materials, placement program which does not include English most of which are of the notebook type,requires 3200. During class time designated forwork with approximately200feet of shelf space for storage and English 3200 an upper-class student employed by the display. College administers and checks unit tests. This proce- The coordinator's desk is located near the entrance, dure enables the instructor to offer individual help in along with equipment to file each student's records the classroom and to review graded tests with and to allow students to sign in and record their own students. progress data. Studentconferences with one of the In addition to its use in freshman English, English three coordinators are held at or near the coordina- 3200 has proved a useful review tool for manyseniors tor's desk, or at a vacant cafeteria table nearby. who are preparing to teach. Members of the English The cost outlay for the Laboratory was approxi- faculty administer tests to these students asthey mately $5,000 in materials, texts, and equipment. complete units. 63 Programed Instruction in an Ad Gallery Fort Lewis instructors havefelt that English 3200 State University of New York, College atFredonia offers these advantages: Robert M. Diamond Responsibility for mastering this basicmaterial, which many incoming freshmen do notknow, rests This project tested the effectivenessof programing more directly onthe student than it did with theclass- college humanities students through aninstructional room instructioninvolving workbook or handbook learning sequence in an art gallery. Whilepreliminary exercises. experimentation was conducted atthe University of Programed material allows the competentstu- Miami, several additional programshave been devel- quickly. He is then oped for use in the world history course atthe Col- dent to complete his review in a mobile excused from this portion of theclass work. lege at Fredonia, using fine quality prints It gives the instructor theopportunity to work exhibit. who needs extra In the original experiment a 56-pagebranching individually with the poor student programed booklet was developed inthe area of help. exhibit, students understand Eng- Renaissance art. On entering the It helps many poor students to were handedthe programed book which referred lish grammar. them, during the sequence, to specificpaintings. A The approach used at Fort LewisCollege is not letter coding was used with the labels onthe paint- revolutionary. Instructors take 1 hour perweek from ings covered to prevent the studentsfrom using this the regular class time or add on 1 or morehours above information to help select the correct answer.This the usual 3 in order to do theEnglish 3200 work. was particularlyimportant since a major objective of Students work individually and are given amaximum the program was to develop an ability todifferentiate, of freedom in learning thematerial. The instructor's by certain characteristics, early and lateRenaissance individual oral review of tests withstudents to check paintings. 1 the adequacy of learning, as well asvarious oral The students in the experimental group weregiven explanations to the students in answeringtheir ques- a 19-item pre-and post-test composed of identical tions before testing, is madepossible by the presence questions but using differentthough comparable of the student grader. paintings. An extensive opinionnairealso was admin- istered to determine student attitudes. Untilitis possible to put enoughhigh school teachers into the field who are welltrained in a Thirty-one first-semester freshmen wereincluded will con- in the experimental group. Anadditional 222 students modified approach to language, English 3200 completed the attitude tinue to hold its own. Studentswho have mastered went through the program and the course are able to thinkintelligently about their questionnaire. language usage problems. Test results will be found in Tables 1and 2.

TABLE 1

Test Results (19 items)

Test Mean SD Pretest 2.825 Posttest 17.5* 1.478

*A correlated t was performed, with aresulting t of 13.77, significant at the .001 level.

64

- ,

TABLE 2

Test Results, Frequency Distribution

Number correct Pretest Posttest

5 6 7 XXX 8 XX 9 XXXXX 10 XXX 11 12 xxx 13 xxxxx 14 xxxx 15 xxxx xxx 16 xxxx 17 xxxxx 18 xxxxxxx 19 (100%) xxxxxxxxxxx

Student reaction was highly favorableand, in a ment was designed to compare threelessons from the majority of cases, enthusiastic; 70 percent(of 253) course with the same contentdeveloped according extremely interesting, to certain principles ofprogramed instrucfion. These found the experience to be lesson ob- 96 percent felt that this was aneffective instructional principles included careful specification of they would like jectives; independent test items to measurethese ob- technique, and 94 percent stated that material; pre- more programsof this type. jectives; careful sequencing of the Conclusions to be drawn from thisstudy are as testing the developed lesson planwith individual students and making modifications asindicated from follows ; this procedure; providing for student responseand 1. Students can learn aboutpaintings using a pro- knowledge of results in the televised instruction. gramed sequence in an art gallery orwith an art Students were divided randomly into twosections exhibit. with each section getting the same instructionexcept 2. Most students have a veryfavorable attitude during the experimental phase. In thisphase one sec- toward a programed viewing experienceof this type, another section saw have addi- tion saw the control version, and and a great number of them would like to the experimental version. tional lessons taught in this manner. delayed post- technique for bringing stu- On the immediate posttest and on a 3. This is an effective test embedded in the final examination,students in dents to an art gallery for the first time. the experimental section exceeded those inthe con- 4. Specific instructionalobjectives can be accom- significant at the present. trol section. The difference was plished in this manner without an instructor .05 level. 5. The technique provides anefficient way to Spe- utilize an available art resource within aninstruc- The experimental version was revised again. numbers of cial attention was given to improvingthe presentation tional program particularly when large showed students are involved. of those materials in which the examination programed unit of this little or no difference between theexperimental and 6. The development of a control sections. On an immediate posttestthe stu- type requires both the timeand talent of several those in individuals. (Approximately 80 man hours werespent dents in the experimental version exceeded program.) the control section with a differencesignificant at developing and testing the 25-minute the .01 level. A delayed posttest alsoyielded sig- nificant differences. Programed Instruction as Part of a Televised A course evaluation questionnaire wasadminis- Course in College Economics tered which demonstrated that therevised course University of Illinois, Urbana favorably than the course in its Charles J. McIntyre was evaluated more original version. This course evaluationinstrument A televised course in college economicshas been was developedthrough multiple versions of factor offered for the last 6 years at the Universityof Illinois analyses after administration to thousandsof stu- and frequently revised by the instructor.An experi- dents in hundreds of sections. 65

M r...... ,71,,,,e.".1.,

,

Subsequently, the remainder of the course has been Forest Park Community College, junior College Dis- revised according to the principles and procedures trict of St. Louis St. Louis County, St. Louis, Mo. followed in the experimental lessons. Linear and scrambled programed texts available in library and used as part of classwork; some commer- INSTITUTIONAL INVENTORY cial, some made on campus. (Charles Gilbert) Fort Lewis College, Durango, Colo. Fundamentals of Alaska Methodist University, Anchorage. English Mathematics programed from elementary to inter- 3200 required of some students in addition to regular mediate algebra, supplemented by weekly lectures composition course. No credit. (0. W. Frost) and additional problem solving. A student has (icily Augustana College, Sioux Falls, S. Dak. Chemistry- lab with tutor, weekly lecture, plus problems. May physics integrated (currently developing) by program take 4 trimesters to complete. Also, English freshman that will branch to laboratory exercises, film loops, courses use English 3200 with tutor available. (Harry computer exercises, other written materials. (j. D. C. Rosenberg and Kenneth I. Perlman) Thompson) King's College, Wilkes-Barre, Pa. Using programed Bennett College, Greensboro, N.C. Programed Learn- instruction successfully in chemistry courses for ing Laboratory has 22 student stations used in lan- average or below-average students. (jay A. Young) guage with phonetics program and tapes, trigonom- Mesa College, Grand junction, Colo. Business Math etry, English, physics. (Norman Licht) and Office Machines combined so that students learn Carnegie Institute of Technology, Pittsburgh, Pa. both at once. In accounting and other business sub- Printed book programs in electrical engineering sub- jects, restructured materials obtain high correlation stitute for some class time. Difficult for instructor to between text, supplementary materials, and trans- get clear report on students'use of programs. parencies. In engineering drafting, 2 weekly lecture (Everard M. Williams) sessions are combined with open laboratory plus Colorado State University, Fort Collins. Has 10 pro- laboratory instructor. Laboratories open at all times. grams in agri-chemical application beingtested for (Davis C. Holder and R. E. West) use with pesticide distributors. (C. 0. Neidt) Montgomery Junior College, Rockville, Md. On new Flint Community Junior College, Flint, Mich. Pro- campus, lecture sections use CCTV and teamteach- gramed or semiprogramed remedial reading, sup- ing. Teaching machines are available for individual ported by filmstrips. (Clarence A. Anderson) study. (George A. Hodson, jr.)

giP 1k 0 +I*

66 Mt. St. ScholasticaCollege, Atchison, Kans.Programs in foreign languages(supplementaryinstruction), mathematics (remedial),and to enrich offeringin mathematics for individualstudents. (Sister Helen Sullivan, 0.S.B.) Palomar College, San Marcos,Calif. In addition to class meetings and textreadings, programed ques- tions are recorded on tape;the student listens and answers inworkbook. A second "fastreview tape" asks the question only once.(Harry C. Mahan) Purdue University,Lafayette, Ind. Knowledgein chemical engineeringtaught by program;class time devoted to analysis,synthesis, and evaluationof open-ended problems.(Charles E. Wales) St. Francis College,Brooklyn, N.Y. Calculusand other mathematics programs assupplement to class instruc- tion require about 3-6hours a week, plus tutoring and tests, in order toachieve results. (BrotherLeo Quinn, 0.S.F.) San Jose StateCollege, San Jose, Calif.Programed instruction in engineeringand in nursing supported by AV Center. (RichardB. Lewis) State University ofNew York (SUNY),College at Fredonia. Programed instructionin art gallery view- ing in connectionwith course in worldhistory; 25- minute program (forstudent) required 80 manhours to write and pretest.(Robert M. Diamond) SUNY, College at Geneseo.Programed instruction is being developed as partof a new CCTVeconomics course.(Clarence 0. Bergeson) University of California atSanta Cruz.Self-instruc- tion in nonacademicskill subjects to producefairly complex behaviors in supportof the academic cur- riculum. (Marvin J. Rosen) University of Illinois,Urbana. A televised coursein economics revisedexperimentally to includeprovi- sion for student responseand knowledge ofresults. Programing provedsuperior to excellenttelevised instructionwithouttheseorganizingprinciples. (Charles J. McIntyre) University of NorthCarolina, Chapel Hill.Using pro- gramed instruction inthe teaching of healthsciences. (Kenneth W. McIntyre) University of Washington,Seattle. Printed programs, and synchronizedslides and tapesused in dental courses (2 separateuses) in the Schoolof Dentistry. (Boyd Baldwin) University of Wisconsin,Madison. A programed note- book in nutrition courseis being testedfor use in salient points sy* facilitating notetakingand emphasizing in College ofAgriculture. (Maxine E.McDivitt)

SUMMARY In the judgmentof the HEMS staff,and indeed of many ofthe professionaleducators interviewed,the crucial problem ofprogramed instruction isthat of themselves. The construc- ,, constructing the programs tion of a useful programfor college instruction re- photo Nation/A Education Association 67 Y./GICaLa 4

quires not only deep scholarship on the part of the In summary, it is evident that programed learning author, but a willingness to analyze the desired be- is a supplement, not a substitute, for the teacher in havioral outcomes of instruction in the subject, state person-to-person relationships with students. The them in hundreds of quite small increments of learn- role of programed instruction seems to be primarily ing, foresee the various misconceptions that students that of providing students with specific learning tasks might form at each step, provide reteaching (branch- that can be mastered economically and efficiently ing) at each of these points, and commit the entire while working alone. There is no longer questionas program to the appropriate format (printed book, to the effectiveness of the various kinds of programs teaching machine, computer). Thereafter, the program in teaching factual or repetitive material. The problem must be tested extensively and modified until it is of the near future seems similar to the problem that capable of achieving its goals. arose after the invention of printing and the intro- Since each instructor's course differs in some de- duction of the textbook: to ensure an adequate supply tails from every other's, it follows that in many cases of programs in each of the disciplines so that instruc- each instructor will prefer to use his own program tors can choose those that are competently devised or at least one that has been developed on his own and that fit well the objectives and outline of their campus by his colleagues in the same department. course materials. Because most instructors will not At the present state of the art, at any rate, only one be expected to be competent in developing programs commercially developed program, in English, was re- for their courses, concerted effort will be required in ported to be used in any way in more than a single order to provide the needed software to capitalizeon institution. Most programs are homemade. the advantages of this learning technique.

68 VII MEDIATED SELF-INSTRUCTION

1THE self-instructional laboratory provides the space in the library. The instructor makes arrangements for land the materials necessary for each student to learn procurement of tapes of his own lectures, tapesof ,at his own rate the concepts and information orskills other valuable discussions taken from live radio or tfor a given course. A distinguishing element of the television, commercial films, printed programs, or s'self-instructional" category is that the student ordi- slides. The college provides the equipment needed for narily (but not always) attends self-study sessions of presentation to the students. This learning situation is his own volition, not by assignment. ideal, in that the institution prov!des the opportunity, The category of self-instrurtion inevitably overlaps but the student must supply the motivation. several of the other categories of new media dis- The Postlethwait* model of self-instruction also is cussed in this report. Yet there is a kind of use that being extended to a wider scope of subjects than the has distinct characteristics worthy of separate men- original botany course at Purdue. Several new junior tion, apart from listening laboratories, random-access colleges especially are now attempting to achieve carrels, programs, and computer terminals. Several more personal contact betweenstudent and instructor excellent applications of the self-instructional labora- by committing much of the factual content to a spe- tory were described in New Media in HigherEduca- cialtypeofprogramedlearning.Under such tion.* Since that time there have been other applica- arrangements, all students meet with the instructor tions of the basic idea, but to the HEMS staff it seems weekly in general assembly sessions, and with dis- 1 that here has been little additional innovation in this cussion leaders more frequently in smallassembly i aspect of college teaching. :sessions. Most of the work of the student, however,

P It is perhaps to be expected that the most frequent is done at his own time in a study space, not neces- application of self-instruction should be in utilization sarily enclosed, with a tutor present in the room to aof audiovisual equipment and techniques, as part of provide needed assistance. A pattern of tapes, live 4. e the preparation of teachers for the public schools. It specimens, charts, diagrams, and other items is pre- appears that many campuses that prepareteachers arranged to enable each student to proceed at his own now provide such laboratory practice inaudiovisual pace in completing laboratory assignments.Auto- techniques through use of a series of carrels that mated independent study actually enhances the present a combination of sound, visuals,and the opportunity of the student for small-group interaction necessary physical equipment. Inseveral, additional with his instructor. Some of the small-group sessions carrels give practice in the preparation of overhead may be conducted by tutors ordiscussion leaders, projected transparencies, charts, and bulletin boards. leaving the principal instructor free to visit the small A second common application of the self-instruc- sessions and to work in refining and improvinghis tional laboratory is the one that enables students to presentations. make up attendance at missed lectures, or to supple- The advantages already realized from this combina- .,, ment class materials by listening or working through tion of self-instruction and group instruction haveled a printed instructional program inmuch the same * See "A Multifaceted Approach toTeaching Botany, manner as students havealways studied by reading Purdue University," by S. N. Postlethwait, in New Media in * Op. cit. See especially pp. 119-30. Higher Education, pp. 126-30. to adoption of the pattern in single classes at several dent to use while he listens. In reorganizing a course universities, and the development of two newly es- to employ audio-recorded lectures, exercises, or re- tablished junior college systems that emphasize self- sources, the teacher frequently alters the class meet- instruction as the primary approach to learning. ing arrangements, most courses meeting fewer times Under this plan, the teacher (a)is freed from a a week but providing more student participation in crowded schedule of repeated sections of a course; the sessions than before. (b) is available for small-group and personal interac- In the Learning Center, the recordings expected to tion with his students; and (c) has time for more in- be in heavy demand are controlled by time clocks on tensive planning of the materials to be presented both a scheduled basis on 36 channels reserved forthis in the assembly sessions and in personal conferences purpose. The other 100 channels are used for dial- with the student. start programs expected to be in less demand. A weekly directory informs the students of times and numbers to dial. Forty-six Magnecord tape transports, CASE DESCRIPTIONS 22 of which are four-track in one direction and 24 of which are two-track, provide the automatic replay Learning Centerat Oklahoma Christian College system. The crossbar switching network employs a Oklahoma City R. Stafford North custom-designed computer developed by North Elec- tric Company. The Oklahoma Christian College Learning Center, In addition to the opportunity for reading and lis- which opened in the fall of 1965, provides each stu- tening, the student may also check out Ampex E-65 dent with his own individually assigned learning car- recorders for converting his carrel into a language rel, which has a desk top, an "L unit" for typing, a laboratory. Single-concept projectors and slide and bookshelf, and a locking cabinet. Currently there are filmstrip projectors also are available. 862 carrels, with space in the building for 1,016. Three The control room in the Learning Center also con- additional dial positions are located in an auditorium tains an audio production center. Two recording which is divisible by motorized walls into classrooms. studios are equipped so the teacher can both record In the carrel, available from 7 a.m. to 11 p.m. daily, and monitor as well as communicate with the record- a student may read or study in a quiet atmosphere, or ing engineer. The recording and duplicating facilities write a paper with the school's library collection utilize five recorders and one playback unit. Half-track available in the same building. Each carrel is equipped and quarter-track recording is possible, and one ma- with a dial and a Telex-1200 headset, providing the chine can record four tracks simultaneously in one student immediate access to any of 136 audio record- direction. A telephone line, AM-FM radio, and disk ings. Most of these recordings are an integral part of playback also are located on the console. the experiences planned by the teacher of a course, In sum, then, a student uses his carrel as the hub of and most of the tapes are accompanied by a work- his academic day. It is a place to store his own mate- book which provides visuals, a semiprogramed re- rials, to study between classes, to hear audio mate- sponse pattern, and structured note space for the stu- rials, to do research or typing, and to view projected DATAGRAM dial-access learning system, heart of Oklahoma Christian Col- lege's new Learning Center inOklahoma City,pro- vides 136 taped instruc- tional programs which can be dialed by each of the College's 720 students. Shown are the tape decks and program amplifier cab- inets, integral units of the NorthElectric Company system.

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70 gives instructions forthe materials. Not only does hehave a wider range of lecture materials. The tape available, but these are completion of workbookassignments and directions study facilities than usually laboratory work to bedone and housed in an area with an environmentcontrolled for for the completion of material to be observed inanother part of the center. a studyatmosphere. the this Short lectures concerningthe weekly work of A study of the firstthree semesters of use of experiments completed in August1967. course andinformation concerning any Center was expected to be presented by means of tape.Each Sponsored by the USOE, thestudy sought to deter- to be conducted are carrel contains microscopes,slides, and other mate- mine the impact of the Center onattitudes and activ- and and students. rial. It also is equippedwith an 8mm projector ' ity patterns of both faculty single-concept loop films fordescription of some phases of the course, such asmitosis, etc., which can New Media Use at Oklahoma StateUniversity be best presented in this way.The learning center is Stillwater available to students from 7:30 a.m.until 10:30 p.m. I. C. Fitzgerald 5 days a weekand Saturday morning.Each student two courses in bo- spends an average of 3hours per week in theindivid- At Oklahoma State University hours as tany are being taughtby the audio-tutorial method ual study center, buthe may spend as many lecture and laboratory he wishes or needs tolearn thoroughly theweek's rather than the conventional both sessions. The course method isdescribed as being assignment. This freedom isquite popular with general assembly session, students and faculty. Aprofessor or graduate assis- composed of three parts: a The center an independentstudy session, and an oralquiz-dis- tant is in thelearning center at all times. also contains an environmentalgrowth chamber. cussion session. session. One hour every 2 1. General assemblysession. Two 1-hour sessions 3. Oral quiz-discussion per week areconducted by the majorprofessors of weeks or more often if timepermits, in groups of 8 the tenor and intellectual to 15, studentswill meet with a majorprofessor for the course, during which examination and a tone of the course are setby lectures presentedby a a sessionthat consists of an oral major professor of the course orby visiting lecturers discussion covering the previouswork in the course. these sessions there Professors believe these quizsessions will result in from this or other institutions. At student are alsopresented various generaldirections, an- several improvements intheir teaching and in five major examinations. learning. (a) The majorprofessor is freed for more nouncements, movies, and involved 2. Independentstudy session. The learning center, personal contact withstudents and becomes the heart of this method ofinstruction, houses the more directlywith them in all phases ofthe course. the independent study (b) It seegis likely that an increaseof up to 50 percent equipment and facilities for Students in session 46 booths or carrels,tables of demonstra- in course content maybe experienced. (c) tion materials, andsupplies and equipment for con- the learning center canproceed at their own pace. ducting experiments. Books andother illustrative ma- Any student can rerunthe tape and ge over the mate- terial, projectors with shortfilms that can be operated rials until he has acquiredmastery. by the students, and manydifferent plants and plant This same audio-tutorial systemis being used on a products are available,suitable to the particular smaller scale for physicsand zoology as an experi- phase of the course beingstudied. Each carrel con- ment. Plans are alreadyunder way to produce some tains a tape recorder withtaped instructions and brief 8mm single-conceptfilms on the campus. specially equipped carrels distributedthroughout the Oral Roberts University Learning ResourcesCenter contain dial The Self-Learning Center of theSchool of Forestry equipment for remote access tovideotaped and audio Oregon State University, Corvallis programs. Robert R. Reichart The ultimate aim of theSelf-Learning Center of the School of Forestry at OregonState University is to improve forestry education.More immediately the Center wants to find outthe extent to which inde- pendent study may beeffectively utilized throughthe use of newcommunication devices. Modern communicationequipmenttape recorder, moving pictures, filmstripsand slides, tape recorders which automatically changeslides at the proper times, representational devices of anykind all are ideally suited to independent study.All can be used by an individual student at a timeconvenient to him. The pattern seems very simple:get the teachingmaterials in some recorded or visualform, provide a place for students to use thesematerials individually or in small groups, and thendetermine their effectiveness. 71 17:7)7

The School of Forestry was an excellent place to school last spring students in one group were asked try out this idea. Modest physical facilities wereavail- to take pictures and make notes during their summer able: a 20' x 30' basement room in the Forestry Build- work. Now, back in college in a senior seminar, they ing, a convenient location for Forestry's modest seg- have the raw materials for making tape-slide presen- ment of the campus population. The room was tations showing what they did and learned during the equipped with a dozen study carrels, a desk for a summer. This project may result invaluable and receptionist, a worktable, and cabinets for storing unusual items for the Self-Learning Center. equipment. Half a dozen recorders and slide projec- In a few instances instructors have made a series tors (in addition to other audiovisual equipment) pro- of tapes covering all the lectures in an entire course, vided the basic tools for the project. thus providing for either preview or review. When the project started in 1963, the Center tried At present the Center has accumulated over 200 to purchase forestry teaching materials, but outside tapes in a variety of subject areas, many of them of printed matter and a few 16mm movies, nothing illustrated with slides. was available. The Center, thusforced to create its No attempt has been made as yet to assess the own new media applications, hasconcentrated on experiment quantitatively, but some valuable ideas producing a wide variety of tapes explanations, ex- have been suggested by experience so far: amples, lectures, and problem solutions, illustrating these whenever possible with 35mm colored slidm Students will use such a facility if the materials Other media were used when they lent themselves to offered actually aid learning. Teaching materials for independent study, but the main effort has been on use in the Center mustbe better than those used in making high-quality tapes. class. Materials which are successful in the Center, At first progress was slow. A number of teachers however, also are effective in class. were willing to try a newapproach, but some were Faculty use of the Center has grown steadily and hesitant about having their lectures taped. Others is accelerating. This may be the result of putting all felt that tapes would eliminate some vital though audiovisual work in the school under the direction of indefinable quality from their explanations. However, the Center, thus saving valuable faculty time in the materials gradually came into existence, and the ad- physical handling of equipment and enabling person- vantages of the project became apparent. Here are nel of the Center to contribute ideas and production progressed: skills. In turn, this has influenced the faculty to rec- some instances which show how rt ommend to students a greater use of the Center for A graduate student, employed in a city 50 miles independent study. away, was unable to attendweekday lectures but Faculty standards of teaching have been raised could do laboratory work on Saturday. The Self- since the Center started. Teaching materials provide Learning Center taped the weekday lectures, making an objective means of evaluatingeffectiveness. The it possible for this student to finish his program. professor, on listening to a tape of his own explana- Teachers who had to miss classes were able to tion of a concept, is seldom satisfied, and of his own tape their lectures in advance and let students proceed volition revises and improves his work. without interrupting their work. Taping a substitute's class talk enabled an in- The improvement of teaching that results from structor to know what material was covered in his such faculty self-criticism was not envisioned in the absence. original plan for an independent study experiment. Many talks by visiting experts were taped by the Yet, it may be its most important outcome. Center to make them available to students who had conflicting schedules. Such tapes could also be used The Integrated Concepts Approach to Teaching Geology by students in future classes. Principia College, Elsah, Illinois Instructors found that by taping explanations of Forbes Robertson ideas, as well as lectures, they would not need to repeat the same information time after time. The integrated concepts approach developed by Some instructors taped exercise instructions for Postlethwait at Purdue University for botany employs students and then deposited these tapes in the Center. what is rapidly becoming known as the audio-tutorial One teacher showed sets of slides in his classes laboratory. At Principia, it is an audiovisual geological and overcame time limitations by sending the slides materials laboratory in which the student integrates to the Center at the end of the class hour, where stu- ideas obtained from a text, manual, or workbook dents could study the slides with no time limitations. with teaching aids to solve simple geological prob- In a graduate seminar all presentations and dis- lems. The method was introduced into the geology cussions were taped, and the professor later met in- curriculum at Principia College in fall 1965. dividual students in the privacy of his office to criti- The main objective is to provide a much better cize and discuss their performances. When such class simulated field experience for geology students. Sub- talks had enough general value, they were retained stantially more geological materials can be presented permanently in the Self-Learning Center. to the student on a more nearly directteacher-to- Actual job experience during the summer is a student confrontation by means of the tape, increas- requirement in the School of Forestry. Before leaving ing the depth of understanding and avoiding reliance

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,e4N ,,k12 what the student pn rote memory.Greater integration of concepts can work is done, the tape may explain 'be accomplished by this method. Inaddition, the should have observed, thus providing areinforcing responsibility for learning is placed much moredi- experience for those who did thework correctly and rectly on the student. An early hopethat the method a correcting experience tothose who made inaccurate proved to be a or incompleteobservations. iwould reduce the instructional load for a general lecture misconception. One period each week is used The laboratory is open from 8 a.m. to 10 p.m.and or for examinations.Three local field trips of 2-hour is staffed with an instructor orstudent assistant most duration and one 2-day field trip to theMissouri pre- of those hours. Fourteen booths areequipped with Cambrian region are integral parts of the course. tape players and each pairof booths with a 300-watt In weekly honors projects,research experiences slide projector, simple polarizing microscope,pocket are planned inwhich the student devotes 1 week to stereoscope, etc. Some stations aredouble stations the investigation of some aspect of ageological prob- with two sets of headphones from a tapeplayer, en- lem which has not heretofore beenexhausted. abling students to work together.Materials to be in- The weekly oral quiz is the heartof the method. the display Each week, except those in which a1-hour exam is vestigated are available to the student on than five table. The student obtains information,collects the held, students meet in groups of no more materials needed and takes them tohis booth, ex- for 20 minutes with one of theprofessors. The stu- amines them while listening to the tape,and then dents must participate in the questionsand discussion returns them for the nextstudent. Only a small for a satisfactory grade. amount of material is neededif examination time is Two 1-hour written examinationsand a 2-hour limited to 5 to 10 minutes. Care istaken to avoid long final are about equal in weight to theoral quizzes. discourses on the tape. Students aredirected to get Many topics have been presented sodifferently involved in workirth with geologicalmaterials after from the conventional method thatcorrelations are no more than 10minutes of explanation. Afterthe difficult to quantify. These clear convictions seem ,4=1/. justified: The method does place theresponsibility of learning on the student. The great majorityof the students rise to meet the demand of greaterself- disciplined learning. The amount of geological materials that maybe introduced to the student is very great, two tothree times the conventional approach. Theaemands are for new and more highly integratedmaterials. It does not take a great deal ofmateriaL but many well selected items. Additional topics may be introduced withinthe allotted time available for the course. Grades for the first year were substantiallythe same distribution as inprex1ous years, but the course level was substantially elevated. There is a very direct relationship betweeneffort expended in the audio-tutorial lab and thefinal grade, as shown in thefollowing table:

Letter Grade Average time Average time per per week PHYSICALweek HISTORICAL A 3.4 5.3 B+ 4.3 4.6 4.0 3.9 C+ 3.7 3.9 3.6 3.6 2.9 3.4 2.7 2.0 There are needs for single-conceptand inte- grated-concept films that students can operate at any time. Photo by Therold S. Lindquist Principia College has just scratchedthe surface Numerous remedial English sequences(organized units of of the potentials of the method. 71 is abetter teaching self-instructional materials) are now available inthe Inde- method, whether descriptive materials areinvolved pendent Study Laboratory at the StateUniversity of New York, College at Fredonia. for 3 or 300. 73 An Audio-Tutorial Approach to Teaching Botany The instructor is supplied with the various items Purdue University, Lafayette, Indiana which were included in the learning center the pre- S. N. Postlethwait ceding week and uses them as a basis for student dis- cussion. All students are asked to discuss items in a The audio-tutorial system at Purdue University specified pattern or format: (a) the item is to be began as an attempt to make some adjustment for the identified; (b) the student is to tell its role in the diversity of backgrounds of students in a freshman week's work or objectives; and (c) the student is to botany course. The 4-hour credit course involved 380 explain how it fulfills this role. These items include students and served mainly freshman students in the a great variety of materials such as plant specimens, Schools of Pharmacy and Agriculture. These students a microscope, 2" x 2" slides, diagram orchart, a had attended a great variety of high schools so that time-lapse movie, all or parts of experimental equip- some had received excellent training and others rela- ment, or any other materials which have been used tively poor training. Students with equal capacities as subjects of study (luring the preceding week.Stu- could not perform equally well because of these back- dents have an opportunity to add comments concern- ground differences. To assist the students with poor ing the items. These are distributed to students in a background, it was decided to make a special lecture sequenced fashion so that the theme or themes of the on tape each week and file this tape in theAudiovisual week are clarified; and progressive relation of each Library, where students could hear the supplementary experiment to the next in the week's sequence is re- lectures and thus be enabled to compete more effec- tained during the session. This session has been an tively. In the course of preparing these lectures, it effective feedback mechanism concerning success or became apparent that the student might well bring his failure of any program sequence of experiments and textbook along so as to relate the subject matter in often provides clues for improving the approach. It the text to the subject matter covered by the tape also helps to clarify the appropriateness of the com- lecture. Later it seemed logical to add the use of the munication vehicle used in attempting to achieve the laboratory manual, so that the subject matter in the objective. This miniaturized seminar enables many laboratory manual could be related to the subject students to see relationships and concepts which matter in the text and to the subject matter on tape. were not evident from the independentstudy session Still later it seemed feasible to provide the student earlier. with plants and experimental materials so that these, In addition, students are asked to do two miniature too, could be related to the laboratory manual, text- research projects. Guidance is provided for the first book, and tape lecture. Ultimately the discussion on project: the problem is defined, the materials and the tape was no longer a lecture, but rather a discus- methods are described, the student is told what data sion on a teacher-to-student basis, in which the in- to collect and asked to analyze these data and write structor was tutoring the student through a sequence The of learning events. While arranging various items of up that project in the format of a scientific paper. laboratory equipment and plant material on a table, second project is completed independently by those the instructor talked into the tape player as though students who hope to make an "A" in the course, and he were helping a friend study. Learning experiences here the student is restricted only by the materials included reading from the text; doing an experiment; available to him. He defines the problem, decides on collecting and analyzing data; manipulating a micro- the experimental procedure, what data to collect, scope; watching a time-lapse movie; observing plant analyzes these data, and writes up his project in the specimens, charts, diagrams, and photographs; and form of a scientific paper. listening to brief lectures or discussions. As a final assignment, a problem is defined for an The success of the initial tapes led to an experiment experiment requiring 2 to 4 hours and is done in the involving 36 students for one semester which further independent study session under the audio-tutorial confirmed the potential of the audio-tutorial system. system as well as the conventional system. The sub- At the end of the second semester of experimentation, sequent levels of inquiry also are handled effectively the instructor met with these students to restructure in the independent study session. The results of the the botany course, disregarding all traditional limita- audio-tutorial system have been positive from every tions and placing total emphasis on student learning. point of view. Better instruction can be given with The group tried to eliminate all busy work and to equal or less staff and space. Grades and student adapt the method of presentation to the nature of the interest have improved at all levels. Costs are re- objective. The first restructured course included the duced for equivalent levels of instruction. following study sessions: 1 hour per week general assembly session; 1 hour per week small assembly Supplemental Audio-Tutorial Program session; and variable hours per week independent Liberal Arts and Cooperative Engineering Curriculums study session, a modification of the original audio- Roger Williams Junior College, Providence, Rhode Island tape tutorial. Absalom F. Williams and Walter R. Hobbs, Ir. Recently, an integrated quiz session has been sub- stituted for the small assembly session. It is a modi- There is a definite need at Roger Williams Junior fied seminar and oral quiz and involves eight students College to adjust courses for the diversity of back- seated informally around a table with one instructor. ground of students. The College searches continuously

74 on differentlevels of operation. Essentially, itwill be a matterof explanation, practice, and review. Independent study in the carrelprovides each stu- dent the opportunity to clarifyconfusing points from previous work, to takeself-administered conven- tional quizzes, available inthe carrel, and io think along specific lines with guidance.There should be a great varietyof learning opportunitiesand events. These events are programed by meansof two guides the firnm color film cartridgesand the audiotape provided for each carrel. Each carrelwill be equipped with other items such as amicroscope, live speci- mens, samplepulleys and weights, or otherkinds of materials. Material which is toobulky to be placed in the carrel will be placed on acentral demonstration table, and students will be guided to usethis material by suggestion from the instructionaltape. A student is led, ortutored, through successive series of teaching-learning eventsby the instructor in the lecture periods. Experiencessuch as reading pre- paratory materials, comparingspecimens or apparatus with diagrams, examining importantdata, completing laboratory exercises and otherappropriate activities will be assigned. Every usefulconventional teaching- learning activity found inother methods can be put to work in thisaudio-tutorial situation developedby Postlethwait. Individual experiences, or evenresearch projects, are much tobe desired in this framework.Sugges- Photo by Therold S. Lindquist tions will be given, time tofacilitate such operations A program in crystallography is oneof several sequences will be made available, andinstructional time will be located in nonequipment study carrels at theState Uni- devoted to promote researchorganization. With suc- versity of New York, College at Fredonia. ceeding experiences in research, morelatitude is left student to provide theideas, the develop their own to the individual for the best ways to help students methods, and the solutions. clearly, logically, and independently. ways to think Itshould be definitely emphasizedthat these New course operations for the coming semester are methods are not planned toeliminate the instructor I being drawn up. Patterned after Postlethwait's work from the classroom in any way, orto reduce personal in botany at Purdue University,the program will instructor-student contact. Rather it isassumed that operate in both biology for liberal artsstudents and be relieved of some students. Stu- each instructor eventually will physics for cooperative engineering routine duties and thus willbe able to give attention dents will teach themselves, use of the newesttech- This will be an experimental and a meeting to individual problems. niques in training aids will be made, program for some timeto come, and methods are point for students and staff willbe provided around bound to change as furtherinformation is acquired which their mutual efforts may be fruitfuland bene- hoped that other instruc- of major and put into operation. It is ficial. Perhaps the last point will become one tors in other departments inthe College will join in importance. Students will be involvedthroughout the experimental of tapes and these efforts to adjust courses on an study in the planning and production basis for students of differingabilities and back- films for this program. These efforts perhaps will not be adaptable tothe grounds. Roger Williams student population.Thus it is not planned at present to provide a considerableinstalla- Self-Instruction Center tion of study carrels andmachinery. If experience Southern Illinois University, Carbondale shows that these new methods do indeedhelp stu- Donald L. Winsor and Harry Denzel dents and enhance the teaching operationsin a sig- expanded, The Self-Instruction Center wasestablished at nificant manner, the opportunity will be trial perhaps through portable facilities. Southern Illinois University in March 1966 on a Along with these plans for making useof new basis to ascertain if some pressingneeds of students media are plans for coordination ofclass meeting could best be met through such afacility. There were times for lecture, laboratory, andindependent study two audio-tutorial laboratories: onein art history and within the carrel itself. There will be theopportunity the other in biology, both operatingsince the previous for several exposures to the same kindof materials September. The Center is located in aclassroom and 75

A houses 24 "homemade" carrels and three additional use at the Self-Instruction Center. This hasprovided tables available for individual student work areas. faculty members with a variety of approaches to At the beginning it was planned to utilize primarily facilitate improved instruction. commercially available programed instructional mate- In summary, some data will perhaps best illustrate rial, mainly in book form. A wide variety of suggested developments during the short life of the Center. Dur- material was ordered to familiarize the staff with ing spring quarter there were 400 visits and 58 regular what was available, to enable the faculty to evaluate students utilizing the services of the Center; during and become acquainted with what was being pro- summer quarter, 1,700 visits and 208 regularstudents; duced, and particularly to serve as a starting point of during this fall quarter, 2,024 visits and 296 regular support for students in a variety of areas. This effort students. These students have come to the Center is now supplemented by a variety of other ap- because they were referred by an adviser or by a proaches. More than 100 students use programed faculty member, through information put out by the taped material in the foreign language area for prac- Center, and, most important of all, because other stu- tice and for meeting language requirements. Taped dents felt the Center provided a needed service for copies of lectures in 17 courses are provided for stu- them. dent review purposes and for those who miss the lectures as they were presented. Combination audio- Self-Instruction in Audiovisual Operation tape 2" x 2" slide series support some of the current University of Colorado, Boulder large-group instruction. Through the Self-Instruction Otis McBride Center 16mm films are available to students to use for review and preview purposes. Checkout on equipment operation has been a time- The audio-tutorial system referred to above is consuming operation for the instructor in the begin- serving a comparadvely large number of students: 500 ning audiovisual class for many years. In the fall of students in art history and 200 students in biology. In 1966, nine carrels were set aside in the East Reading the art history course self-contained slide projectors Room of the library. The following equipment was are being used in conjunction with tape recordings, stationed there, one piece of equipment in each car- lecture notes, and discussions. In the biology course, rel: tape recorder, record player, 2" x 2" filmstrip tapes are being used in combination with 8mm single- projector, Technicolor 8mm cartridge projector, over- concept films, 2" x 2" slides, laboratory materials, and head projector, opaque projector, 2" x 2" individual small viewer, filmstrip individual small viewer, 16mm models. motion picture projector. A number of projects will be explored in the im- A manual for the particular pieces of equipment mediate future. The first of these will incorporate was placed in each carrel. Necessary items and mate- three image 2" x 2" slides in combination with a rials were placed at the Reserve Desk: practice film; videotape lecture in a design course in the general headphones for tape recorder, record player, and studies program. The course, offered for credit, will 16mm projector; cartridge for8mmprojector; tape; be available to students at their own rate of progress. disk. A random-access system is being considered as an The library is open from 7:30 a.m. until midnight. initial step toward establishing a more complete and During those hours students and faculty are invited extensive system. Sixty-four channels will be avail- to go in to learn to operate equipment. able for 30 stations initially, with future planning The carrels are at the end of the large East Reading envisioning availability from both on-campus and off- Room. This arrangement has worked in a very satis- campus locations. factory manner so far. The only equipment that might A final objective in this developing system is per- create excessive distraction is operated with head- haps one of the most encouraging steps. The Self- phones. Instruction Center is being used on a trial basis. Upon This arrangement provides opportunity for lengthy successful completion of a trial period, a permanent study by people interested. Perhaps most important center would be established to bc. operated by the of all, it is a good start toward development of more appropriate department. elaborate carrel participation. Plans are already under Shortly after the establishment of the Self-Instruc- way to move the University-owned filmstrips to the tion Center an advisory committee was established to Reserve Desk for checkout and use of this equipment. provide direction and guidance and function as a It may be possible to make all the tapes available sounding board for the Center. This committee has through some similar arrangement, and eventually by proved to be a most valuable contributor to the devel- a dial system. opment of the Center. The School of Engineering is initiating experimental The Self-Instruction Center is under the direction study of carrel utilization in its own organization, of the Instruction/Learning Resources Service, as is beginning with four carrels. These carrels, so far, are the operation of the multimedia building on campus. equipped each with a tape deck, record player, an joint planning has increased tremendously so that, as 8mm single-concept projector, and a filmstrip 2" x 2" large-group instruction is developed, complementary slide projector. Closed-circuit television will soon be material also is developed for small groups and for added.

76 laboratory populations exceed 24students. Even if Audio-Tutorial Approach in We Science possible, one must con- cennes UniversityJunior College, Vincennes,Indiana small laboratory sections are arren Potter sider the advantages ofthis method for the student. Administratively one must alsoconsider that a larger In 1966-67 VincennesUniversity Junior College in- number of students can beeffectively taught in a duced several audio-tutorial programsvia a grant smaller laboratory spaceby this method. Staffand m theHigher Education Act of 1965,Title VI-A. budget demands are aboutequal to that uf the con- o departments areinvolved, and programs have ventional approach. Betterstaff and student morale en instituted inbasic English and in the life sci- also seems to be a resultof this approach. ces toinclude biology, botany, andzoology. (All efive-semester-hour courses exceptEnglish, which Purdue-Postleth- An Innovative Program inBasic Communications three-semester-hour credit.) The Vincennes University juniorCollege, Vincennes, Indiana ait method of teachingis being followed*, using Harriette Groscop aximum flexibility tofit the special needs of the nior College and itsstudents. The essence of thephilosophy of Vincennes Uni- Physically the program in thebiological sciences versity Junior College isthe provision of educational onsists of the following components: opportunities for all. Acorollary to this philosophy A 1-hour general assemblysession per week. The is its admissions policy:"All graduates of regularly unction of this session is toreview, introduce, or test commissioned high schools willbe admitted to the he various topical units. freshman class." As a natural consequenceof this A 1-hour oral quiz sessionheld in groups of 8 or democratic policy, some 50 percentof the Univer- 0 students weekly. sity's entering freshmen testbelow the fiftieth per- A laboratory equippedwith 16 carrels, a small centile on the ACE test. Ingeneral, students in the rojection booth, and ampledemonstration areas. The low scoring bracket lack motivation, especially inthe arrels are basically equippedwith a Roberts tape vital area of communicationskills, despite their pre- layer Model 1700 on whichtaped "conversations" vious exposure toconventional training methods. about the week's unit areplaced. In seeking to giveindividual attention to thelarge At the date of this writing, nocorrelations or statis- number of poorly motivatedstudents, the College has tical associations havebeen made; however, wedo combined several experimentaltechniques in the pake these generalizationspending further study: methodology of teaching remedialEnglish to develop The students are eagerfor the opportunity to an innovative program.The 3-hour nontransfercredit schedule their own time inthe laboratory and seem course consistsof three weekly and onebiweekly to do better in theirother courses as well as inthe study sessions: (a) ageneral session presentedby life science offerings; however,immaturity does cause closed-circuit television, (b) anaudio-tutorial labora- some problems,and guidance is necessaryfor this tory session, (c) a writingand discussion session,and group ofstudents (supervised study,written assign- (d) an individual counselingsession. ments, minimumnumber of hours to be spent inthe For the general meeting,students assemble weekly laboratory). in nine classroomsequipped for TV viewing.The Though it is desirable to keepscheduled contact purpose of thissession is to presentgeneral informa- hours to a minimum, it ishelpful to have review ses- tion pertinent to thelesson and to unify the course. sions for those studentsdesiring further instruction The presentation takes theform of illustrated lectures on the week's unit. by the senior professor or a guestlecturer, or of panel A well designed studyguide seems to be the one discussions, with the panelistsbeing students of the most important partof this type of study. Itshould class. contain an outline of thetaped lesson, thevocabulary For the laboratorystudy, 27 groups of approxi- necessary for successwith the unit, the concepts,and mately 25 students meetweekly in the newlyestab- the skills required forsatisfactory oral quiz and exam lished English laboratory,equipped with 30 carrels, performance. 30 tape players, 2tutorial film machines, andmultiple In summary it shouldbe said that the audio-tutorial copies of 4 programedEnglish textbooks.Students approach is unexcelled in areaswhere scheduled listen to taped lessonsand work on programedles- by the senior * New Media in HigherEducation, pp. 128-30. sonscorrelated to the tapes prepared Photo by Isago Isao Tanaka Listening assign- -A ments, like reading assignments,range throughout the cur- « riculum of the Col- lege of San Mateo (California). *.

77 toft rwo professor. The tapes, which reinforce the lessons in- Self-instruction in the operation of audiovisual troduced and outPned in the general sessions, cover equipment is logically developed, and practice in topics pertinent to communication, such as paragraph using the equipment in the successive steps is planned completeness, methods of development, using phrases as follows: and clauses, coordination and subordination, diction, First session. The student teaches himself to oper- elimination of gross errors, the whole essay, and ate a tape recorder by following the manual, which writing about literature. The average student spends contains a step-by-step procedure illustrated with from 25 to 35 minutes on the taped lessons and works pictures. the remainder of the 50-minute period on his individ- Second session. The student finds directions on ual problems in English. tape for operating the slide projector; a set of slides, For the writing and discussion sessions, small to be used in the slide viewer, accompanies the taped groups assemble weekly to write themes, to take oral instructions. The student then learns how to operate and written quizzes, and to participate in group dis- the filmstrip attachment by using a set of slides and cussions. These sessions are conducted by English the manual. assistants, each of whom leads three groups a week. Third session. The operation of the 16mm motion For the individual counseling conferences, students picture projector is taught by use of manual, thread- report biweekly to their respective writing and dis- ing chart, 35mm slides, and 8mm single-concept in- cussion leaders. During the 20-minute conference, the counselor evaluates the student's written work and structional films. assigns materials in the laboratory for individual Fourth session. The student makes a 2-minute tape study. talk, reporting on audiovisual ideas gleaned from his Since this is an innovative project, it is difficult at reading of two audiovisual resources (books or peri- this time to evaluate objectively its significance. An odicals). The fourth week's self-instructional period objective evaluation is planned, however, on these is spent in the production area of the Audiovisual bases: (a) pretesting and posttesting (two forms of the Center. Here the student makes two teaching aids ACE test); (b) a comparative study of semester grades one for use on an overhead projector and one which of basic communications students during a 4-year may be used in the opaque projector or on a bulletin period (the first year of which the course was taught board. He uses the overhead and opaque projectors in the conventional classroom manner, the second as he shows his teaching aids to the instructor and and third years of which it was taught in a 3-hour TV discusses his objectives in preparing them. The aids classroom manner, and the fourth year [1966-67] of are evaluated at this time and immediately returned which it was taught in the foregoing described man- to the student. ner); (c) student evaluation; (d) instructor evaluation; Fifth session. The student is tested on operation of and (e) a follow-up of the performance of the pre- slide, filmstrip, and 16mm projectors by the labora- sently enrolled students in a subsequent college-level tory supervisor, a graduate student. The Audiovisual English composition course. Proficiency Checklist is then completed by the teacher A preliminary evaluation based on the favorable of the audiovisual education class; in addition to response and apparent progress of the students sug- rating on operation of equipment, the overall rating gests the probable success of the program. It is hoped includes evaluations on the tape talk and the two that the innovative program is meeting the needs of teaching aids which have been prepared. During the third year of operation of this program the individual student in basic communications. approximately 500 elementary and secondary stu- dents in teacher training will complete this program. Audiovisual Self-Instruction Laboratory Students generally have indicated that their audio- Wichita State University, Wichita, Kansas visual training thus experienced has been meaningful Carol S. Holman to them, although it is somewhat hurried and limited. Additional study and experience in audiovisual tech- A 5-week-long emphasis on audiovisual education, niques is possible through special projects, work with combining a self-instructional program with lecture- videotape presentations, and audiovisual workshop demonstrations each week, is a part of the educational sessions. The students are encouraged to make use of psychology area of study, usually taken in the junior the Audiovisual Center while they are on campus, year of the teacher training program. The lecture- particularly during their semester of student teaching demonstrations are given during 50-minute periods when they have a need for locating materials and scheduled in a classroom in the Audiovisual Center. previewing, listening to, and preparing teaching aids. The self-instruction laboratory is located adjacent to the Curriculum Library in the Education Center. Each of four stations has a 41-inch projection cart INSTITUTIONAL INVENTORY with built-in locked storage containing a manual, tape recorder, slide/filmstrip projector, 16mm film projec- Indiana State University, Terre Haute. Media labora- tor, slide viewer, two pairs of headsets, practice and tory provides 21 stations where prospective teachers instructional tapes, slides, filmstrips, and 8mm and learn use of AV equipment, via campus-produced 16mm film. 8mm slot-loading films. (Russell McDougal)

78 Oneonta. Spring 1987,economics College, Junior CollegeDistrict SUNY, College at eramec Community course makes two8mm cartridges ofeach videotaped St. Louis St. Louis County, St.Louis, Mo. Audio- of 60 studentswill get has been used with more lecture; experimental group torial approach in biology entire course onthese 8mm cartridgesin library an 700college biology students;general chemistry Gordon, F. BrooksSanders, and introduction of this technique. carrels. (Sanford D. scheduled for early Foster Brown) alter E. Hunter) Bloomfield Hills, Mich. SUNY, College atPotsdam. Uses 10 AVcarrels, with akland Community College, continuous audiotape, 2slide projec- ostlethwait model is thebasic instructional system each containing throughout the cur- tors, and asingle-concept 8mmprojector, to be used at OaklandCommunity College, (Robert C. Henderhan) culum. (Albert A. Canfield) with workbooks. College, Oklahoma City.Each Syracuse University,Syracuse, N.Y. Centerfor In- Oklahoma Christian self-instruc- student rents a carrelstudy-space in the library,with structional Communicationsoperates a available, plus projectorsand all the use of standardAV equipment. 136 audio channels tion laboratory in through the pro- library facilities. (R.Stafford North) As many as 200students have gone Stillwater. A Postlethwait gram in onesemester, of whom91.7 percent were (Jltlahoma State University, competent. (DonaldP. Ely) setup in botany,physics, and zoology. (J.C. Fitz- rated as satisfactorily gerald) University of Arizona,Tucson. College ofPharmacy Cen- displays and visualaids developed bystudents Oregon State University,Corvallis. Self-Learning uses to Forestry provides its ownaudiotapes as stimulifor self-instructionand for presentations ter in School of (Richard F. Childs) ;and slides; tape lecturesfor special purposes(instruc- alumni in refresher courses. tor absence,student makeup, guestlecturer). (Robert University of Colorado,Boulder. AV division uses a R. Reichert) series of carrels inthe main library forprogramed (Otis Mc- t PennsylvaniaState University,University F.Ark. In self-instruction in use ofAV equipment. experimental procedure, onemode presented entire Bride) content of AV course,including equipment operation, University of Connecticut,Storrs. Equipment opera- with no instructor present.Self-instruction was equal includes 12 studentstations equipped though not tion laboratory teachers for or superior toother methods measured, aselectronic carrels. Usedby preservice outstandingly so. (G. M.Torkelson) self-instruction, to learnoperation of basic AVequip- Principia College, Elsah,Ill. Audio-tutorial tapes re- ment units.(Carleton W. H. Erickson) quest students topick up specimens,direct their ex- Dubuque, Iowa. Carrelsfor with University of Dubuque, amination and notetaking,and so involve them AV techniquescombine typed guides,filmstrips, materials. One conventionallecture a week, and audiotapes, with practiceequipment. (CharlesW. increases several field trips during asemester. System Tyrrell) laboratory work doneby stu- amount of geological University of Oklahoma,Norman. A completelyauto- dents. (Forbes Robertson) mated AV equipmentlaboratory requires 18hou.s of Purdue University, Lafayette,Ind. The originalaudio- work on 5 pieces ofequipment for allprospective tutorial model is based on 2guidelines: (a) learning check by graduateassistants. and (b) teachers. Performance requires activeinvolvement of the learner, (W. R. Fulton) opportunities should beprovided for repetition, con- learning, use of a medium University ofPittsburgh, Pittsburgh.Co-inventor of centration, multisensory Responsive Environment.Popu- appropriate to thesubject, sequencing ofactivities, "ERE," the Edison instructors. larly known as the talkingtypewriter, this instrument and interaction withfellow students and in research withchildren. Emphasis is on directedindependent study. (S. N. has been used for 5 years Designed to (a) permitlearner to explorefreely, (b) Postlethwait) inform learnerimmediately of con- College, Providence, R.I.Sup- be self-pacing, (c) Roger Williams Junior sequences ofhis actions, (d) permitlearner to make plemental audio-tutorial programin liberal arts and discovering variousIdnds of and experi- use ofhis capacity for in cooperativeengineering, on a portable relations, and (e) assistlearner in making aseries of mental basis patterned after andadapted from about the physical,cul- Walter interconnected discoveries Postlethwait model. (AbsalomF. Williams and tural, and social world.(Omar Khayyam Moore) R. Hobbs, Jr.) University of SouthFlorida, Tampa.Self-instruction Southern Illinois University,Carbondale. Is in experi- of AV equipment;student re- history and biology)audio- booths for operation mental stages with 2 (art ceives instructions onhow to thread afilmstrip pro- tutorial setups and acampus-wide Self-Instruction audio tape on a taperecorder he (nonassigned). (Donald L. jector by playing an Center for individual use has just learned tooperate. Approximately30U stu- Winsor and HarryDenzel) dents complete the courseeach trimester.(Richard York (SUNY j, College at State University of New Cornell) Brockport. Audio-tutorial programin biology based Austin. Each dayintroductory commercially developed systemsapproach. University of Texas, on a chemistry students phonein questions,which are dis- (Jack B. Franz) 79 c -,z.s.M=2"4;stert4=r-..

students; answers SUMMARY cussed and organized by graduate of are broadcastby graduate students on the University In less than a decadethe audio-tutorial model Station. (Howard F. Rose) instruction has beenintroduced into more than 50 colleges and universities,including several juniorcol- University of Washington, Seattle. Schoolof Dentis- leges that use it as thebasic pattern of instructionin try uses slides synchronizedwith audiotape (video all disciplines. Both instructorsand administrators, as sonic system) to facilitatestudent review. (Boyd F. well as students, arereported to be pleased withthe Baldwin) learning effectiveness ofthe technique. Severalquali- Articulated In- ties of the method seem toexplain the success of this University of Wisconsin, Madison. innovation in methodology. structional Media Program (AIM)provides independ- the taped lectures, and The method requiresactive participation of ent study via correspondence, learner, more explicitlyand consistently thanother articulated courses combining text, program,tapes, the W. Newell) patterns of collegeteaching have done. It permits microviewer, and filmstrips, (Barbara student to proceed at his own pace,to study when he Vincennes University Junior College,Vincennes, Ind. is reedy to concentrate onthe task, and to repeat an Programs in basic and remedialEnglish and in bio- experience as often as hefeels is necessary for mas- logy, botany, and zoology, according toPostlethwait tery. It provides avariety of modes oflearning model. (E. Warren Potter and HarrietteGroscop) large-group meetings forinformation, motivation, and assignment; small integratedquiz sessions for in- West Chester State College, WestChester, Pa. A N- tensification, review, andevaluation; and opportunity otation self-instructionallaboratory for students in all for individual face-to-faceinteraction with a tutor in sections of basic undergraduateAV education in- the laboratory. At these times,also, a variety of learn- cludes supervised self-instructionin production of ing opportunities areprovided listening, doing, ob- multipurpose sensory aids and in operationof stand- serving, reading in a planned sequencedirected by ard AV equipment. (Arnold Fletcher) the instructor. Finally, themethod seems to restore that has been lost as Self-instruc- the intensified personal contact Wichita State University, Wichita, Kans. institutions have grown. Eachstudent is well known tion in AV for future teachersincludes sequence of each course and has the and material by at least one instructor in experiences on recorders, projectors, opportunity to know at least oneinstructor very well. preparation. (Carol S. Holman) The editors are confidentthat the combination of Wisconsin State University atWhitewater. Auto-in- learning opportunities that organizesboth traditional structional laboratory to teach prospectiveteachers instruction and self-instructionthrough new media equipment operation and graphictechniques. (Rol- into a planned and testedunity will grow in accept- and P. Schlieve) ance and ineffectiveness over the next decade.

V.8.414 ^6i.,4^00410:5:4' 4ix VIII COMPUTER-ASSISTED INSTRUCTION

WHILE the use of computers in collegeand university the instructor with immediateindications of the per- administration has now become rathercommonplace, centages of students whorespond to each possible their actual use as adjuncts to instruction atthat level answer in amultiple-choice question. In some multi- (the primary concern of the HEMSstaff) appears still media room installations, provisionalso is made for experimental.* The grow- a computerconnection, usually on a time-sharing to be quite rare and largely with a rapid ing importance of computer-assistedinstruction in basis, that will provide the instructor recent print-out of individual studentperformance on each higher education may be estimated from two with an item anal- 1 publications.One was prepared for theAmerican item in a series of questions, and ysis of each question answeredthrough the student ,Council on Education and is titledComputers on of the President's response system.With this information, it then be- Campus**; the other is the Report adapt his ' ScienceAdvisory Committee, Computers inHigher comes possiblefor the instructor both to Education.*** Both devote chapters toconsideration later presentations to meet anyinadequacies revealed individually prescribed of computers in course work. by the data and to recommend One special instructional use of computersis found learning exercises for studentswhose performance in some listening laboratories(discussedearlier) shows they require them. equipped with random-access facilitiesinvolving re- Another form of computer-assistedinstruction, a mote stations. Special-purposedigital computers are type of individualized instructionmaking use of dia- commonly part of the switching andrecording hard- logue between a student and a computer, wasde- ware for suchinstallations. In these arrangements, scribed in New Media in HigherEducation.* The pro- however, computers do not communicatedirectly gram there described,the PLATO (Programed Logic with the students. for Automatic Teaching Operations)project at the Still another instructional computerapplication is University of Illinois at Urbana, isstill an active and found in the student response systemsinstalled in outstanding example of such application.Additional several multimedia classroomsobserved in various experiments and instructional programs arebeing i parts of the country. There, thecomputer provides developed for it continually. Thestudent console used with this system consistsof a typewriter con- * The popular press reports widespreadactivity in computer- nected to a computer and asmall electronic screen. assisted instruction in certain elementaryschools around the the computer by country. The projects involving such use(Suppes' Brentwood- The student communicates with Stanford Project, for example) are usuallyunder the direction using one of a series of commandkeys, or by typing of university faculty researchers. answers toproblems posed by the computerand itself can exhibit ** Caffrey, John, and Mossman, CharlesJ. Computers on appearing on the screen. The screen Campus. Washington, D.C.: AmericanCouncil on Education, information from two sources: (a) aprogramed series 1967. 207 pp. of slides, with random access asneeded by each stu- blackboard that will show *** Report of the President's ScienceAdvisory Committee. dent; or (b) an electronic Computers in Higher Education. Washington,D.C.: Govern- ment Printing Office, 1967. 79 pp. * See pp. 108-109.

81

^ -;71,sx!.."2

instruction printed out by the computer, responses documents and scope of coverage, andrelevant ma- typed by the student, and reactions of the computer terials may be found in more than afew narrow pub- to the correctness of the responses.In a similar ex- lications within a specialty; (b) theindividual user perimental installation at Pennsylvania StateUniver- profile needs to be fairly extensive it takes some sity, the student console consists notonly of the type- time and experience with SDI todevelop a complete writer and TV screen, but also includes amodified list of topics that will fit the user'sneeds to the sound tape recorder and a modifiedslide projector, abstracters' and computer's capabilities;(c)sub- both under control of the computer,and a desk cal- scribers are happy to receive as many as30 to 45 culator and a Data-Set telephone instrument. notifications each week and will use as many as10 Perhaps a more usual instructional use of compu- to 15 documents from the listprovided them. In addi- ters is in connection with examinations.The com- tion to the service on a periodic basis tosubscribers, advantages in correcting the same SDI system may be used toprovide bibli- puter has several significant specific topic; and in analyzing examination results. Itprovides the ography to the occasional inquirer on a instructor and the student with nearly instantaneous e.g., a physicianmight request articles over the past reports on the student's totalperformance on an 2 years dealing with diabetesmellitus. In this case a examination. In addition, computers canprovide de- problem of relevance arises, since such a request student per- might conceivably overwhelm the userwith a supply tailed diagnostic reports on individual evalua- formances, enabling the instructor to makeindividual of cards detailing abstracts, but without any prescription of study activity for eachstudent; test tion of merit of the article (untilthe abstract was items can be evaluated and improved in asimilar read) or of duplication of material from onearticle to way, after it is knownwhat proportions of students another. Although this would be preferable tohaving in each significant segment of thedistribution of to search through all theabstracts in the library, the developers of SDI applications feel thatthe deter- scores answered questionscorrectly. the inquirer is Although the Media Study has been primarily in- mination of relevance to the needs of terested in instructional applications of newmedia, a problem that meritstheir attention. several other kinds of applications of computers to In 1966, SDI was available to limitedaudiences of subscribers in only a few specialties, generally astrial problems of higher education are worthy of mention, seemed so because often the same computer canprovide serv- projects supported by grant funds. Users ices for these purposes as well as for instruction.For pleased with the results, however, and economicindi- example, financial records, student records, andclass cations are sufficiently favorable, that it seemssafe schedules are processed by computers inalmost to predict that within a shortwhile commercial SDI every sizable institutionand in a good many of the systems will become available tofaculty members, smaller ones as well. There are additionalestablished researchers, industrial workers, andstudents in a patterns of utilization in library service,information much broader spectrum of academicdisciplines. retrieval, and computer science. Colleges and universities with access to a computer involving use of of any type, even one that was installedprimarily for One newly developed technique in computers, "Selective Disseminationof Information," administrative purposes, frequently offer courses is of exciting potential for any group ofworkers need- computer programing and dataprocessing for stu- ing to keep up-to-date with the most recentknowl- dents in mathematics and engineering. Often, a sec- edge in specific fields. This techniqueinvolves (a) a ond stage of this use is to invitestudents from all group of readers who arecompetent to abstract arti- departments to learn a programing language(usually, cles in journals as rapidly as they come out;(b) a as reported, Fortran)and to use the computer on an computer that can store theabstracts, bibliographical "open-shop" basis for problem solvingand under- entries, and a series of key call wordsabout each graduate research in such varied fields aspolitical entry; (c) subscribers who candevelop a Selective science (opinion research),chemistry, physics, bio- Dissemination of Information (SDI) profile forthem- logy, economics, business administration,and engi- selves, including all the key call words aboutwhich neering. One college invites highschool seniors to they wish to be informed. Each week, withthis plan, come to campus at 7 a.m. tolearn programing either abstracts from the previous week's journals arefed as an occupationalskill or as a tool of value to them into the computer; the profiles of thesubscribers are when later they become collegestudents. It seems scanned; and cards are printed giving eachsubscriber probable that within a few years manyhigh schools the abstract and reference information foreach arti- will offer such introductory courses indata process- cle dealing with topics in his profile. A givenprofile ing as part of their vocationalcurriculum. might include the names of several colleagueswhose Libraries use computers for circulationcontrol. work the subscriber wanted to follow, andperhaps With such facilities, a punched mastercard carries 20 or 30 key words that wouldbe likely to appear in information about each volume, and a copyof it re- either the title or prominently in theabstracts of any mains with the volume at all times.When the book is article in which he was interested. charged out, additional cards are producedwith the The Ames Laboratory at Iowa State Universityhas due date and the user's identification number.One of listed three criteria for an acceptable SDI system:(a) these stays in the library and is processedwhen the There must be an input of an adequate number of book is returned. In this manner, a constantrecord is

82 optimum results. In alater experiment, thethreshold irailable, perhaps in severaloffices, of the where- docu- each volume of thelibrary was loweredfor the less descriptive source outs and due dates of ments, based on numericratio of words, intuition,and 'oldings. an "educated" guess.It was determinedthat SDI Computers also are used toprovide multiple copies profiles could adaptsuccessfully to various com- f library catalogs. By meansof the puached master posed documents. It wasfelt at this juncturethat the Fara nle, itis possible to producemultiple print-outs SDI system was readyfor production. Aperipheral f a subject file, authorfile, and title file, on theusual the same time attempt- catalogs experiment was conducted at omputer print-outsheets. Copies of these ing to measure theeffectiveness of dynamic(user an bedistributed, at some cost, tothe offices of each feedback) and static(manual user) assignmentof chool or even departmentof the institution. The word and word groupsignificance of profile terms. onvenience of having aportable catalog in several cabinets full of The SDI system went intoservice in January 1985 campuslocations, in place of the Sci- 6rds in the traditional librarycatalog room, seems utilizing one source ofdocument entries, Nuclear for the reportedadditional ence Abstracts.After several runs weremade utilizing ito be a strong argument various complaintsconcerning tcost of the printed catalog,annually reproduced and this source of input, reports of acquisitions, narrow subject coveragewere received.To compen- 'supplemented by weekly Science Citation SourceIndex ,cumulated regularly. sate for this deficiency magnetic tapes werepurchased from the Institutefor Scientific Information inJuly 1965. A total of177,180 document entries (six-month coverageof literature) January 1986, !CASE DESCRIPTIONS were scannedfrom January 1965 to resulting in the disseminationof 54,018entries selected for distribution.The results of theseproduc- Selective Dissemination ofInformation statistically and by surveying Ames Laboratory of IowaState University, Ames tion runs were measured George C. Christensen the users. Because the measuresemployed were conductedin began work designingand environment it 7 The Ames Laboratory a liveuniversity research-oriented implementing a SelectiveDissemination of Informa- was felt theresults were quite valid.The sample size tion (SDI) systemfor scientific personnellate in 1962. in terms of numbersof document entries waslarge, It was felt that fourcriteria had to be metwith the and it is doubtful if alarger sample size wouldhave initial design: (a) The systemhad to be flexible to altered the results unlessthe document coverageof accept and adjust to anyavailable machine readable the subject matterrelated to the user was more or form of document input.(b) The users were tobe less extensive. There was adefinite correlation be- totally responsible for theirprofiles, yet the system tween the user'ssatisfaction with the systemand the had to have the programedability to alleviate asmuch volume of notificationsgenerated for him andthe possible. (c) The programed sys- two ,;user intervention as size of his profile.This correlation indicated tem had to bedesigned so that no theoreticallimits important points: (a) A userdoes not consider 35 to docu- could be placed on thenumber of users or of 40 notifications perweek too many to look at;he can ments, and yet had tobe relatively economical to run. find a use for as many as10 to 15 documentsof in- (d) The system would serve as alaboratory for study- the particular sourcedocuments problem of accuratedissemination terest per week (with ing the complex scanned). (b) The selectionof scientific literature is a Iand retrieval of information. communication processbetween an individual person Two basic experiments wereconducted to measure before and his field of endeavor.A user will expend a con- tthe potential effectivenessof the SDI system effective profiles if he ready for service. The certed effort in developing the programed system was desires a successfulcommunication process. purpose ofthe first experiment was to measurethe effectiveness of the SDIincrement-decrement func- With Iowa State University'sacquisition of an tion. The secondexperiment was to measuretotal IBM 360/50 computerand the removal of anIBM systems performanceusing small controlledsample 7074/1401 computer, the entireSDI software system sizes of users anddocument entries. (14 production programs) wasrewritten in COBOL-E From the results of thefirst experiment, it ap- (7074 system was writtenin IBM AUTOCODER),but peared that theincrement-decrement furiction was the basic software systemsdesign is similar to the quite effective exceptfor the slow incrementfunction. 7074 version. Variousminor modificationshave been Consequently, a new slowincrement function was made to economize transferof information as aresult substituted. The results ofthe second experiment of experience gainedfrom the previous system.Ex- indicated that the system wassensitive to various tensive revisions havebeen made, related toperiph- types of documentcomposition (e.g., authorand title alleviate computer operatorand etc.) and adapted tothese eral operations, to only, keywords, abstract, clerical dependence.Statistical indicators havebeen to provide optimumperformance. If the type ofdocu- manually derived or changed from run to run,the sys- built into the system which were ment composition the previous version. tem continuallyadapted and could notproduce not available with 83 Computer-Assisted Instruction Center, Remote The German effort will be in a normal freshman- Centre College of Kentucky, Danville level undergraduate German course w hich has nor- John W. Frazer mally been handled in the traditional manner with three class meetings per week and ample homework. While Centre College is committed to highly per- The current language laboratory facility adds one ad- sonalized instruction for capable students in a resi- ditional meeting to the course each week. Laboratory dential setting with a student body not to exceed work is concentrated on pronunciation and vocabu- 1,000, it feels that it is absolutely necessary to relate lary building and certainly contributes to an improved the technological progress of the twentieth century performance in these areas. However, an additional to undergraduate higher education and the learning development which can improve student perform- process. As a consequence, the College isengaged in ance is the use of programedmaterials for instruction an extensive study in the use ofprogramed instruc- in grammar. Such materials, which are being devel- tional material which it will design in two areas: (a) oped as a complement to all laboratory practice, will an experimental interdisciplinaryteam-taught course be more useful on an individual student basis and now being developed, which consistsof topics tradi- will release class time for more systematic inquiry tionally covered in chemistry and in physics; and (b) into the ethos of the German culture. As in Chem- a standard course in elementary German. Phys one or more topics selected from a topical out- The principal thrust of the experimental develop- line will be selected to furnish a point of concentra- ment work will be in the "Chem-Phys" area.The tion. The daily feedback will be analyzed and studied secondary thrust will be in elementary German. The in the same way suggested earlier forChem-Phys levels of effort are introduced to ensure maximum use with emphasis on both effectiveness of the programed of computer time available. The remote station will material and individual student method or logic of be a Wer' 'n Electric 103 A-1 Data Set, connected to learning. a 1400 :ies IBM computer currently located at Florida State University in Tallahassee, Florida. The Chem-Phys course was first designed for a Computer-Assisted Instruction Laboratory National Science Foundation program for outstanding Pennsylvania State University, University Park high school students and teachers in the summer of Harold E. Mitzel 1964. Favorable response has led to itsadaptation on an undergraduate level. he Computer-Assisted Instruction Laboratory at The course consists of topics traditionally covered Penn State was organized for the purpose of engaging in chemistry and physics. It illustrates in a meaning- in research and development activities connected ful way the advantages of the sequence of physics with the application of computer technology directly followed by chemistry over a typical traditional se- to instructional processes. quence of chemistry thenphysics. The topics are in- The equipment in the CAI Laboratory consists of troduced in such a way that one leads to the next in eight student terminals connected by means of tele- a logical and useful way. As aresult, one can present phone lines to a medium-sized computer, IBM 1410, molecular structure and chemical bonding with a located at the PSU Computation Center. Four termi- quantitative approach and with a depth of under- nals are located in 201 Chambers Building, two termi- standing which would not be possible without the nals at Penn State's Commonwealth Campus in background material presented from physics. The Altoona, and two terminals at the Williamsport Area course has been developed on athematic approach. Community College. Each student terminal unit con- Molecular structure was chosen as the unifying sists of an electric typewriter, a modified sound tape theme, and the disciplines of physics and chemistry recorder, and a modified slide projector. All com- have been brought to bear on the problem ofthe ponents are under computer control and are activated theme. Many of the traditional topics of both physics by a program of instruction stored in the computer's and chemistry not covered in this course canbe central processor. A desk calculator and a telephone taken up in later courses when needed. instrument called a Data Set round out the equipment A team of three members of the sciencefaculty will configuration for the learner. attempt to develop fir ite modules ofprogramed in- Beginning in April 1964, the initial objective of struction related to specific topics within theirspecial the first project of the CAI Laboratory was to test the field of competence. The day-to-day feedback of feasibility of simulating the tutorial teaching model in effectiveness of the sequence and type of individual providing college-level instruction under control of a student response will be studied and analyzedwith high-speed computer. To this end, faculty members at two objectives in mind: (a) to determinethe effective- Penn State, using Coursewriter languagedeveloped ness of particularsequential groupings in the instruc- by IBM computer scientists at the T. J. Watson Re- tional process so that the text material beingprepared search Center, Yorktown Heights, New York, devoted in the molecular structure vehicle ofstudy for chem- their efforts to preparation of educational materials istry and physics can be most effective, and (b) to which would supplement lecture and discussion examine more realistically the thought process or activities and would be presented to students via an logic of learning as it relates to the mosteffective IBM 7010 computer located at YorktownHeights. The learnings of individual students. main outcome was the development of fourcollege-

84 test scorer, accounting, engineering which employs aDigitek optical scanning vel courses: audiology, cost which will score up to2,500 tests anhour with a high conomics, and mathematics.To ascertain theeffec- sheets the student perform- degree of accuracy.From students' answer veness ofinstructional programs, machine also willkeypunch cardswhich can be fed nce on the programswasconstantly evaluated, and of the courses forCAI presenta- into a computer. print out for rior to completion conducted and pre- The computer hasbeen programed to Ion, pilot investigations were each examination aTotal Test Summarywhich alpha- iminary evaluationsmade. betically lists examineeswith their studentnumbers, During the spring and summerterms, 1966, afield converted scores onthe test, a One the raw scores and rial was conductedfor the four college courses. plotted frequencydistribution of scores, anestimate class section of students,taken from registrationsfor and standarddeviation, assigned at random to of test reliability, test mean each of the four courses, was test range, standard errorof the mean andskewness three experimentaltreatments; one treatment will summarizethe pne of stu- of the test.Another program included the presentationof course materials to performance of studentsin several tests in a course klents at the studentterminal in addition tomeeting third program hasbeen During over anacademic term. A with the professor oneclass period per week. designed to obtain itemanalysis data which canbe the field trial, by meansof a process ofrecord keep- questions, with a viewto im- responses, used to evaluate test ing known asStudent Records, student proving objectiveexaminations. and additional data werestored in the Services assistsfaculty response times, and used at The Office of Examination computer. Anotherinstrument developed members in developmentof test questions,writing of [periodic intervals for thisinvestigation is aStudent validation and predictionstudies, and self-report rating on test directions, service also has 'Reaction Inventory, which is a the developmentof test norms. This computer-assisted instructionby student subjects.A attitude questionnaireto assess administered during thefollowing developed a course retention test was students' attitudestoward various aspectsof instruc- term to all three groupsin each of thefour classes. and analysis servicealso is available undertaken at tion. A scoring Three additionalprojects have been to process responses onthese questionnaires. The first is an extensiveinvesti- made of these services the CAI Laboratory. preparation of The rapidly increasing use gation into the waysof improving by the facultytestifies to their value. coursematerials for presentationby computer in Course segments incommunica- technical education. Computer Output inMotion Pictures technical mathematics,and engineering Brooklyn, New York, NewYork tion skills, basis Polytechnic Institute of science have beenprepared and are used as a L. Braun learners. The secondstudy deals for experiments with of a digital computerand a with an attempt todevelop a computer-basedsystem The combination for ninth- and cathode ray tube has nowbeen used for several years of providingoccupational information ;.; study utilizes for the output of computerresults in graphicalform. tenth-grade high schoolboys. The third been to view com- the Laboratory's CAI coursein modernmathematics The ultimate inthis process has education togroup of 50 puter output as amovie. for providing in-service scientific dataassimilation, elementary teachers inthe Williamspoi tArea School Although developed for such movies have greateducational potential.Typi- District. cally, the animationdesired in scienceeducation by precisemathematical equa- movies is described difficult to Test Construction,Analysis, and Scoring Services tions. Just this kindof animation is very Pennsylvania State University,University Park do by hand and easy todo by computer. Anyscientist Leslie P. Greenhill knowing Fortran canbe his own animator a fact enhance communicationbetween college enrollmentsand also which promises to As a result of growing scientists and filmmaker. Perhaps mostimportant of because of a betterunderstanding of the manykinds enjoys one of theprincipal with "objec- all, computer animation of learning that canbe measured reliably advantages of computing: easyand rapid parameter tive" examinations,increasing numbersof faculty sequence, say,1.7 times the use of suchexaminations changes. To reanimate a members are turning to faster, one needsonly to change asingle number and performance of studentsin university the sequence to assess the faculty in the develop- rerun the program.By hand methods, courses. Inorder to aid the has to be laboriouslyredrawn. ment of objectivetests and inthe scoring, analysis, attractions and in spiteof great Pennsylvania State In spite of these and improvementof such tests, interest amongeducators, computeranimation has University hasestablished an Officeof Examination science films. One reasonis had little application to cathode ray Services. faculty apparent: the expenseof the high-quality Professional staff areavailable to assist the electronic equipment.This ex- objectives anddeveloping appro- tube and concomitant animation to large in- in analyzing course performances (these may pense hasconfined computer priate measuresof student dustrial and governmentcomputer centers; nouniver- laboratory performance,and oral tests equipped include essay, objective tests the sity computer centerhas been properly as well asobjective tests). For to do it. Examinations Officeprovides a test scoringservice 85 To remedy this lack, the Polytechnic Institute of Brooklyn has acquired, under an NSF Center of Ex- cellence grant, a Stromberg-Carlson 4020 Cathode Ray Tube Recorder, which is being driven by its IBM 7040 computer. It is planned first to establish a production facility for 16mm and 35mm computer- animated films. The SC-4020 runs from a magnetic tape which can be generated on almost any digital computer. Hence, computation of the films can be done on a local computer anywhere. The magnetic output tape containing the computations can be mailed to the Institute for processing into films, at cost. Alternatively the entire film can be computed and processed using the Institute's IBM 7040 and SC-4020 computers. The PIB also plans to establish an educational and developmental facility in computer animation. A first step is the involvement of several PIB staff members from a wide variety of disciplines (e.g., electrical engineering, physics, chemistry, metallurgy, and in- dustrial engineering). It is expected that a resident cadre will thus be available for further education of associates in like fields in other institutions. In addi- tion to this "in-house" effort, summer workshops and orientation sessions are planned, in which an attempt will be made to bring together professional film makers and scientists in an enhanced partnership for the educational exploitation of a new medium. Software development will be another important aspect of the computer-animation effort. Here, the aim will be to establish a repertory of computer pro- grams for animation of films in variouseducational fields.

Computer-Assisted Instruction Computer-Assisted Instruction Purdue University, Lafayette, Indiana State University of New York at Stony Brook I. Christopher Reid E. D. Lambe and Richard F. Hartzell At Purdue, a computer-controlled typewriter (an The Computer-Assisted Instruction program at the IBM 1050 system) has been put into service and has State University of New York at Stony Brook is a been used experimentally by a number of interested project of the Instructional Resources Center. Teach- facaulty. Course segments in modern languages, educa- ing programs currently utilize eight IBM 1050 termi- tional psychology, computer sciences, psychology, nals connected by dataphone with an IBM 7010 com- and engineering are being prepared, and some in- puter at IBM's research headquarters in Yorktown structional experiments also are to be conducted. Two Heights, New York. An IBM 1500 system with 10 commercial compilers, Coursewriter and Fortran II, terminals has been installed at Stony Brook for re- have been used in writing course segments thus far search and development in computer-assisted instruc- with good success. tion. Eventually the system will accommodate 32 An interdepartmental course has been offered to student stations with a combination of typewriter and interested faculty and graduate students so that they cathode ray tube (CRT) terminals with audio and may learn CAI techniques and proceed todevelop image display equipment. additional CAI uses. The installation of a special In a university with a large and increasing enroll- and previously unused computer has been completed ment the need is recognized for devoloping teaching which will provide an independent local system. This methods which meet the requirements of a variety of new system will have not only typewriter input- student backgrounds. Computer-assisted instruction output, but is also expected to have pictorial displays may provide a means which will aid educators in and, in time, some ability to respond to vocal inputs. tailoring instruction to the needs and abilities of in- These extensions of the system's capability are being dividual students. Such a programed teaching system soughtespeciallyfor instructioninengineering, is able to record the individual's answers and vary speech, art, and modern languages. its responses accordingly.

86 be used many facultyand other staff members, someinput- addition, the computerized system may facilities for preparing audio- the teacher and researcher tostudy the individual output consoles, and the visual materials. Specific spacesincluded are sound cess of learningbecause it can store and make upkeep, editing, and ilable learning data amassed whilethe student and video production studios; also allows repair service rooms;photographic resources area; dies with the machine. This feedback teaching and related labora- teaching program to be modifiedwhile in use. simulation laboratories; tories for testingcomputer-assisted instruction sys- he computerized system mayrelieve teachers of and space for maintaining ch of the burden for closesupervision of drill and tems; and classroom space be varied in and charging out the necessaryequipment and AV/TV ework recitation. Problems may materials. In addition, thefaculty and staff of the culty or type to meet the needsof different stu- Information Sciences nts. If he desires, thestudent may schedule more Department of Computer and n the assigned time atthe student terminal when will occupy this unit. the program. The Irvine campus iscommitted to a major use of has difficulty with a section of of information processing, to serve he programs described below arebeing tested new technologies of students. Faculty all the university functions education, research, th a relatively small number library, administration, extension, etc.This implies rticipation may include writing,altering, or ex- effectiveness, several nding the programs, as well asevaluating the bringing together, for maximal the computer and the class- technologies that have developedindependently. oper relation between Computers started asdata-processing instruments om. and have developed so thatthey now possess exten- french. Based on BasicConversational French great internal memo- André Lévêque. sive logical operation capacity, ird edition) by Julian Harris and ries, and the possibility ofmobilizing all sorts of veloped by Holt, Rinehart and Winston.Testing They also are being im- d revision by Benkt R. Wennberg,SUNY at Stony external information stores. terminal assigned per proved in hardware and insoftware (programing for ook. Student time at the their operation) so as to handlethe inputs from many eek: two or three half-hour sessions.Tutorial pro- simultaneously and translation, and transforma- independent consoles essentially am including dictation, so that the user,unsophisticated in computerlore, on-substitution. relatively simply. A greatcentral (revised) by Harold can "converse" German. Based on Der An fang processing unit is planned,connected on the user's n Hofe.Developed by IBM. Testing andrevision consoles scattered around the Brook. Student side with hundreds of Ferdinand Ruplin, SUNY at Stony campus as well asconcentrated in laboratoriesand, me: two half-hour sessions perweek. Written exer- information storage side, withmicrofilm, thought-provoking tasks supplemented on the se lab with slides, sound-track film,videotape, and appropriate listening comprehension and dictationexercises. input devices so thatsuch information can be Physics. Originally developed by E. D.Lambe, mobilized at the need of any user at anytime. UNY at Stony Brook. Revision andfurther develop- ent by Paul R. Kramer,SUNY at Stony Brook. oluntary problem drill. Studentschedules terminal The PLATO Computer-BasedTeaching System e wheneverhe has difficulty with homeworkprob- University of Illinois, Urbana ms designatedfor computer. Elisabeth R. Lyman Probability and Stutistics. Based on Introduction to (1961-67) the Coordinated tatistics by H. L. Adler and E. B.Roessler. Student During the past 6 years Science Laboratory of theUniversity of Illinois has e: twohalf-hour sessions per week. Problemdrill, Used in economics developed and experimentedwith a computer-based ecitation, and homework grader. teaching system called PLATO inorder to explore nd psychology. instruction. The PLATO by Janet F. the possibilities of automatic Remedial English. Under development teaching system uses ahigh-speed digital computer gleson, SUNY at Stony Brook. Studenttime: 1 hour between the students and er week. Writtenand aural drill in basic spelling, to control communication patterns,etc. Two semesters the system. rammar, sentence Three successive models ofPLATO have evolved roposed. since the project wasoriginated; each model has con- tained improvements indicatedby the previous !armed Information System Center model. The third and currentmodel consists of 20 niversity of California at Irvine student stations and uses a ControlData Corporation M. Gordon 1604 computer as the centralcontrol unit. the PLATO The Information System Centerwill provide 60,000 Each student receiving instruction on system has an individualkeyset and TV screen. The quare feet for acombination computer-AV/TV cen- information to the for housing the mechanical equip- keyset allows the student to send er, with resources computer, and the TV screenpresents the information ent and the informationmaterials, for staff to main- In most teach- ain and operate the system,and for a certain amount prescribed by the computer program. will be steadily ing programs the actionsof each student are inde- f user space, since such a system accommodate inter- evolving and demand the constructivecooperation of pendent, although the system can 87

A*A ItitO student communication. The computer generates tion studies, and group-interaction studies. Three uni- visual information in one of two ways: by selecting versity credit courses have used the system: Circuit previously prepared slides from an electronic slide Analysis for electrical engineering students, Com- selector with random-access time of one microsecond puter Programing (Fortran) for business and com- (each student station can access any slide at any merce students, and Introduction to the Use of the time), or by plotting characters and figures on the Library. Additional courses are being designed. student's electronic blackboard. The images from the The results of the teaching research have been very blackboard and the alide selector are superimposed satisfactory and have illustrated in many ways the on the student's TV semen. flexibility of the system. The teaching research is The rules that control the teaching process are in- continuing to expand. In addition, new types of cluded in the computer program which is read into terminal equipment are under development, most im- the central control unit. A complete set of rules is portant of which is a new graphical display, which referred to as a teaching logic. One can program any exhibits memory as well and will cost much less than desired teaching logic into the system by acquiring a the present displays, thus greatly contributing to brief knowledge of Fortran programing and writing reduction of the cost of PLATO terminals. Data-rates the desired program in PLATO Compiler language, a on some programs indicate that present-day com- version of Fortran-80 modified and augmented for puters could handle 3,000 to 5,000 terminals. Since PLATO use. Existent teaching logics can be utilized data-rates required to operate the new graphical dis- by nontechnically trained teachers who merely pro- play are low enough to allow data to be carried over vide the slide texts and the appropriate parameters telephone lines, the advent of inexpensive terminals (e.g., page and problem descriptions, branching, etc.) should pave the way for the production of large-scale, for the specific lesson desired. Many teaching logics highlyflexibleteaching systems for classrooms, contain "author modes" tofacilitateediting of dormitories, and homes. lessons. About 20 different teaching logics have been written thus far; the most used types are tutorial and Computer-Based Education Research Laboratory inquiry. A tutorial teaching logic leads the student University of Illinois, Urbana through a fixed sequence of lesson elements with Charles I. McIntyre branching to specialized lesson elements at indicated places in the sequence. An inquiry logic, having The Computer-Based Education Research Labora- presented the student with a general problem, allows tory is engaged in development and research in four him to specify what information he wants and then main areas: (a) Further development of the PLATO obtain computer responses to his questions. In this system so that this flexible and versatile system will way he can solve the general problem using a strategy be economical enough for mass educational use; of his own devising. (b) preparation of additional educational materials for An important feature of the PLATO system is the use in teaching on the PLATO system, including ex- complete record of student responses which can be tension of the work on teaching logics; (c) research obtained. The computer writes on magnetic tape a in analysis of student performance data; and (d) ex- record of each key that each student pushes, the time perimentation in the use of the PLATO system as a at which he pushes it, and the place in the lesson at vehicle for on-line research. The Laboratory was which the key was pushed. To facilitate interpreta- established in the Graduate College in October 1966 tion of the instructional responses, the lesson author to reorganize and to exr mnd the work in these areas. also has the option of specifying in the computer A very promising device for the PLATO system is a program the storage of additional information on the new plasma display, developed in the PLATO group same magnetic tape. The stored information can then of the Coordinated Science Laboratory. This new be processed at any time to yield whatever statistical display plus a new system design show promise of information is desired. Thus, student achievement, improved performance at much lower cost per stu- instructional responses, and rate of learning can be dent station. examined and evaluated rapidly. Some courses have been taught on the PLATO sys- Numerous exploratory studies have been conducted tem, and the development of new courses and teach- for the purpose of determining the capabilities of the ing logicsis based on these earlier experiences. PLATO system for example, student performance Courses will be developed for elementary and sec- and keyset response queuing studies, studies explor- ondary schools and for colleges and universities. ing the use of auxiliary equipment (motion picture In addition to the teaching use of the system, the projectors, physiological measurement apparatus, mo- same set of hardware and, in some cases, much of tion picture cameras, etc.), and studies to determine the computer programs are of great potential value the effectiveness of various teaching programs. The in research. Some research in psychology and in inter- teaching research projects have included topics in nation simulation is under way, and the research use engineering and mathematics, drill sequences for of PLATO will be expanded to attempt to test the full remedial arithmetic, work in the area of verbal learn- capabilities of the present and future systems. ing and retention, clinical nursing instruction, on-line The organization of the Laboratory makes available student-response analysis and editing, concept-forma- a number of major efforts in the general area of

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exploratory tool. The possibilityof linking this mode puter-based education toqualified individuals mode is exciting. ide the University of Illinois. intimately with a question-answer Of these four learningmodes, it seems clear thatthe last two most fullyutilize the computer's unique puter-Assisted Instruction capabilities. enity of Texas, Austin The philosophy developing atthe University of ctor Bundenon Texas is that the most promisingcontemporary appli- instruction in the lecture he objectives of the Universityof Texas Com- cation of computer-assisted type of course which nowcomprises the bulk of er-Assisted Instruction Laboratory are areflection through re- achieve undergraduate education will not come a major thrustof the University itself to tutorial programs. Rather, dership in the applications of computersto the placing lectures with long it will ha throughcomputerized testing, grading,and blems of a large university. TheLaboratory was both the student and the anized under the Faculty AdvisoryCommittee on reporting, which can provide teacher with immediatefeedback to guide their further mputers, with no formalties with any single de- drill CAI programs tment. The action-oriented,interdisciplinary spirit efforts, Also, short tutorial or within which the lab is may be usedfor remedial purposes atthe instructor's the administrative context discretion for those studentsfalling below minimum t is reflected in itsobjectives: to explore and define simulation programs used as computer-assisted instruction (CAI)in a entry requirements, or e role of enrichment or as laboratoryexperiences. ge university and todevelop this potential through developing instructional pro- erdisciplinary research and developmentprojects The Laboratory is grams in eachof the four modesdescribed above. IIed toward early implementation. primarily a drill-and-prac- This role in a large university is now seento be in Scientific German will be tice program, with practice oncarefully selected lists ree areas: computerassistance to the student as a facility with German syntax source (assigned orunassigned) for individual of sentences to gain and vocabulary. dy; assistance to the teacherthrough providing him attempt to th up-to-date summaries ofstudent progress, in- The statistics project represents an vidually and as a group; and computerassistance produce a tutorial programfor a fairly large and results of basic and detailed content area. Anumber of difficulties have the researcher, so that the One is the difficulty plied research on learning andinstruction may be been encountered in this project. of typing formulas withspecial symbols. The provi- d back into programdevelopment. statistics seemingly must ; Three broad classes of assistance to thestudent sion of a major effort on wait for more adequateequipment and software. ay bedistinguished: drill and practice,tutorial, and represent a classof mulation or gaming. A drill orpractice program The chemistry lab exercises items presented with a programs which seem verypromising applicationsof onsists of a list of parallel Each simulated labora- airly standardized student-computerinteraction for computer-assisted instruction. vocabulary skills tory exercise will takebut a short time and hencewill ach item, to build discrimination or of terminal time for asingle asic to some specified content area. not tie up large blocks student. The exercise, or"activity package," canbe tA tutorial program can bedistinguished from drill variety of ways: as alabo- rograms both indiversity of teaching framesand used by an instructor in a ratory adjunct, ahomework assignment, or anexami- tudent-computer interaction and inbreadth of con- not use thewhole set Its objective is usually toimpart a definite nation. The instructor need tent. a dozen or sopackages in order to get at the ount of information and conceptsand induce the of properly. The method few he really wants andneeds. The recent surge tudent to use the concepts interest in single-conceptfilms has shown the im- mployed isquestion-and-answer with extensive teacher flexibility in selecting ranching in order to adapt tostudents' individual portance of giving the his instructional aids inthis manner. ifferences. In addition to thechemistry programs, twoother Simulation or gaming emphasizesfeedback to the One is an in-basket tudent of the results of hisdecisions or actions on simulation projects are under way. program forgraduate students in schooladministra- the simulated system. The studentlearns to modify similar in structure to the his inputs to the system in order toachieve some tion. This program is very Qualitative Analysis program.The student is pre- 'objective. These programs often assume that the stu- calling for a decision. He dent already possesses whatever conceptsand skills sented with a situation in the requests informationfrom the console until he isable are necessaryand must now use his knowledge judged by the author tobe complex simulated situation. to come to the conclusion student-computer interaction, best in some sense. A fourth type of The Empathy program presentssimulated counsel- .?inore a resourcethan a type of instructional program, the student teacher or is real-time computation,retrieval, and display. In ing and teaching situations to through a simple counselor and providesfeedback regarding the proba- is mode the student communicates of action. algorithmic language such as JOSS,BASIC, or MAT, ble effects of choosing various courses College instruction maybe viewed as a guessing or a retrievallanguage referencing andinformation the students file and uses the computer as aproblem-solving and game, courseobjectives being unclear to 89 and their attainment by students being unclear to the The Application of CM and Multimedia Course Development instructor. Two major problems are apparent: the U.S. Naval Academy, Annapolis, Maryland college teacher must be trained in the methods of Paul L Quinn and William M. Richardson stating instructional objectives and assessing them, The Computing Center of the U.S. Naval Academy and the lag in attaining feedback from unit tests must is currently (1967) involved in a project of educa- be reduced for both teacher and student. Computer- tional research in computer-aided education and the assisted instruction can assist the teacher in the application of educational technology to multimedia second of these problems. course development. The ultimate goal of this re- A Coursewriter CAI system such as the 1440 sys- search project is to increase the quality and effective- tem is well suited for administering multiple-choice ness of the learning process at the NavalAcademy or completion tests to a small class of students. Two and other educational institutions by the application modifications are necessary. First, the task of coding of the systems approach to education, which requires must be automated to the extent that the instructor that all facets of the educational environment be can merely give a copy of his exam to akeypunch studied with the ultimate goal of optimizing the com- operator to be punched, then run through a program plete system. The project consists of the following which produces scoring and feedback to the student four segments: the preliminary investigation, the after each item. The second problem is to provide organizational phase, the experimental phase, and the programs which will process the student responses operational phase. and point out item analyses and summaries for the The first step in applying educational technology to instructor both in regards to individual students and course development is to study, evaluate, anddefine group performance. the objectives of each particular course, as well as Any sound curriculum development project must each segment of the course to which these principles have a strong applied research backup to evaluate its are to be applied. For each course selected, entering products. The computer's capabilities to control the behavior (prerequisites) and terminal behavior must presentation and sequencing of teaching frames and be defined and stated in behavioral terms for each record student responses make the researcher's task segment of the course. The establishment of criteria for assigning available much easier. educational media to defined course content is the While the philosophy of the University is action next critical step in the procedure. The staff of the oriented in terms of seeking an early impact on in- Computing Center visualizes the crucial assignment structional practice, there is no intention to neglect of educational media to instructional material as a a strong program of both basic and appliedresearch. matching process: each segment of instructional ma- Indeed, the purchase of a CAI system by a university terial to be presented to a student is exposed to and could be justified on this count alone. evaluated against the different media available. The The following research projects have been com- goal of such a procedure is to utilize the educational pleted during 1966: medium which best achieves the objective of that particular segment of instructionalmaterial, not Comparison of computer-assisted instruction and solely to advance the use of computers in education. programed text in learning elementary statistics The procedure is intended to be learner oriented and A Effects of simulated chemistry lab activities on not hardware oriented. The matching process would the attainment of freshman lab objectives basically include the following educational media: Effects of a CAI program teaching number se- programed instruction, audio presentation, educa- quence heuristics on inductive reasoningability tional television, computer-assisted instruction, film Effects of intertrial inte-val length contingent and slide presentations, standard text, lecture tech- on response correctness in solving concept problems niques, laboratory sessions, and other applicable media. Relationship of aptitude and personality varia- The preliminary investigation consisted mainly of bles to performance in a computerized instructional a faculty summer study projectconcerned with the environment feasibility and application of time-sharing terminals Teaching heuristic problem-solving methods by in the educational process at the Naval Academy. computer Fifteen faculty members representing various aca- Conversational administration of the Sentence demic departments participated in this 10-week train- Completion Test by computer ing course which involved experts in educational Automated test assembly, administration, and applications of time sharing. They became familiar with the General Electric Basic Time-Sharing System analysis as an adjunct to instruction in elementary and prepared sample course material to be presented statistics in the fall semester of 1966. At present there are nine Teaching elementary music concepts by com- time-sharing teletype terminals connected to commer- puter cial computers in the various academic disciplines The effects of simulated management experience across the Academy grounds. Theseterminals are on information selection and decision style. being used on a limited basis for both laboratory and

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\ ture sessions, and their potential use as an educa- writer, an audio presentation, and an image projector. nal tool is currently under test and evaluation. In addition to this, each student terminal is provided he organizational phase began following the suc- with a closed-circuit TV receiver. sful conclusion of the summer study. The main Following considerable experimentation with full- jectives of this phase were to establish the working scale 1500 terminal components the initial designof anization, train personnel, select the experimental the individual student terminal stations has been tem, and design and provide adequatefacilities for completed. Each student sits in an enclosure, the project. back and both sides of which are of soundproof faculty orientation in educational technology was construction. On the built-in desk immediately in nducted, 20 faculty members attended the10-week front of the student are located the CRT unitand hours per day) course in order to prepare them- typewriter in addition to suitable desk-top working Ives for constructing courses using newly emerging area. The image projectorand TV receiver are ucational technology. During the course faculty mounted on shelves at eye level above and somewhat embers were exposed to the problems involved in behind the components on the desk top. kriting objectives in behavioral terms and were given The student terminal stations are located in a perienceinprogramingobjectivesthey have U-shaped configuration around three sides ofthe Iten for courses they presently teach. The dif- classroom, so that when a student is using the com- rent modes of educational technologyand their puter his back is toward the centerof the room. plication to instructional material were discussed. Directly in front of the student stations is a con- perience in educational computer systems was in- tinuous row of tables, also in a U-shapedconfigura- 'tided. This group forms the hard-core faculty group tion. A student can turn 180 degrees andbe seated at initiated the experimental system andwill lead in at a table looking toward the open end ofthe class- e training of additionalfaculty members. room when not working onthe computer, to be ready In January 1967 the Computing Center of the U.S. for other types of presentation. He has ample room aval Academy received an early nonproduction to work through normal text, aprogramed-instruction odel of the IBM 1500 instructional computer sys- text, see a slide or movie presentation,and participate m and began theexperimental phase of the project. in a lecture or recitation. At the front ofthe experi- e 1500 system isprovided by IBM in a mutual mental classroom are the proctor's desk and station articipative agreement in educationalresearch. The where he has available a typewriter input to the 1500 cademy will utilize this system as one type of edu- system. It is planned to experimentwith arrange- ational medium in the master plan of multimedia ments in an effort to determine theoptimal configura- purse development. tion and appearance that such a classroommight take I The 1500 system is capable of servicing 32 time- on in the future. baring student terminals. Each individual student The major effort put forth in theexperimental 'erminal includes a cathode ray tube (CRT), a type- phase will be in four course areas while other course fhpiimmo.._ modules will be prepared in a broad frontapproach. These courses will undergo extensive test andevalua- tion on a limited number of sections ofmidshipmen during the experimental phase. Specifications for a larger time-sharing computer system to be employed during theoperational phase are currently beingdeveloped. While the objectives of the experimental phase are to prepare, program, con- duct, evaluate, and modify the coursesselected for multimedia course development, the objectivesof the operational phase will be to measure theeffectiveness of multimedia courses and revise as necessary.Cost analysis of the development of the various courses will be considered as part of the criteriaconsidered for future expansion of the program. Importantdeci- sions will be made during this periodwhich will shape the development of education at theNaval Academy in future years.

INSTITUTIONAL INVENTORY Arkansas State College, State College. Library useof punched cards to automate circulationcontrol em- ploys master book, return, and charge cards.(Charles Younger) National Education Association photo 91 Augustana College, Sioux Falls, S. Dak. Students week and will use 10-15 documents from the list. learn to use computers in experiments in science and (George C. Christensen) social science classes, have access to the computer Johns Hopkins University, Baltimore, Md. Computer at any time. (Robert B. Binger and Torn Kilian) programing taught. (C. P. Swanson) Bemid ji State College, Bemidji, Minn. Limited remote Junior College District of St. Louis St. Louis County, use of computer via teletype -- mostly to teach data St. Louis, Mo. Describes cooperation with a commer- processing. (Alden Lorents) cial book-processing company in producing printed Bowdoin College, Brunswick, Maine. Students may and bound computer catalogs in quantity. Experi- use computer in independent study and as regular mental use of computers in instruction in preparation parts of undergraduate research projects. (James A. for permanent campus installation. (David Under- Storer) wood) King's College, Wilkes-Barre, Pa. Experimenting with Bridgewater College, Bridgewater, Va. After 1967 a technique of grading chemistry essay examinations installation,various computer applicationsto be by means of key words assigned numerical values made throughout the College. (John E. White) and totaled for each student by computer. (Jay A. Carleton College, Northfield, Minn. Uses of com- Young) puters in -xperiments in science and social science. Los Angeles Valley College, Van Nuys, Calif. Com- (W. D. Weatherford) puter use taught in mathematics department. (Kermit Cuntre College of Kentucky, Danville. Programed Dale) courses in chemistry-physics (combined) and in Ger- Meramec Community College, Junior College District man are being developed, with remote connection to of St. Louis St. Louis County, St. Louis, Mo. Com- a computer in Tallahassee. (John W. Frazer) puter terminal is connected by telephone line to an The Citadel, Charleston, S.C. Computer used by stu- IBM 360-75 computer system at McDonnell Automa- dents in political science for opinion analysis. (Earl tion Center in St. Louis County, Mu. (Walter E. 0. Kline) Hunter) Clarke College, Dubuque, Iowa. Computer used by Midwestern University, Wichita Falls, Tex. Instruc- students in mathematics and other classes to solve tion, examination, and research utilization of com- problems. Operators are being trainedinother puter system. (C. T. Eskew) classes. (Sister Mary Kenneth Keller) New York University, New York, N.Y. Computer Colorado College, Colorado Springs. Computerized instruction and free use of computer facility provided programing devices used in 4 laboratories in psy- to students and faculty for research and problem chology to set and record stimulus-response tasks. solving. (J. Heller) (John Shearer) Pennsylvania State University, University Park. CAI used for record and development activity, applying Cooke County JuniorCollege,Gainesville,Tex. computer techniques to instruction. Item analysis and Course in programing uses Fortran IV, de-empha- analyses of student performance on tests developed sizing mathematics. (Charles Smith) for instructors.(Harold E. Mitzel and LeslieP. DePauw University, Greencastle, Ind. Computer uied Greenhill) for instruction in principles of computer work and Polytechnic Institute of Brooklyn, New York, N.Y. for individual research. (Robert H. Farber) Use of IBM 7040 computer to drive Stromberg- Eastern New Mexico University, Portales. Automated Carlson 4020 cathode ray tube recorder to produce Learning Center uses IBM 1401-1620-1130 with IBM 16mm and 35mm computer-animated films. Since 360 on order, for program research design, produc- 4020 operates from magnetic tape which can be tion, and eventually CAI. (Herbert E. Humbert) generated, in turn, on almost any digital computer, Fairmont State College, Fairmont, W. Va. Faculty is computation also can be done outside of educational being trained in computer use; campus consultant in and developmental facility at the institution, and tape CAI employed; on-line terminal to remote computer then mailed for processing into films. (L. Braun) center (at West Virginia University) to be provided. Purdue University, Lafayette, Ind. Programs in lan- (Billy G. Dunn) guages, psychology, engineering, and computer use FloridaStateUniversity,Tallahassee.Computer- are being prepared. (J. ChristopherReid) Assisted Instruction Center established in Institute St. Cloud State College, St. Cloud, Minn. IBM 1620 of Human Learning. (R. P. Kropp, H. W. Stoker, and and 1401 used in teaching programing, and in research D. L. Hartford) and administration. CAI being planned.(Luther Iowa State University, Ames. Selective Dissemination Brown) of Scientific Information study uses IBM 360/50. Santa Barbara City College, Santa Barbara, Calif. Pro- Indications are: (a) an adequate number and scope graming taught by teletype provides immediate feed- of input documents is needed; (b) the individual user back to learner on program errors. (Eugene D. profile must be extensive and takes considerable time Gingerich) to develop the list of pertinent words; (c) a user is StanfordUniversity,Stanford,Calif.Elementary usually satisfied by receiving 35-40 notifications a school CAI in mathematics displays (random-access)

92 microfilm on 10" x 13" screen, with light pen re- to (a) elicit individual, observable behaviorindicative sponses; also uses cathode ray tube forgraphs and of covert cognitive information processes activated taped information and responses. Computer is PDP-I; by postulated administrative decision making; (b) in school setup, IBM 1500 instructional system is elicit responses to problem situations in a manner so operated by IBM 1800 computer. Coursewriter II uniform as to allow the responses to be comparable programing language. (Patrick Suppes) from one administrator to the next; and (c) elicit IState University of New York (SUNY) at Buffalo. Has behavior in a setting similar to real world decision- making situations so as to stimulate new insights and programed some "computer-assisted instructor" units theoretical formulations which can be tested against for grades 3 and 11: sets forth activities for each on-the-job administrative processes. Facility must be student based on information about him and about capable of enabling a subject to communicate with objectives. Also used computer in distributing AV the computer, provide feedback to the subject, and materials. (Taher A. Razik) store and analyze personal and behavioraldata. SUNY at Stony Brook. Eight IBM 1050 terminals con- (Robert Ruderman) nected to remote IBM 7010 computer; 32 student sta- University of Florida, Gainesville. IBM 360 to be tions with typewriter and cathode ray tubeterminals being tested. (E. D. installed at University in 1967; terminals in the labo- are planned; 5 CAI courses are ratory school; will permit experimentation insched- Lambe and Richard F. Hartzell) uling, finance, curriculum supplementation, CAI, and SUNY, College at Geneseo. Nov: in process ofplan- other phases of secondary school work. (K. A. ning a computer center; director and spaceidentified Christiansen) but equipment notyetinstalled.(Clarence0. University of Illinois, Urbana. Further development Bergeson) of PLATO: additional software for PLATO; research SUNY, College at Potsdam. One full coursetaught by in analysis of student performance; experimental use CAI and several units in other courses onexperi- of PLATO for on-line research. (Charles J. McIntyre mental bases. (Robert C. Henderhan) and Elisabeth R. Lyman) Sul Ross State College, Alpine, Tex. Research Center University of Pennsylvania, Philadelphia. EDEX or of West Texas Innovative Education Centerwill have similar student response unit used in TV laboratory, as its purposes to (a) compile, provide, and dis- giving a "hard copy print-out" identifying students seminate information from any educational source; who failed to understand; followed up by individually (b) participate in research in connection withpublic prescribed instruction (Hugh M. Shafer) and private schools and institutions of higherlearn- University of Texas, Austin. Uses components of an ing; and (c) work with the Regional ResearchCenter. IBM 1401-1026 for interdisciplinary programs to ex- Will use a retrieval teletype (TWX) system for two- plore and define the role of CAI in a large university way communication,and recommends a computer to and to develop this potential through interdisciplinary collect and catalog information for educational uses. research and development projects aimed toward (Bob W. Miller) early implementation. Has defined three broad areas Texas Educational Microwave Project, Austin.The of use: (a) computer assistance to the student as a 1966 Texas Educational MicrowaveCommunications resource for individualstudy; (b) assistance to the Network Study is a study of the potential ofthe teacher by providing him with up-to-date summaries present project for transmission ofcomputer-based of student progress; and (c) assistance to the re- information; also, investigation of implementationof searcher so that results of basic and applied research remote CAI information retrieval,and sharing of on learning and instruction maybe fed back into computers already installed. (HughGreene) program development. (C. VictorBunderson) University of California at Irvine. Computerfacility University of Wisconsin, Madison. Teaching Informa- at present has available an IBM systemsimilar to one tion Processing System (TIPS) analyzesstudent per- in use at IBM Watson ResearchLaboratory and is formance on quizzes and enables instructor to assign provided to the University by IBM under an ongoing special individualized study. (Allen C. Kelley,Barbara research agreement. (Bill Stead) W. Newell, and Donald K. Stewart) University of California at Santa Barbara.On-line U.S. Military Academy, West Point, N.Y.Extensive computer communication system remotelyaccessible "open-shop" utilization of computers by cadets so to several campus departments. (A.Dale Tomlinson) that every cadet may become qualified in computer University of Connecticut, Storrs. Computer program- operation. (William F. Luebbert) ing courses in engineering. Training 10 Ph.D.candi- U.S. Naval Academy, Annapolis, Md. Inaugurationof dates in using computer techniques in academic areas. CAI stresses development of faculty interestand Participation in MEDLARS (Medical LiteratureAna- abilitythrough workshops.(PaulL. Quinn and lysis and Retrieval System). (Donald W. Friedman) William M. Richardson) University Council for EducationalAdministration, Wisconsin State University at Oshkosh. Plansfor Educational Testing Service, Princeton, N.J. Develop- physical facilities are being finalized for the computer ing a computer-based system for research andinstruc- center which is to serve Oshkosh campusand the tion in administrative decision making.Objectives are Fond du Lac branch campus. (Frederick J. C.Mundt) 93 5. The available computer hardware iscapable of SUMMARY caring for the instructional calls of 1,000 or more students in several disciplines at one time, without At the beginning of 1967, after only a veryfew significant delay for any student. The present lack is years of experimentationwith the medium, several student tentative observations about the potential of true in variety of software (programs) and in computer-assisted instruction seem to be justified: consoles. 6. An outstanding advantage ofcomputer-assisted 1. It is now possible to present eithercomplete instruction is the provision of detailed recordsof the courses or supplementaryexercises to college stu- progress of individualstudents, so that the program dents by means of computer dialogue. Such course itself can be constantly improved and revised, exami- material can be made available a considerabledis- nations can be improved, and individuallyprescribed tance from the controlling central computer. exercises can assist each student to learn athis own 2. The records that computers canprovide about best rate. the successes and difficulties of each student working 7. Perfection of a fully flexible programof instruc- through a course will be of crucial importance in tion along the lines under investigation atthe improving course materials, no matter inwhat mode University of Illinois and the PennsylvaniaState the course will later be presented. University would free instructors for much more 3. Only a very few complete instructional programs individual and small-group instruction, and sowould for computers have been developed. Before computer- increase the effective amount of instructionavailable assisted instruction can be made available tolarge to each student. numbers of students and in most disciplines, a great 8. The promise of the techniquehas been suffi- deal of developmental work is needed. ciently demonstrated that continued experimentation 4. The installation of computer-assistedinstruc- in additional institutions should beencouraged. The tion terminals at present is very costly,although HEMS staff realize that the present costand com- expansion of the number of courses and ofstudent plexity of equipment are discouraging aspectsof the terminals, as well as increased experience, willsurely medium. Itis probable, however, thatadditional reduce the cost. Further experime,-tation is generally experience will reduce both cost and complexity to recommended, both because of the light this kind of the pointat which computer-assistedinstruction research can throw on the nature of learning,and in might become the most economical andeffective type order todetermine whether the advantages of of programed instruction. Continuedexperimentation computer-assisted instruction balance its economic to discover the limits of thispotential appears to costs. be justified.

94 Ix SPECIAL MULTIMEDIA FACILITIES

XHE several special types of multimediafacilities that in which equipment is provided for projectionof ave been developedin institutions of higher learning films, slides, videotapes, and off-the-air orclosed- 'across the country represent efforts tosolve certain circuit television onto a transparent screenof large i installations, 'common problemsassociated with instructional uses size at the front of each room. In some of new media. The facilitiesinclude, among others, the large screen is replaced by TV monitorswithin the generously equipped single classroom,the audi- easy viewing distanceof each seat, and a camera is ftorium designed to accommodate large-group pres- available so that demonstrations at theteacher's audiovisual ele- rostrum may be magnified for betterviewing. Tape entations backed with appropriate the iments,and theincreasinglypopularclassroom recorders are available also, either to record louilding containing several multimediaclassrooms lecture as it is delivered in the classroom orfor play- !that are served by central new mediafacilities ing of prerecorded material. Typically, too,the pro- ausually in its core). jection may be controlled either bythe instructor When auditoriums or large lecture rooms areused (from the rostrum) or from the projection core(by a i to accommodate large numbers of students,such as technician). In a few installations, a carefully pre- those in introductory classes, it is oftendifficult or planned presentation can be programed onpunched *possible for all of those students to profitfrom tape and controlled "out front"by the instructor by visual materials or demonstrations. If equipmentand means of a single switch.A further refinement of this practice allows the entire presentation tobe pre- fprojectuals mustbe p :ocured and transported to the ? classroom each time they areused, instructors may recorded on tape, with subaudible electronic cues to f become discouraged in their attempts to improve activate the visuals. their instruction by these means. All toofrequently Several such installations provide forstudent re- they retreat to conventional lecturesunadorned by sponses to multiple-choicequestions by means of visuals. The difficulty is compounded, of course,for buttons at each seat. These responses canbe sum- the more daring instructor who attempts tointroduce marized visually on dials at the rostrumthat permit several different media slides, films, opaque pro- the instructor to see whether a majorityof the class t jections, oraudiotapes, for example into his pres- have mastered the concept, or on dialsvisible to the entations. entire class. This same response system,if desired, The multimedia classroom or building facility is an also can be connected to a computer sothat total attempt to obviate some of thesedifficulties and at the responses of eachstudent to any series of test ques- same time to improvequality of instruction by making tions, as well as an item analysisof the questions ,N it. convenient and attractive toboth instructor and themselves, may be provided to the instructor atthe students to use several avenues of learning in asingle end of the class period. class period. Typically, a multimediainstallation will A variation in multimedia techniques isrepresented combine in a hexagonal or octagonalbuilding a series by facilities designed especially to carry outthe pro- of triangular rooms of comparativelylarge capacity gram of a singledepartment, and assigned completely (75 to 300 students), surrounding aprojection core to it. Thus, in two instancesobserved in this study 95 and reported here, psychology departments have de- veloped elaborately wired learning research labora- tories that permit experimental tasks to be presented to humans or animals in one space while the per- formance is viewed in a classroom; or the classroom itself may house the experimental group, while data are collected electronically in a remote-control room and analyzed instantaneously for each subject as well as for each task.

CASE DESCRIPTIONS A/Ik

Automation-Telemation-Responder Laboratory Illinois Teachers College, Chicago North Charles H. Stamps Illinois Teachers College, Chicago North, contains one main air-conditioned auditorium seating 670 stu- dents in an arena-type theater with gradually sloping aisles. Located at its front are two screens that com- prise the facade of the teleprompter multiscreen sys- tem (Telemation). This audiovisual device may be completely automated for the presentation of instruc- tional materials. Students attending classes in the Telemation Audi- torium focus their attention on two large screens on which is projected a sequence of images visually representing the progress of the professor's lecture. These images, the professor's lecture, and, if desired, motion pictures, television, and recorded music or voice can be coordinated to make an integrated im- Photo by Charles H. Stamp pact on the student's mind through his senses of This control console operates the teleprompter unit that sight and hearing. sequences multimedia presentations forlarge-group in- A battery of projection equipment functions behind struction at Illinois Teachers College, Chicago North. the screens. Behind the south screen there are a 16mm motion picture projector, a large screen TV projector, 1. Independent. In this mode the lecturer controls and a 31/4" x 4" slide projector. Behind the north each piece of equipment from the lectern. Each pro- screen are another 31/4" x 4" slide projectorand two jector can be operated independently of the others 2" x 2" slide projectors. without necessitating any formal prearranged pro- The large projectors are the Telepro 6000. The gram. small projectors are Spindler and Sauppe and can be All other modes of operation require the presenta- used with either 2" x 2" or 35mm slides in 48-slide tion to be programed on a set of punched cue cards. capacity rotary magazines; they can be operated in During the progress of the lecture, these cards feed both forward and reverse directions. The movie pro- through a card reading device that activates the jector can be controlled by the lecturer, thus pro- appropriate output channel. The system has a capacity viding for integration of films into the lecture as of 12 channels, that is, it can control up to 12 pieces desired. The TV projector is the teleprompter large of equipment during the course of a single presenta- screen model and is capable of projectingbroadcast tion. televisionfrom any VHF station,closed-circuit 2. Manual. In this mode the lecturer uses only one hookup, or videotape recorder. control button on the lectern to advance the cue In addition, the area houses a control console, two cards and operate the equipment. He may use the tape recorders, a sound system, and the electronic usual script or outline, or read his lecture from typed system which controls the complete installation.This video-scripts mounted on the teleprompters. placement of equipment eliminates the noise and 3. Semiautomatic. In this mode the lecturer uses distraction that often accompany more conventional no control buttons. Thecomplete lecture is prepared applications of audiovisual equipment. A duplicate in advance and typed on three video-scripts. One of control console in the lectern on stage permits con- these is cued with metallic strips and mounted on the trol by either the on-stage user or the backstage control unit backstage. The other two are mounted control staff. on two teleprompter readers oneither side of the The control system of Telemation provides four lectern. The three scripts are advanced in synchroni- different modes of operation: zation, and the script in the control unit activates all

96 ,AL491

screen projection effects through the cardreader. The language laboratory and two rear e audiovisual the script to suit the rooms, eachseating 255 studentsand having a projec- onitoring technician paces tion room immediatelybehind the screens. It was dividual lecturer. The lecturer maydigress or ad-lib, auto- preplanned decided early in theplanning that teleprompter t the system willbe cued only when the installed in these roomsif possible. the detection devices. mation would be e words pass The rooms wereplanned so that 250people could 4. Automatic. Inthis mode the lecture isrecorded the screen track of the same tape at one time listen to alecture illustrated on audiotape. The second by such media as 2" x2" slides, 31/4" x4"slides, lds a subaudible cuewhich activates the projection with the use of taperecord- cluipment through the cardreader. When the tape is projection television, or ings or overheadprojection. Conduits inthe floor of layed, the voice is fedthrough the auditorium sound future installation of astudent stem, and the projectors areautomatically con- the auditorium permit the proper time by the cues response system.Eventually these student responses olled and advanced at computer to providequick knowl- n the tape.No participation onthe part of the in- may be wired to a during the course of this pro- edge of test results. tractor is necessary One problem of this typeof instruction isthe edu- ramed presentation. the use of newmedia. Sur- Five hundred of the 670 seatsin the auditorium are cation of professors in individual responder units set prisingly, many of themseemed quite sophisticated Iso equipped with in their knowledgeof the use of newmedia, and irectly into the arm of each seat.Buttons are marked to learn. Motion During the course of a pres- nearly all of the others were eager B, C, D, E, and OFF. pictures and 2" x2" slides are the mostpopular pntation a question oropinion may be asked ofthose discovered that front recorded by push- devices used, and it was soon n theauditorium. Responses are overhead projection wasalso necessary. A button corresponding tothe code 8iven in the screen ing the tilted overhead projection screenis kept near oneside 'nstructions. Each responder station iswired to a projec- be of the front of theauditorium for overhead piaster switchingpanel where monitoring can this overhead projection as 3nitiated. Two methods ofsuch monitoring aredesk- tion. The professors use a blackboardwhen talking to theirclasses. One of the two rooms has a rearview screen ofglass and the ; 1. Immediateanalog scanning ofall responder of plastic. Each ofthe the lecturer of the percentage other has a rear view screen units and feedback to rooms has athick glass betweenthe projection room of students answering eachalternative. and the auditorium sothat sounds do not carry 2. Complete digitalmonitoring of allresponder which can accumulate and store through to the audience. units by a computer Automatic teleprompterequipment is installedin t responses and prepare the followingkinds of reports switches and item one of the rooms,and manually controlled at the end of thelecture: (a) item counts in the lectern inthe other room. Eachof analyses of all responses toeach question; (b) total are installed lectern with a each student; and (c)statistical the rooms has aregular teleprompter I correct responses for clock, a light, microphones,etc. Each ofthe rooms t calculations, graphs, andother pertinent information mike. The projection room subsequent lectures. permits use of a lavaliere that may be used to improve provides FM-AM radio,connections forclosed-circuit The first monitoring system isalready in operation. speakers, inter- switching panel is a device and open-circuittelevision, monitor Connected to the master comtelephone, and feur taperecorders. Both fluores- that can scan and recordthe percentage configuration cent andincandescent panels areinstalled in the t for all theresponder units in theauditorium. The showing of pictures inthe tele- the lectern, and the lec- classrooms. 'During a display unit is mounted at prompter room thelights are dimmedautomatically turer can immediatelytell how many students are take notes but be able and the percentage re- so thatthe students may see to responding to his question to see the picture onthe screen clearly. Inthe audi- sponses toeach alternative. Thesecond system was have the teleprompterthe of the master switching torium which does not planned for in the installation lights may be dimmedby a switch on thelectern. panel and will involvethe participation of theData Processing:Computer Center ofthe school. A Study Skills Center Los Angeles Valley College,Van Nuys, California Multimedia Units at Indiana StateUniversity M. Jack Fujimoto Terre Haute Russell McDougal Los Angeles ValleyCollege is a 2-year community to the 4-year col- Planning for a new classroombuilding at Indiana college offering a transfer program lege and a terminal programleading to the associate State University beganin 1963. Visits weremade to opened University, Illinois Teach- in arts degree. ItsStudy Skills Center was institutions such as Miami in September 1962 in responseto a recognizedneed ers College,Western Michigan University,Syracuse students who were having University. Considerable con- for supplementary aids to University, and Purdue subject areas. sultation was done with anarchitectural firm and difficulties in academic At present, theStudy Skills Center ishoused in a with the president and deanof the University. Even- and is staffed by a tual planning for thebuilding included a 50-place three-room temporary bungalow 97

-5.1,GtA.he';',OASNS -7-

coordinator, volunteers from the College's instruc- building, spelling, punctuation, and structural gram- tionalstaff, and student workers. The bungalow mar are supplementaryaids provided by materials currently houses more than 100 subject titles of pro- available in the Study Skills Center. gramed instructional text materials,teaching ma- With the assistance of the counseling staff ofthe chines, and self-tutoring aids. As new programshave College, study skills seminars have been held. In those been developed they have been acquiredthrough group sessionsstudents learn to make their own recommendations from the Instructional staff. schedules, budget study time, and in generalfind assistance in orienting themselves to collegeacademic "There are no grades. life. Counselors and faculty members representing "There are no credits. various subject disciplines are available forconsulta- "Attendance is voluntary." tion when needed. The above statements, printed on thebrochure During the spring of 1967, a ListeningCenter with describing the self-help facilities a vailable to stu- 140 listening posts was opened forstudent use. Many dents, account in part for the continued growthand campus departments are nowengaged in preparing popularity of the Center. tapes of lectures, musical productions,dramatic skits, Attendance since 1962 is documented by thefol- speeches, businesstranscriptions,and numerous lowing statistics: other new materials and tutoring devices. It seems 1962-63 370 students reasonable to predict that the Listening Center will 420 students also become another important source ofsupple- 1963-64 assistance. 1964-65 700 students mentary learning for students seeking 1965-66 1,200 students 1966-67 1,800 students The Professor's Multimedia Instruction Desk popula- Oral Roberts University, Tulsa, Oklahoma Based on a reasonable growth of the student Paul I. McClendon tion (17,000 in 1966), our current projectionsindicate that the Study Skills Center must provide astudy aid Each classroom in the Learning ResourcesCenter at for 3,900 to 4,500 students by 1970. Due tothe pro- Oral Roberts University is equipped with amulti- jected growth and continuous use of thepresently media instruction desk which integrates in oneunit a crowded facilities, the Center is being transferred to variety of permanently built-in features. On oneside new quarters in thelibrary complex where student aids will be available at a centralizedlocation. The Large-group instruction is carried on increasingly in student seeking research data will have ready access specially equipped auditoriums such as this one at Oral student seeking study Roberts University. The panel in front of the instructor to the library resources. The provides fingertip controls for a variety of audiovisual skills aid will be able to use the supplementary presentation devicesmotion picture projectors, slide resources of the Study SkillsCenter. On completion and large transparency projectors, tape recorders, and of the addition (spring 1967), theaudiovisual ma- disk recording playbacks. terials also will be housed in this library complex. At present the Center maintains thefollowing ma- chines for student use: Autotutor Mark II, Minimax, Mast Teaching Machine, Craig Reader, TapeRecorder, and Reading Pacer. There are severalmachines of each type available. Students use theteaching ma- chines on a first-come, first-use basis. Student reac- tion to the use of teaching machines hasbeen quite favorable. The Center also has many programed textbooksfor supplementary classroom use in varied subject areas. English, mathematics, and the physical sciences are the subjects where aids to promoting improvement in skills seem to be most readily available. The students who have visited the Center show a considerable degree of enthuSiasm when using the supplementary materials available for their study courses. The Center has been branching into adjunct areas of student aid in addition to programed instruction and tutoring machines. In cooperation withthe Eng- lish Department, a Writing Laboratory has been or- ganized and has been operating successfully forthe past year. Students are tutored byoutstanding Eng- lish students under faculty supervision. Organizing ideas for writing of themes is stressed.Vocabulary

98 f the top surface is affixed a flatbed Model 88 3M Chalkboards are metal in order to accommodate ransparency projector. The projector is tilted slightly magnetic display materials. Hook-and-loop boards o project without keystoning onto onehalf of the provide additional display surface. urface of a projection screen mounted overhead. The The entire optical display arrangement along with rojector has a fixed focal length with respect to the the remote-access video display and audio system in creen. In the center of the instructiondesk is a each classroom allow the professor to make a smooth inged self-storing lectern. With the lectern in the transition in use of media at any time without moving tored position, the desk top is flat. On the other side, any screens, or walking acrossthe classroom to a wo hinged doors in the desk top open to a compart- light switch, or adjusting window shades. Classrooms ent containing a Kodak Carousel 35mm slide pro- are carpeted,windowless, and air-conditioned in jector and a Wollensak T-1500 audiotape recorder. order to provide uniform environmental conditions The slide projector also has a fixed focal length most conducive to efficient study. yelationship to the overhead screen and uses the other A fully equipped Instructional Materials Center half of the projection screen surface. It has a separate prepares thousands of slides, transparencies, mag- 'off-on switch and uses a remote control switch for netic and hook-and-loop backed posters, charts, de- lorward, reverse, and focus functions. The audiotape vices, as well as models and other materials upon Frecorder microphone is equipped to plug in to the request. Faculty are not limited in their useof these qlectern for use when the professor is standing or in services, and all materials are charged against the tto the opened surface of one of the compartment Learning Resources Division budget rather than doors for use when the professor is seated. The com- against academic departments. partment door receptacle also serves as the storage et a icked.ner f or the microphone when the compartment is 1 o The Forum Building The projection screen is made from a mat-finished, Pennsylvania State University, University Park Ispecially prepared 3/4" plywood mounted in such a Leslie P. Greenhill fashion that the entire screen appears to be floating. An auxiliary classroom light switch is located im- A new instructional building called the Forum was tmediately adjacent to the multimedia desk so that completed and put into use at Pennsylvania State classroom lights may be turned off when necessary. University in 1965. In designing this building, which consists of four lecture halls each accommodating 396 students, special attention was given to char- acteristics believed to relate to effective teaching and learning of large groups of students. The building is circular in shape and has a central core which contains equipmentfor projecting 2" x 2" and 31/4" x 4" slides, 16mm films, and television. The building is arranged to provide for rear projection on translucent screens in each of the four auditoriums. Each screen will accommodate two images side by side or a central image. Facilities also exist for audio- tape recording and playback. A small TV camera is provided for each auditorium to be used for the magnification of small objects and demonstrations. The image from this camera appears via the TV pro- ah-dat jector on the large translucent screen. In each audi- torium there is also provision for front projection on the overhead projector. All of the projection equip- ment in the central core may be operated bythe instructor from his lectern or may be controlled by a technician in the central core. Special attention was paid to characteristics of auditoriums which make for good visibility of chalk- boards, projection screens, and demonstrations. The seating is in semicircular rows; the room lighting can be varied for different kinds of learning situations. Special attention was paid to the acoustical char- acteristics of the room to ensure good audibility of the spoken word and projected sound. The building is air-conditioned. Provision was made in the original design for the subsequent installation of audience response equipment.

99

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Still Photo Services A view of a typical class- room in the Forum Build- ingatthe Pennsylvania State University.

Still Photo Sei vices The Instructional Auditorium Building of the Pennsylvania State University contains four large-group presentation classrooms, each seating 395 students. Pie-shaped, these classroonis provide excellent facilities for various types of visual and audio communi- cation.

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....? . . . .540 444" 1125-.FOO, FLOOR PLAN INSTRUCTIONAL AUDITORIUM BUILDING THE PENNSYLVANIA STATE UNIVERSITY Still Photo Services Thisboard,located ontheinstructor's podium, provides controlsforallaudio- visual presentation devices. 100

- Multimedia Teaching Facilities The instructor has a complete range ofteaching Rensselaer Polytechnic Institute, Troy, New York techniques, visual and audio aids, and communica- William L. Millard tion systems to carry out his teaching program.A has typical lecture may include use of the overhead TV Since 1960 Rensselaer Polytechnic Institute camera system, livetelevised demonstrations, video- been engaged in a number of experimentalinstruc- tape presentations, a film clip, someslides, and per- tional programs designed to exploit multimedia ap- haps some conventional chalkboard work.Effective proaches in large-group teaching. The intent is to use of these groupcommunication resources demands provide for concurrent displays of various combina- of operated under advance organization and preparation and testing tions of visual and audio materials segments of each presentation. Ingeneral, the flexi- direct control of the classroom instructor. bility of visual and audio display resources inthese There are now six fully equipped multimediaclass- multimedia classrooms and auditoriums has given rooms and auditoriums inoperation with a total seat- creative teachers new dimensions in communicating ing capacity of more than 1,200students. Six addi- tional classrooms also were in various stagesof with students. completion during 1967. Typically, each multimedia instructionalfacility Feedback in Learning Systems contains University of California at San Diego, School of Medicine 1. A multiple-image front or rearprojection system Charles F. Bridgman for the display of television, films, and slides re- motely controlled from a lectern switching console. If we envision Mark Hopkins instructingstudents 2. Either a single or doubleoverhead projection in a log hut on a simple bench, most of us agreethat system. learning is best accomplished in small-grouptutorials. 3. A three-levellighting system interconnected But even in such simple environments, there is ahigh with the switching console to set room lighting auto- level of sensory input to the learner throughverbal matically at a level appropriate to the projection and nonverbal channels adding up to effectivefeed- device employed. back loops between student and instructor. 4. An integrated audio system connectedwith the Toward this end, instructional facilities at theUni- lectern console so that audio sources are auto- versity of California at San Diego, School ofMedi- matically coordinated with the appropriate presenta- cine, have been designed to encouragethe develop- tion. ment of several kinds of student responsesystems 5. An overhead TV camera systembuilt into the within learning areas. With the ever-mounting num- lecture area and operated by the instructor. ber of students, the intent is to use machines tohu- Selected instructional spaces are interconnected manize, not dehumanize, learning. For example, an with the campus TV audio, intercommunication,and electronic response system used duringlectures control circuit distribution system. allows students to transmit anonymously their an- Biology, psychology, economics, history, physics, swers to multiple-choicequestion .. inserted at fre- engineering graphics, and chemistry are representa- quent intervals within lecture content,thus promoting tive courses currently utilizing the multimedia ap- an immediatecollective feedback to the instructor as to their understanding. Such participationapproxi- proach to instruction on the campus. mates a kind of tutorial teachingwhich results in In engineering graphics, for example, the instructor early reinforcement of learning. This vitalfeedback gives a live presentation from a small studio to stu- information, instantly available to the instructor, dents viewing in two interconnected multimedia classrooms. Slides and films are projected in each allows him to branch or back up in his presentation classroom as an integrated concurrent part of the as the need becomesevident. overall lesson presentation. Similarly, 550 students are At the same time, each student is aware ofhis indi- taught freshman chemistry in a converted highschool vidual performance as the instructor relates tothe auditorium by means of a multimedia system designed group an explanation ofeach correct response. Stu- to take maximum advantage of bothtelevision and dents, therefore, may judge their own performance in direct projection. relation to that of their peers much as examination The auditorium is equipped with 15 TV sets; an grades traditionally offer some measure of perform- overhead instructor-operated TV camera fordisplay ance feedback but,unfortunately, delayed beyond of written material, transparencies, book illustrations, usefulness in learning. In essence, programed learn- small objects, and the like; two floor camerasfor ing principles are utilized even within large groups. pickup of demonstrations and chalkboardwork; a Another setting, devoted to small-group instruction videotape recorder; and a control console. using programing techniques, includes specially struc- In addition to the TV systems a directprojection tured exhibits which can be readilychanged in ac- system is provided for the display of slides,films, and cordance with subject emphasis and can be displayed overhead projector demonstrations on a rear projec- in hallways. In this instance, the hallwaysbecome tion screen. All projectors are controlled by the in- valuable instructional areas. Programed questions structor. which illustrate or reinforce major concepts currently 101 being studied in the laboratory are brought to the Multimedia Visuals in College History attention of students. Guided by these questions, stu- Wisconsin State University at Stevens Point dents cluster into their own small-group tutorials Frederick A. Kremple characterized by spirited interaction and are only occasionally assisted by teaching staff. Few attempts have been made to explore potentials of new visual media as instructional aids in the teach- Hallway exhibits, along with a multitude of other ing of history on the college level. The major purpose instructional materials, will originate from a Learning oi the research reported here was to investigate the Resources Center strategically located near lecture practicality of applying such media as supplements to halls and teaching laboratories. Production of these the traditional lecture method of instruction for large- materials will take place in centralized facilities de- sized survey courses in freshman history. The course voted to preparation of illustrations, models, plastic- chosen as the subject for the investigation was a two- embedded specimens,exhibits,stillphotographs, semester survey of medieval history. motion pictures, and videotape recordings. These facilities are conveniently located immediately below Four successive objectives were established and the Biomedical Library. carried out in the study: 1. Analysis of subject content areas of medieval Multidiscipline teaching labs, designed as lecture history to determine what areas would lend them- laboratories, will be linked together by a video sys- selves effectively to instruction by means of visual tem that can be used to disseminate lecture content media. and pace laboratory exercises. Each student is as- signed an individual cubicle and shares an adjacent 2. Analysis and evaluation of existing available laboratory bench with three other students. Sixteen visual aid materials as well as construction of new students in all are accommodated in each laboratory, materials where deficiencies of kind and quality presided over by a teaching assistant. Six laboratory existed. groups, holding in total 96 students (one medical 3. Integration of prepared materials and techniques school class), respond to live demonstrations over the to actual classroom instruction in a freshman survey video system. (One important premise is that students lecture course in medieval history. are enabled to apply immediately in the laboratory 4. Construction and application of a twofold pro- the information which they have just received in lec- gram for evaluation of the project. The first approach ture form, rather than disrupt the continuity by mov- to evaluation was to secure the objective reaction of ing from lecture halls to laboratories.) the students to the new media and techniques as Short video presentations alternate with more applied in conjunction with the lecture method. The lengthy student participation periods for accomplish- second approach to evaluation was the determination ing their laboratory exercises. Questions from stu- of the instructional effectiveness of the experimental dents are filtered and fed back to the lecture demon- techniques through the application of achievement strator by the teaching assistants located in each tests and comparison of results with the achievement laboratory. The most important questionsare dis- of a control gruup. cussed in succeeding demonstrations over the video In all, some 600 2" x 2" slides were collected from system, again introducing critical feedback between commercial sources or constructed by the research lecturer and student. Videotapes of these demonstra- staff; about 400 transparencies for overhead projec- tion also were used. Because of the meager supply of tions are then available during unstructured hours of commercially available transparencies in medieval the same day and for several succeeding days of that history, most transparencies were produced by the week. Such tapes will be held over in the Learning research staff through various photographic and du- Resources Center until the following year when dem- plicating processes as well as through original art onstrations are to be repeated for a new class. Last production. They included a wide variety of materials year's tapes act as instructional guides for the staff such as maps, map exercises, direct quotations, pic- to improve each year's newly modified demonstra- torial illustrations, diagrams and charts of historical tions. concepts, vocabulary studies, lecture outlines, chro- The above applications of instructional mediasug- nology studies and quizzes, and genealogy exercises. gest some primary goals of establishing feedback The 2" x 2" slides were utilized chiefly to present the loops within the learning experience. The major con- development of medieval arts. Available 16mm films cern is in utilizing communication media to focus were evaluated, and ultimately six were selected on the basis of pertinency and quality for utilization in message stimuli in such a way as to sustain an arousal the project. threshold which will give powerful impact to learn- The prepared materials and techniques were then ing. However, it should be emphasized that the selec- utilized in actual instruction on an exploratory basis tion of the appropriate medium will be determined by in a two-semester survey course in medieval history. the nature of the message being conveyed and the Two sections of the same course were taught simul- skills plus enthusiasm of the instructional staff in taneously by the same instructor. In the control group order to reach into the student where he is most traditional methods and instructional aids were ap- receptive to learning. plied; in the experimental group the prepared media

102 were utilized. For purposes of evaluation, the matched Foothill College, Los Altos Hills, Calif. Student re- pair technique was applied for both semesters of sponse system takes roll in 3 seconds, gives test item course work. Pairs were matched on the basis of pre- analysis, cumulative test records for students. (No 'test scores, ACT percentile in social science, ACT contact listed) general percentiles, and high school history back- Illinois State University, Normal. Has 3 multimedia ground of the student. The examining instruments auditoriums in use, another planned; 2 rear projec- mere a questionnaire to determine student attitudes tion, 2 front projection. Remote control of equipment toward the new techniques and a posttest in the form is provided. (William C. Prigge) of 200 objective questions which was applied at the Illinois Teachers College, Chicago North. Auditorium- close of each semester to determine progress scores. Telemation-Responder-Laboratory: Multiscreen rear ,The differences in the progress scores were subjected projection with student response system and com- go the T-score formula to determine the significance puter-controlled presentation. (Charles H. Stamps) of difference in mean gains of the paired groups. Indiana State University, Terre Haute. Has 2 multi- 1 For the first semester, the significant difference be- media rooms of 255 seats each; rear projection equip- tween the mean gains of the two groups was .7099, ment, and provision for student response systems. which fell below the .05 level of probability (2.064). (Russell McDougal) For the second semester, the difference was 1.833, Los Angeles Valley College, Van Nuys, Calif. Study but still below the .05 level of probability. Skills Center includes programed instructional mate- Student response to the use of the multimedia tech- rials, teaching machines, self-tutoring aids, and List- niques was overwhelmingly favorable. In the final ening Center. (M. Jack Fujimoto) 1 groupof responses, 51 out of 52 replies endorsed the Meramec Community College, Junior College District program as having definite advantages as instruc- of St. Louis St. Louis County, St. Louis, Mo. Pro- tional devices. jection systems plus student response can be pro- The experiment proved the feasibility of adapting gramed for use independently or in partnership with multimedia visual aids techniques to college survey instructor. (Walter E. Hunter) history courses taught by the lecture method. Analysis t of course content proved that many elements of the Oklahoma State University, Stillwater. A preplanned content could be adapted effectively to newer media and completely equipped AV center (July 1967) will instructional techniques. Both the favorable responses encourage faculty members to make maximum use of of the students to experimental techniques and the new media. (J. C. Fitzgerald) maintenance of a favorable learning progress by the Oral Roberts University, Tulsa, Okla. Multimedia pro- experimental group in comparison with the control fessor's instruction desk combines hinged self-storing group support this conclusion. The increase in the lectern, fixed overhead projector, and a compartment significant difference of the mean gains for the sec- containing 35mm slide projector and audiotape rec- ond semester over that of the first semester seems to order. Chalkboards are metal in order to accommo- indicate that further refinement of materials and date magnetic display materials. TV monitor is in- techniques would result in a significant level of dif- stalled separately. (Paul I. McClendon) ference between the traditional lecture method and Pennsylvania State University, University Park. Has the lecture method supplemented by newer media 4 lecture halls seating each 396 students; rear projec- tand techniques. tion central core for slides, films, audiotapes, TV. TV camera in each auditorium for magnification. (Leslie P. Greenhill) INSTITUTIONAL INVENTORY Rensselaer Polytechnic Institute, Troy, N.Y. Has 6 multimedia classrooms and 6 more under construc- 1,Boston University, Charles River Campus, Boston, tion. Extensively used; complete equipment installa- Mass. Auditorium of 1,000 seats adapted to integrate tions. (William L. Millard) a variety of AV media; remote control by instructor Southern IllinoisUniversity, Carbondale. General of all systems. (Gaylen B. Kelley) classroom building designedfor multimedia-sup- Bowling Green State University, Bowling Green, Ohio. ported instruction. Four 300-seat and six 80-seat class- Three large-group instructional rooms being planned rooms. Student response systems planned. (Donald L. for rear projection multimedia use with split screens Winsor) t for simultaneous projection. (Glenn H. Daniels) State University of New York (SUNY), College at Calif ornia State College at Long Beach. Planning Brockport. A 160-seat teaching auditorium with rear (1967) new multimedia rooms, including videotape projection is used for simultaneous display of 2 or and closed-circuit facilities in new library. (George E. 3 media in experimental preparation for a new build- Dotson) ing under construction (1967). (JackB.Frank) Central Connecticut State College, New Britain. Multi- Syracuse University, Syracuse, N.Y. Student response media instruction hall to be completed fall 1967, in- system in Newhouse Communications Center is con- cluding TV camera at lectern for image magnification. nected to a distant computer for rapid print-out. (De (Charles A. Herrick) Layne Hudspeth)

103 University of Bridgeport, Bridgeport, Conn. College of SUMMARY Education uses 3 classrooms and a control room to demonstrate to future teachers the applications of After reading descriptions submitted by colleges large-group instruction. (George E. Ingham) that have constructed multimedia classrooms, and University of California at San Diego. Student re- visiting and consulting with the directors of several sponse systems, structuredexhibits in hallways, and of them, the HEMS staff is convinced that the multi- multidiscipline lecture laboratories with carrels inter- media room does enable instructors to realize the goal linked by CCTV and audio systems. (Charles F. Bridg- of quality in large-class instruction but not without effort. Effective utilization of the multimedia installa- man) tions seems to require that the instructor be assisted University of Miami, Coral Gables, Fla. Octagonal by several technicians: the projectionist to schedule, building with six 300-seat classrooms and 2 divided load, and maintain the several items of projection classrooms for 100 each, plus smaller rooms behind equipment in the building core; the graphic artist to central core projection. Complete and adaptable in- assist in preparing charts and slides to supplement stallation. (John A. Fiske) the lecture; and the audiovisual librarian to suggest University of Pennsylvania, Philadelphia. Instruc- sources of tape, film, and videomaterials that can tional Resources Laboratory has a 50-seat classroom contribute to the behavorial purposes of the instruc- and 10 surrounding rooms, to train teachers in the use tor. In addition, the appropriate use of the equipment of cross-media and multisensory approaches. (Hugh afforded in the multimedia room requires planning M. Shafer) and rehearsal time of the instructor far in excess of Wartburg College, Waver ley, Iowa. Permanent self- that used in preparing the usual lecture. Unless the contained, custom-designed projection facilities in instructor finds some sort of reward for this addi- auditorium and lecture room of new (1967) Hall of tional travail, he is likely to retreat to the practice of Science. (R. A. Wiederanders) using the multimedia classroom simply as another Wisconsin State University at Platteville. In about 2 lecture room. This practice was observed several years will have large-groupinstruction via TV plus times by the HEMS staff in visits to these facilities. EDEX response system. (Glenn G. Brooks) Thus, again, faculty enthusiasm is the key to reali- Wisconsin State University at Stevens Point. Multi- zation of the undoubted values of the improved in- media in history to supplement medieval history lec- structional environment in the multimedia room. This tures. Some 600 slides were collected, and 400 over- enthusiasm seems to be intimately connected to the head transparencies were produced. Proposed Learn- provision of released time for the necessary plan- ing Resources Center (including library) to include ning and of competent paraprofessional technicians campus-wide CCTV and dial-accessretrievalin to assist in the detail work of certain technical aspects residence halls. (Frederick A. Kremple) of course preparation and presentation.

104 TRANSPARENCIES FOR OVERHEADPROJECTION

t for overhead projection.The [AS WAS true with theaudiotape recorder, so itis able visual materials reports of in- grant consisted of twooverhead projectors (one port- lalso with the overhead projector: few able), a "Secretary" copier,texts for theteachers, movative use weresubmitted by thecorrespondents to that the large transparency papersand films of alldescriptions although there was evidence mounting frames,colored IHEMS,ctransparency remains oneof the most effectiveand (both clear and colored), media. This medium adhesives, and 170 sets oforiginals. Two workshops ,widely used of all of the new that summer one forthe College fac- provides an especiallysimple and economical means were given introduction of ulty and the other forthe teachers of localelementary 1 of Improvinginstruction through the Results in the college com- timpromptu illustrations orthrough the use of pre- and secondary schools. local munity were quitephenomenal. During the1966-67 i viously prepared projectuals from commercial or example, the audiovisualequip- the classroom little or noexpertise is re- academic year, for sources. In ment served manydepartments includingbusiness, quired in making effective useof the equipment;local music, 1 transparencies, of course, home economics,languages, mathematics, I' production of the necessary studies. In addition,transparen- usually implies need forthe assistance of a compe- sciences, and social cies are preparedfor nearby schoolswhich are not tent graphic artist. equipped with a copierbut do have projectors. It is in the areaof teacher preparationthat over- used. Each prospective CASE DESCRIPTIONS head projection is most teacher is given the opportunityto becomethoroughly acquainted with thematerials and to haveminimal Uses of Overhead TransparencyProjectors during one of hermethods Mount Saint Mary College,Hooksett, New Hampshire practice in their use Sister Mary Boniface, R.S.M. courses.Overhead projection isused frequently by the instructor beforethe student is asked toteach a Mount Saint Mary College(enrollment of 250; with sample lesson based on its use. percent of its studentsin the teacher prepa- An actual case ofsuch a lesson is theteaching of about40 teacher, ration program)purchased its first overheadprojector the digestive system ingrade 5. The student for faculty use and a"Secretary" copier anddry in preparing herlesson, decided to usethe opaque photocopier for library use inthe fall of 1963. Inthe green film, sothat the outline ofthe various parts of followed, only threefaculty members, the digestive tractwould be clearly defined.However, two years that since representing twodepartments, made use ofthe pro- she soon found thatthis defeated her purpose, transparencies. Other mem- she intended to labelthe parts as each wasintro- jector, using handmade colored bers of the faculty feltthe results were notworth the duced. Unwilling toabandon the clear-cut outline against the blackfield, she cut out thediagram time and effort required. clear film $2,000 grant close to the outlineand put a sheet of In June 1965 theCollege received a stage, on whichshe could The general purposeof the beneath it on the projector from the 3M Company. write the names ofthe parts. As the lessonprogressed grant was to acquaintfuture teachers withthe avail- 105 she found that this was even a better arrangement none is given in their manual.The third dimension than making a black-and-white transparency because, obtainable in such diagrams is most helpful to the in order to review, she simply replaced the used film student. by a fresh one, eliminating the need to wash off the inked labels. Teaching Geographical Concepts and Analysis with Transparencies Currently the social science department is experi- St. John College of Cleveland, Cleveland, Ohio menting with map overlays and looks forward to the Sister Mary Clareanne, S.N.D. possibility of having children map out the major movements of the great wars with colored spots to The overhead projector is an integral part of every represent armies placed appropriately on overlay geography class at St. John College of Cleveland. maps of the area where the particularbattle was Transparencies have been prepared to illustrate the fought. These new materials have added another basic principles of physical geography and of map dimension in teaching aids and have helped liven analysis. Furthermore, each student is provided with methods courses. a duplicated copy of the piojection to annotateand The Modern Mathematics series of transparencies label during the lecture and to retain as a summary published by 3M Company has been the basis of of the class. many lectures to parents in nearby schoolsby one of Since geography emphasizes relational thinking, the faculty members. These parents are anxious to the overhead projector is well suited to this subject. know about the "new" math their children are learn- A transparency of one base map with several over- ing and have requested the lectures, often scheduled lays is used to illustrate the relationship or coinci- for local parent-teacher meetings. Teachers of these dence of climatic regions with vegetation, soils, land children also have attended the meetings in large use, and population distributions.Temperature and numbers and have found them profitable. precipitation data as well as climographs are pro- jected by means of the overhead. Initially, analysis is a class cooperative project through discussionde- ducing the probable place where the particular tem- perature and precipitation regime might be character- istic. In this way a student learns how to analyze data found in his supplementary readings on the various world regions. Students prepare their own visuals to accompany their reports. They are provided with acetate sheets and are assisted in preparing map and graph trans- parencies to illustrate their talks. This experience of learning and sharing via visuals demonstrates to these future teachers how to teach geography con- cepts and map skills visually. Later in their social studies methods course they deal specifically with these media in their application to elementary school Thisspecially designed instructor's desk and geography. podium contains a built-in overhead transparency projector well out of the line of vision of students The use of transparencies permits the instructor to in the class. (Oral Roberts University) share and to show diagrams prepared from a great variety of sources. The illustrations in any one Acquainting freshmen with the plan of a library, adopted textbook are never entirely adequate. New the card catalog system, and how to set up a bibli- terms are lettered beforehand and projected during ography have become simplified tasks with the use of the lecture so that terminology and place names will overhead projection. Lamination of valuable photo- be spelled accurately in the students' notes. The out- graphs, maps, and newspaper clippings is another standing merit of the overhead projector, however, is recent development here. Whether for enhancing the that students can be guided and directed in map read- beauty of a picture or preserving a document, this ing, in discovering areal relationships, and in ana- method has proved to be most valuable. lyzing a variety of data population statistics, cli- The science department has found ready-made matic and economic factors which characterize transparencies of complex systems as well as simpli- each world region. fied explanations of bonding a positive addition to its Wall maps likewise are used extensively by the course work. Many anatomy drawings, formerly students principally to locate places during a discus- traced laboriously by hand and then transferred to a sion or to review and/or summarize a lecture. At least Xerograph master, now can be reproduced in a few once during every lecture the globe is examined for seconds for overhead projection with perfect clarity. the global position of the respective world region A most recent use of the projector in the laboratory being analyzed, its relation to other places on the is to flash on the screen a copy of the setup of an curved surface, and the implications of its latitudinal experiment for freshman chemistry classes when position which can be realized in no better way.

106 work and individ- By means of transparencies,the globe, and wall graphic artist is employed for art ualized masters. A staff photographeralso is em- aps, the ideal oftwo-thirds student participation in reduce art work to very class isachieved: students focus on the pro- ployed to reproduce, enlarge, or suit the particular subject Matter.Masters of all in- ected visual, annotate theirindividual duplicated file for pos- opies, handle the globe anddemonstrate with it, and dividualized transparencies are left on wall maps. This sible future use by others and forreference. Many oint out locations and relations on coarse-screened illustra- se of three mediastimulates thoughtful analysis and valuable line drawings and good geography tions obtained from magazines, newspapers,and elational thinking, the hallmark of have been found eaching and learning. books (with copyright permission) invaluable in building up the picturefile. All originals or masters are filedfor easy reference 'Three-Dimensional Color Projection under subject headings such asGeography, History, University of Idaho, Moscow Mathematics, Science, English, ForeignLanguage, William B. Hall Physical Education, Art, Business,Vocational Educa- card file also is being The graduate course in photogeologyoffered by the tion, and the like. A cross-index 'College of Mines of the University ofIdaho uses established for specific categories. three-dimensional projection to speed recognitionand A specialized part of theTransparency Reproduc- interpretation of air photos. tion Center is the establishmentof the Northeast Re- !increase effectiveness of the University of As in most such courses inphoto interpretation, there gional Media Center for the Deaf at interpretation and evalua- Massachusetts sponsored through theU.S. Office of is strong emphasis on the demonstrations to vari- tion of geologic conditions asshown on stereo pairs Education. Besides traveling ous schools ofthe deaf throughout the Northeast,the of vertical black-and-white airphotos. such schools for At the University of Idaho there isalso a very sub- Center furnishes transparencies to stantial investigation of thepotential value of three- .11-77 dimensional color air oblique photo pairsin geologic interpretation. With special 35mm cameras,oblique air photos are taken of areasof geologic interest and are processed tocolor transparencies of normal 24mm x 36mm format.For classroom study theseslides are projected, using a modified TDC stereoprojector, class uses polarizing spec- onto a silvered screen. The 1 tacles and can see the aerial viewin color and in stereo. The instructor canthen discuss the geologic setting of the area and ask forclass interpretation of the view shown. Many variationsof class usage are possible depending on the aim ofthe instructor. It is also possible to transfer theinformation to topo- 4, graphic maps of the same area whenthe map scales Official photograph, U.S. Navy Local productionofslidesand are appropriate. transparenciesprovidesessential support to college and university instruction. A Transparency Reproduction Center University of Massachusetts, Amherst Nathan S. Tilley their use in teaching. Thedevelopment of research into teaching of the deaf withthe overhead projector The Transparency Reproduction Center atthe Uni- appears to be ofprime importance to the project. versity of Massachusetts wasestablished to enable Also in connection with thisUSOE project the Uni- professors throughout the campus tohave trans- versity of Massachusetts (andwith three other uni- parencies for the overhead projectormade for their versities) presents an instituteeach summer for the use in teachingno matter whatthe subject. The purpose of trainingteachers of the deaf in the funda- Center now has on file more than 10,000masters from mentals and uses uf newermedia. A course of study which transparencies can be made.These were ob- leading to a master's degree in newermedia (incor- tained from commercial and educational sources. porating a library science course)for teachers of the Included in the equipment for transparency pro- deaf is being developed. duction are heat, dry transfer, and Diazoprinters for individualandexperimentaltransparencies. An Ozalid "Ozamatic" machine also isused for large INSTITUTIONAL INVENTORY production runs. Cameras, letteringdevices, and specialized trans- Clemson University, Clemson, S.C.Low-cost trans- coloring supplies are available for Clemson for distribution parencies. parencies are produced by Because many transparencies arecustom-made for to each vocational teacherin South Carolina. (Arthur specialized use by a particular instructor, afull-time K. Jensen) 107 Fairmont State College, Fairmont, W. Va. Locally University of Massachusetts, Amherst. Transparency made transparencies used widely in teacher educa- Reproduction Center on campus catalogs more than tion. (Stark A. Wilmoth) 10,000 masters from which transparencies canbe Hahnemann Medical College and Hospital, Philadel- made or magnified; a project is under way to investi- phia, Pa. Clinical students in obstetrics and gynecol- gate use of overhead projectors in teachingthe deaf. ogy are provided with transparencies andprojectors (Nathan S. Tilley) at the hospital for study during waiting periods University of Pittsburgh, Pittsburgh, Pa. All freshman ("times of brief idleness") to supplement other kinds English instructors use overhead projectors to project of learning. (Lawrence McGowan, M.D.) and criticize student writing. (Edwin L. Peterson) Illinois State University, Normal. Production labora- University of Texas, Austin. Colored transparencies tory in AV Center uses 3 student graphic artists and are used to replacechalkboard drawings in teaching provides transparencies and 2" x 2" slides for all engineering, descriptive geometry, and an increasing departments. (William C. Prigge) number of other courses. (Clayton W. Chance) Junior College District of St. LouisSt. Louis County, St. Louis, Mo. Large collection of color slides used in Wesley College, Dover, Del. Transparencies used in art and art appreciation. Analysis made of paintings language, mathematics, chemistry, English, history, and drawings by means of a 2-projector overlay tech- physics, psychology, business, and biology. (Richard nique. (David Underwood) L. Titus) Marygrove College, Detroit, Mich. Substitute for Wisconsin State University at Stevens Point. About classroom observation provided in teacher training by 500 slides and 400 transparencies have been assem- means of "audio-slide" sequences: tapeof lesson is bled for a survey course in medieval history. In synchronized with colored slides. (Sister Mary Gil- paired comparison with "conventional" course by mary) same instructor, NSD in tests, strongstudent ap- Mount Saint Mary College, Hooksett, N.H. In teacher proval. (Frederick A. Kremple) preparation, transparencies are prepared for all de- partments of the College, and students are taught how to make and use transparencies and overlays.Used in SUMMARY history, mathematics, library usage, science. (Sister Conversations with several directors of learning Mary Boniface, R.S.M.) resources in the colleges and universitiesvisited indi- Oklahoma State University, Stillwater. When a state cate two conditions that will encourage competent specialist meets with county or regional supervisors use of overhead projection inteaching: first, the de- to explain a new farm project or federal program,he partment of learning resources should provide com- reproduces his visuals so that each local supervisor petent graphic artists and photographers to workwith may have a copy. In one case,this meant that the instructors in developing and producing transparen- University prepared 92 sets with 40 transparencies cies for class use, without burdening thebudget of each. (J. C. Fitzgerald) the separate instructional departments; second, con- Rensselaer Polytechnic Institute, Troy, N.Y. Used sultants with competence both in the audiovisual field either singly or in combinations of 4 to 6 overlays, and in an academic discipline should be employed to transparencies are produced to illustrate such con- help instructors analyze their courses and develop cepts as resolution of vectors, electron drift; some ideas for transparencies (or other visuals as appro- "technamated" to show motion patterns. (Walter Ep- priate) that would improve their presentations. penstein) Based on the observations of the HEMS staff and St. John College of Cleveland, Cleveland, Ohio. Over- the enthusiasm of the authors who have reported head transparencies used in geography to illustrate their applications of the equipment, it seems reason- physical geography and map analysis. Students are able to suggest that investment in overhead projec- issued duplicated copies of projectuals for labeling, tion equipment might be one of the most rewarding notes, summary. (Sister Mary Clareanne, S.N.D.) approaches to improved college instruction. Nearly State University of New York (SUNY), College at all instructors could find a use for this technique in Oswego. Trays of slides are set up to go witheach their classes, at least all who have previously used presentation in music history and appreciation. Syn- the chalkboard; and the experience of cooperating chronizedtape-slidesforindividualstudyare with a willing graphics expert and a competent sub- planned. (Paul W. Rogers) ject matter consultant on visuals would nodoubt University of Colorado, Boulder. Use is made of encourage many faculty members toexperiment in builders' polyethylene sheets (4 mil thickness) with making further instructional applications ofother typing carbon paper (1 above and 1 below) and type sorts of instructional hardware. The keycondition for on the polyethylene. (OtisMcBride) effective use, to repeat, seems to be the kind of University of Idaho, Moscow. In photogeology, 3- institution-wide encouragement that is signified by dimensional color air oblique photo pairs are coupled the provision of centrally budgeted assistance oftech- with student polarizing spectacles, for geologic inter- nicians and faculty persons for the instructorwho pretation. (William B. Hall) desires to improve his teaching.

108 , A

XI

TELEPHONE APPLICATIONS TO INSTRUCTION iTHE basic application ofthe lecture by telephone, ous remote locationsaccompanying sets of correlated or "telelecture," isdescribed in New Media in Higher drawings (done by hand and transmittedinstantane- Education (1963).* Many colleges have sincemade ously to the distant points of use). excellent use of this technique to avail themselvesof the instructional contributions of guestswho cannot kome to campus but are willing to devote some time CASE DESCRIPTIONS class. Visitors Ito a telephone dialogue with a remote Telelectures Overcome Distance in Off-Campus Instruction ,from abroad or important governmental orscientific New Mexico Highlands University, Las Vegas kpersonalities may finditdifficult or expensive to Gordon E. Patterson and john I. Johnson travel to a campus but quite possible andsatisfactory fto sit at a telephone and be interviewedfor instruc- It was a Highlands University graduateclass en- tional purposes. titled Administering Audiovisual Services,and the A somewhat different and more structured useof author of the text for the course was deep in adis- the telelecture is reported from the medicalschools in cussion with the students about problemsof instruc- one of the small states.In a program supported en- tion that the class had identifiedthe previous week. tirely by members of the medical profession,formal The students were experienced teachers, thediscus- authority, and the 0medical lectures from the two medical colleges inthe sion leader was an outstanding f state are phoned to communityhospitals, where a give-and-take conversation was lively. Teacherstak- room is equippedfor listening by members of the ing the class represented four school systemsin New Imedical and paramedical staffs. When the lecture is Mexico: Bernalillo (48 miles south of Santa Fe),Es- ( scheduled in advance, charts and slides are sent out panola (25 miles north of Santa Fe), Santa Fe,and to each hospital in advance ofthe presentation. In Las Vegas (66 miles east of Santa Fe). addition, the hospitals are encouraged to tapethe What made this stimulating evening class meeting lectures, so that additional physicians may hearand of particular interest for this report is thefact that see the presentation at moreconvenient times. In such the discussion leader spoke from his study inSan cases the "live" listeners mayask questions, and all Jose, California; the instructor waswith the Las listeners in the network can hear both the questions Vegas teachers in a classroom on the Highlands cam- and the answers. At times, specialists in themedical pus; and the Bernalillo,Espanola, and Santa Fe schools also can present their discussions of clinical teachers were grouped around a large conference cases to practitioners inother hospitals by this same table in the Santa Fe high school library. Thedis- network; advance distribution of visuals may notbe cussion leader used his ordinarytelephone in this tpossible, but the teaching physician can be especially long-distance party-line discussion; the teachers heard careful to give complete verbal descriptions of the his voice through speakers and asked questionsof t pathology he is discussing.Telewriter installations the leader and each other through microphones. also may be used in such instances to provide at vari- Distance and time for travel no longer influencethe * Op. cit., pp. 99-100. organization of evening classes for teacherswho wish

109 ) KA r 1.9 ! :0? -4, Fk ',tr. 47. >oreqp VAi W.

to study and master new techniques in instruction or must plan carefully for telelectured class sessions, learn of new theories in education or upgrade their but, once they understand the capacities and limita- understanding of rapidly developing subject areas. tions of the equipment, they can conduct their classes Off-campus classes now can be established in remote without either loss of quality or effectiveness of in- and mountainous areas of Northern New Mexico and struction. be taught through the simple expedient of dialing in Highlands University will use the telelecture tech- a class. For greater flexibility, lectures and discus- nique again in its extension program. Off-campus sions can be punctuated with films, filmstrips, and classes will be established in areas not now possible overhead and opaque projectors, the only require- to serve. The well established on-campus evening ment being that of duplicate hardware and software schedule of classes will be "tapped." Instructors will and competent operators at both ends. stay on the campus, and the Extension Services per- The experimental class referred to earlier in this sonnel will do the traveling necessary to organize report was organized to test the idea of simultaneous and maintain off-campus instruction. instruction in widely separated communities. The class met regularly for3hours one evening each week for 8 weeks. The instructor alternated each week be- Remote Blackboard Use tween the two class sections (cutting his travel in New Mexico State University, University Park half). A mature student was designated in each sec- W. B. O'Donnell tion to be responsible for the equipment. The instructor customarily has conductedhis New Mexico State University has accepted respon- classes with lecture at a minimum and student par- sibility in meeting the higher educational needs of the ticipation at a maximum. The telelectured class stimu- State of New Mexico. The University directs the ac- lated a greater than normal student participation. tivities of several branch colleges, one located400 Discussions toward the end of the course became very miles away. It also has conducted undergraduate and animated and probing. There were fewer distractions graduate classes at the White Sands Missile Range to disrupt a discussion. which is located 30 miles away. Resident faculty The evaluation of this class disclosed that achieve- handle the programs at the remote locations, while ment (reflected by tests administered to the students) at the closer locations faculty commute from the main was maintained at the same level asthat experienced campus. In the interest of broadening the interaction in regular classes on campus. Student acceptance of of the campus faculty with the off-campus programs, this technique has been surprisingly high. Instructors the University has installed a remote blackboard fa-

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110 'filly which was used for regular classes for the first practical using the remote blackboard. Special lec- e during the fall of 1966.Previous programs dur- tures and short courses which are not a regular part g the spring and summer wereprimarily experi- of the campus academic program likewise will be ental in nature. carried in this fashion, particularly in the physical The instructor occupies a small office in one ofthe sciences and in engineering. ampus buildings, equipped with ahandwriting trans- The off-campus classes have met the new medium liter, using a dataphone link and a headset foraudio with enthusiasm. The remote blackboard program is ommunication between the instructor and one or new and has not yet beenevaluated for effectiveness ore classes. At present the equipmentis used simul- in teaching. Plans call for a careful evaluation of the aneously in two separate classrooms which are 30 system as to instructor as well as student acceptance iles apart. Each of these classrooms is equipped and performance. Students will register for classes ith a speaker and microphone to permit the students via remote blackboard at the same cost as for the o hear the instructor and conversewith him. The classes offered on campus. The program is in its classroom also is equipped with a handwriting re- infancy, and its development will depend largely on ceiver mounted on an overhead projector.Material its acceptance by the teachers and students. Svritten by the instructor is projected on screens lo- bated at the front of each classroom. Telephone lines The Use of Amplified Telephone for Interviews 'connect the instructor with the classrooms and are and Classroom Teaching paid for at local telephone rates for private lines. The Stephens College, Columbia, Missouri ates for the more distant locations will belong- lames A. Burkhart distance rates. In 1966-67 three courses were offered via thisfa- A conventional telephone equipped with an ampli- two in senior physics and one inmathematics. fication unit can bring an unlimited number of re- fApproximately 150 students were enrolled in the source persons into the collegeclassroom. Through three courses. telephonic techniques, students can hear amplified In the future a much wider part of the campusedu- comments of respondents and participate atwill in &Cational program will be offered at White Sands Mis- these long-distance discussions. ,ttsile Range, the branch colleges, and other federaland The course in American government at Stephens Icommunity installations. This will be possible inas- College was a natural laboratory for experimenting much as the faculty will not need to commute. with the telelecture. For years the course had at- !Courses for relatively small classes arefinancially tempted to bridge the gap between the textbook and National Education Association photo

111 the wider world of political action, to break down munication employing a microphone for input and stereotypes on pohtics and politicians, and to present speakers for output. The primary speaker is asked to government as a dynamic process. During the school prepare a script along with appropriate visuals tobe year 1958-59, the amplified telephone interview was sent to each receiving station. used in this course rather informally. Calls were Depending on the sophistication of the presenta- made to a number of important persons James C. tion, someone is usually required to be on hand at the Hagerty, Barry Goldwater, Chester Bowles and to receiving point to coordinate the projection and to local and state officials. Students found that ensuing check on the adequacy of the telephone installed interviews gave issues a ring of reality and a feeling 3quipment. Telephone company people are usually of person-to-person conversation. Insights into per- most capable; when requirements are clear there is sonalities, philosophies, and responses of creative little concern about technical facilities. minds to current problems were outcomes of these One example of the telelecture was an alumni meet- experiences. ing with groups in four different cities listening and Results of the first year seemed to justify further viewing a presentation by the president of the Uni- experimentation with telephonic techniques of in- versity of Colorado. After the formal speech, the struction. Supported by a grant from the U.S. Office president engaged all the groups in a two-way con- of Education, a controlled experiment was conducted versation. The Extension Division has developed in 1959-80 in four courses American Government, similar presentations so that they are commonplace Masterpieces of World Literature, Introduction to events at conferences and institutes. Business, and Basic Beliefs in Human Experience. The Costs will vary according to the individual arrange- procedure in each course was the same: one section ments made with the telephone company. There are was taught in the conventional manner while another no reasonable limitations as to thenumber of receiv- was taught experimentally with amplified telephone ing stations that may be included in a telelecture interviews. When interviews were used, the instruc- hookup. An overseas connection can be arranged. tor either introduced the topic and the interviewee There are variations in the approaches employed. and turned the interrogation over to the students or As in the above example, the communication lines conducted the interview while students took notes. may be set up for an entire presentation.Where ap- Since 1980, amplified telephone interviews have propriate, packaged programs from a single audiotape been used regularly in a number of other classes and to an audio and visual presentation may be given. for a variety of purposes (interviewing alumnae on This latter approach is then followed up by a telelec- aspects of the counseling program; in-service staff ture arrangement for a follow-up and/or discussion of training with interviews on testing, admission poli- the packaged program. cies, audiovisual methods, and others). For more sophisticated applicai ,ns a telewriter is The amplified telephone continues to find useful available by means of which the speaker and his pro- application at Stephens College. Perhaps the most jectuals are transmitted to a screen at the receiving dramatic recent extension of the technique has been location. The use at the University of Colorado varies the adaptation of the conference telephone hookup to with campus activities, but it is not uncommon to teaching. Under this arrangement a telephone net- schedule four or five telelectures per week. work is used to bring an outstanding lecturer to a group of colleges. Courses in literature, science, and Remote Teaching contemporary affairs have been offered simultaneously University of Missouri at St. Louis to a cluster of colleges. Currently (1987), six colleges lohn J. Boswell and Donald W. Mocker are cooperating in a 2-year program in which Contem- porary Literature, Great Issues, and other courses will Present demands on institutions of higher learning be taught by amplified telephone. One course will be call for an immediate and well planned alteration in offered each semester. The colleges participating in traditional methods of extending facilities of those the program are Stephens College, Bishop University, institutions to remote areas. Such demands have stim- Drury College, Langston University, LeMoyne Col- ulated the University of Missouri at St. Louis to lege, Westminster College, and Central Methodist initiate a program of research on how best to meet College. its commitment to students throughout the state who Recently (1967) Stephens College was awarded a do not have easy access to the campus. Among the Summer NDEA Institute for high school history problems concerned with off-campus teaching is the teachers. One of the features of the Institute was the number of hours spent by instructors traveling from use of this medium to interviewoutstanding his- the resident campus to the off-campus class. Often torians. an instructor will spend more hours onthe highway than in the classroom. Tele lectures To help alleviate this problem, telephone lines were University of Colorado, Boulder leased from St. Louis to the Mineral Area College in Louis Brown Flat River, Missouri, 85 miles away, to be used in The telelecture consists of arranging with the local conjunction with telelecture and remote blackboard telephone company a long-distance telephone corn- equipment. If an effective teaching job can be done

112

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only of non- The University ofMissouri at St. Louis not ing this hardware,then a great portion to extend formalcredit be eliminated, andfaculty hopes to use this equipment oductive travel time can courses topeople far from theresident campus, but urs canbe freed for morerewarding activity. the transmission ofother edu- blackboards, also hopes to facilitate The apparatus consistsof two remote cational services such asconferences, short courses, classroom projector screens,and a two- of Missouri o standard lecturer writes or and lectures thatwill help the people ay audiotelelecture unit. The continue their education.As additional segmentsof rawsschematics on the senderconsole of the remote the results will bepresented desk in the front ofthe the design are completed lackboard, positioned on a for consideration. ye lecturehall. He uses aspecial ball point pen nked with a set of X,Y grid motors.Impulses from ese motors arerelayed to receiver-projectorunits INSTITUTIONAL INVENTORY n the rearof the live lectureand remote classrooms, here identical motors areactivated to reproducethe Johns Hopkins University,School of Medicine, Balti- essage on apermanent record typeacetate tape. more, Md.Maryland's 2 medicalschools are linked his tape is positionedfor projection through over- by private telephone to manyof the communityhos- head projectors to viewing screensplaced at the front pitals of the state.Formal medicallectures are each ,iof both classrooms.Audio portions ofthe lecture are phoned, with visual andprinted material sent to Aransmitted, via a lavalieremicrophone with an exten- hospital in advance.Questions are possiblefrom any freedom of move- "Grand rounds" canalso be trans- faion cord long enough to permit of the hospitals. for ment. High-intensitymicrophones and speakers are mitted, but usuallywithout visuals (too current located in Flat River topermit students tolisten or advance preparation). (F. J.Heidrich, Jr., M.D.) ask questions fromtheir desks. A speakerplaced on Memphis State University,Memphis, Tenn. Telelec- live lecture hallcompletes University to MemphisState Uni- fthe, lecturer's desk in the tures from Indiana 'this audio hookup. versity began in 1967.Use will be extended.(Ronald The present study wasdesigned to determinethe S. Alford) effect of the hardware onsimultaneous classes and New MexicoHighlands University, LasVegas. De- i the efficacy of thetechnique for remoteteaching. scription of a telelecturedelivered to 2 separateclass- groups ofstudents were involved.One group rooms in NewMexico from San Jose,California. Two- lec- gIThree was acontrol group whichreceived a traditional waycommunication waspossible for all students. I ture on the St. Louis campus.The second group,also (Gordon E. Pattersonand John J. Johnson) in St. Louis, received alive lecture which wassimul- New Mexico StateUniversity, UniversityPark. Tele- taneously transmitted tothe third grouplocated in phone plus remoteblackboard to distantclassrooms. Flat River, Missouri.The same teacherpresented lec- Handwriting receiver ismounted on overhead pro- tures based on asingle set of notes toall groups. An jector and projected infront of diztantclassroom. effort was made to ensureequality in terms ofclass and in physics classes.(W. B. undergrad- Used in mathematics discussions and teachercontact. A senior O'Donnell) uate served asin-class teaching assistantfor the Flat Mo. Amplifiedtelephone and report con- Stephens College, Columbia, River group. Histask was to observe supplemented by"Electrowriter" used as ateaching ditions in the remoteclassroom during thelecture joining 16 collegesin 10 and medium in two courses, period and to interactwith the students prior to states. (James A.Burkhart) following the class andduring break periods.In addi- Boulder. Speaker sends ap- prepared to takeimmediate University of Colorado, tion this assistant was propriate visualsbefore telelecture ispresented. Four action in case of somemalfunction in the equipment. alumni groups heardaddress by presidentof the Pre- and post-tests wereadministered to all groups. (Louis Brown) weremade University, with visuals. Additionalbehavioralobservations University of Hawaii,Honolulu. Telelecturefrom throughout the semester,and a teacher-classevalua- Hofstra University inNew completed at the endof the course. Honolulu was delivered at tion form was York; 5-hour timedifference had to beallowed for. The results showed nodifferences among pretest there were no significantdifferences (Walter A. Wittich) scores. Similarly, University of Missouri atRolla. Combination oftele- among posttest scores,as wasthe case with be- engineering The students' responseto writer and telelecturerin off-campus 1 havioral observation data. failed to show instruction and inhumanities. (L. W. Martin) the teacher-classevaluation forms also St. Louis. Extension uses 1 the groups. University of Missouri at g systematic differences among blackboards, and projector hold importantimplications for telelecture and remote i These early results screens.Experimental resultsshowed no significant urban university, sincethey strongly suggestthe (John J. ithe economic and usable difference in achievementof three groups. itechnique may represent an Boswell and Donald W.Mocker) vehicle for extendingthe facilities of the campus. Seattle. Telelecture from holds promise ofreducing University of Washington, Additjonally, the technique Purdue University toUniversity of Washingtonin the time lag betweenresearch and the dissemination by the speaker in research to the interestedpeople Seattle.Illustrations changed of the results of this Indiana. (Boyd F.Baldwin) throughout the state. 113

> keeping up-to-date West Virginia WesleyanCollege, Buckhannon. Mobile for continuing education and for telelecture equipment is leased fromtelephone com- with most recent developments,for physicians, for scientists in industry, or for any groupswith similar pany, and manyclassrooms are provided with connec- learn in some tions for it. Students ondistant campuses have car- interests who may be congregated to ried on discussions viathis hookup; slide tape convenient spot. The simplicityof the technique and before the actual its utilization of alreadyinstalled commercial trans- presentations have been presented further study and ex- telelecture. (Walter L. Brown) mission lines commend it for perimentation. It appears quite certainthat this is a field in which much developmentwork will be done SUMMARY by the interested telephone companiesthemselves The reported imaginative uses ofthe telephone or especially with respect to the designand improvement telephone facilities suggest numerousopportunities of necessary equipment.

114 xII SIMULATION

E technique of simulation of life situationsfor encounters with the teaching and learning in anormal structional purposes was rarely reported as an classroom, a program of audio-slide sequenceshas pperational technique in colleges and universitiesthat been developed at Marygrove College which canbe 'corresponded with HEMS. However, industries asso- used to simulate classroom situations and which is ciated with education reported experimentationwith able to demonstrate techniques for teachingspecific the simulation method in the education ofbusiness subject matter to children. For these sequences actual raduate students, educational administrators,and classroom lessons are taped during real teaching physicians. As an example, school superintendent situations.After completion of any one lesson, ftrainees are provided with a series of "in-basket" colored slide pictures are taken of the now reenacted problems; their learning experience is to decide what sequence. Then in a small work areaof the ele- Additional information they need to arrive at adeci- mentary school office, the sight and soundinvolved Ision for action. In the model being developed, a are synchronized andclued electronically so that the computer is used to provide thestudent with the program can be played backlater in a college methods information asked for. course. Through the use of a4-inch lens with proper '' In medical education, also, a case descriptionis focal length, almost life-size projection is possible. ipresented to the intern, and the quality of his com- When the video portion isthus combined with 1etence is demonstrated by thekinds of further ques- strategic placement of dual speakers, thereis a tions he asks or the depth of furtherinformation he resulting illusion of reality. expresses the need for beforedeveloping a diagnosis Although the initial objective of the program is to 41rather than by the rapidity with which he reaches a provide well structured, indirect experience with conclusion and prescribes a course of action. children in specific teaching-learning situations, many Another of the HEMS reports discussed in the other objectives can be obtained through the use of ,i sectionfollowing involves the use of simulation in audio-slides: ipreparing supervisors of student teachers. Slidesand To give the entering education students a pre- tape recordings are shown to prospectivesupervisors, view of classroom situations without unnecessary peachers inthe public schools, presenting good and distractions. inadequate examples of student teacher performance. To help novice students observe differing reac- The teachers then write reactions to the several tions of differing age levels in various learning situa- /episodes and discuss as a group their counsel to the tions. 14 student teachers in each situation. To enable students who are taking a methods course to observe theory in practice moreimmedi- Ii CASE DESCRIPTIONS ately. To enable students to focus on technique and 'Simulation Techniques Using Low-Cost Media teacher-pupil interaction in isolation so they will be Marygrove College, Detroit, Michigan better prepared when they teach in a live classroom. Sister Mary Gilmary To introduce the students to some of the prob- Since today all teacher training institutions face lems and procedures of dealing with educationally shortages of observational opportunities and student disadvantaged children.

115 To help students develop a facility in evaluation supervisors on college faculties dictatethat new of classroom procedures through frank discussionsof methods be found to provide systematic opportunities other student teachers' procedures. for practice teaching. In 1961 pilot work was begun on a promising new From the viewpoint of the college instructorthere approach to teacher education which utilizessound are other advantages:the program may be stopped at motion pictures and various printedmaterials to any point forimmediate discussion; any specific part simulate classroom situations. In a facilitycalled the of the program may be replayed as desired;the stu- Classroom Simulator, multiple projectiontechniques dents may view any of the programs independently as are used to presentrealistic problems to which stu- individual assignments or as supplements tostudy; dent teachers are asked to react as if they were in an because the programs are so economicallyproduced actual classroom. Depending on theirreactions, dif- they may be very easily kept up-to-date orbe pro- ferent feedback sequences are selected forprojection. duced to meet local needs; and, inasmuch as the very A feedback sequence is a short filmshowing the most act of the instructor in producingthe program forces teacher's it likely response of the simulated class to the him to evaluate its content and technical aspects, behavior. provides a functional motive for continuingevalua- Simulation training enables a student teacher to tion of teaching techniques. practice the discrimination of cues which signalprob- In the judgment of students who haveused the lems requiring immediate attention. Such training audio-slide sequences, these conclusions seem to may aid teachers inspotting potential problems in apply: classroom activities. Laboratory simulation also per- After a few seconds of viewing theaudio-slides, mits the student teacher to practicedecision making an illusion ofreality and even of movement occurs without fear of censure or embarrassment. Astudent so that the studentshave the feeling of having learns how to fill the role of the student teacher inthe actually participated in an ongoing situation. classroom by participating in a comparable role in a The opportunity to observe and react to asitua- simulated situation. Finally, simulation training en- tion which the instructor has alsoobserved increases ables a student to look ahead. It enableshim to the evaluative aspects of the observation. discover some of the possible consequences ofvari- ous actions that hemakes in the classroom. In short, The opportunity to see another student teacher the student teacher may practice changinghis be- in action and be able to evaluateher teaching proce- students havior in view of the feedback he receives. dures is almost as helpful as if each of the With the prototype simulation facility as ithas had been the immediate subject. been developed, the learner stands in a positionrela- The possibility of viewing an audio-slideinde- tively close to a large rear projection screen; he is pendently, using headphones and being able to stop a observed by the instructor from the side. The large sequence at any point, giveseach student the feeling screen (which permits projectionof a life-size image) of having a private classroom at her owndisposal for and the use of appropriate stage props help to create learning more about children and theteaching- an illusion of reality.Problems are presented by three learning process. 16mm projectors controlled remotely by theinstruc- In an endeavor to add a new dimension tothe tor, who starts and stops projectors andselects from already existing program, the educationdepartment among the films sequencesdesired. is experimenting with Super 8mmfilm for use in the To date, a single classroom of sixth-gradershas Audio-Sell machine which combines single-concept been simulated for use in research projects supported film cartridges with a cartridge tape recorder.Through by the U.S. Office of Education. These projects have this simple and fairly inexpensive device, thedepart- studied realism variables such as size of image, mode ment hopes to broaden its programof indirect experi- of feedback, mode of response, and motion of the ences to include microviewingof discipline problems projected image. More recently, prompting and se- and other emotion-laden situations requiringthe quence variables have beenstudied as instructional viewing student to make a judgment. Onthe basis of variables. Findings have suggested that realism in the student responses alternativecartridges will be simulation and prompting are not crucial variables in played to simulate the probable behaviorresulting enhancing transfer, in comparison with instructor dif- from the student judgment. ferences and, possibly, length of training. The prototype materials present 60 differentfilm situations, each requiring student teacher reactions in Classroom Simulation Oregon State System of Higher Education,Monmouth handling problems of management and control. At Bert Y. Kersh and Paul A. Twelker present, a curriculum developmenteffort is under way at the TeachingResearch Division to produce Beginning teachers usually have relativelylittle new, more practicablesimulation packages for train- opportunity to practice teaching skillsunder expert ing teachers in the "discovery teaching"method as supervision. The shortage of qualifiedsupervising well as classroom control. These newsimulation teachers conveniently near the traininginstitution, packages will be designed to allow their use in awide limited trainingfacilities, and scarcity of expert variety of circumstances. They may beadapted for

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well as for Marygrove College, Detroit,Mich. Classroom situa- self-instructional use or for group use as of audio-slide sequences. described above. tions simulated by means use in aspecial laboratory as Actual classroom lessons aretaped; after completion Presently (1967), the prototypematerials are being slide pictures are takenof the at Oregon College of real lesson, colored used in teacher education courses As a nowreenacted sequence. Sightand sound are elec- of Education and theUniversity of Oregon. tronically cued to playback in college methods direct result of the work onclassroom simulation, producing 8mm techniques have been course. Plan toextend program by other laboratory simulation single-concept film; will allowmicroviewing of disci- developed by the researchstaff. Simulation tech- emotion-laden situations requiring reading pline problems and niques for trainingteachers how to recognize judgment of the student.(Sister Mary Gilmary) problems and for trainingdental students in handling been produced. Also,the Oregon State System ofHigher Education, Monmouth. clinical emergencies have films of classroom use ofsimulated classroom problems astest stimuli Classroom Simulator presents of simulation offers a problems, followed bydifferent resultant situations has been researched. This use reaction. (Bert Y. Kersh highly effective way ofpredicting the effectiveness developing from observer's of instructors in theclassrooms. Other applications and Paul A. Twelker) of the laboratorysimulation technique arebeing San Francisco TheologicalSeminary, San Anselmo, explored. Calif. The Ministry III courseutilizes a descriptive model of a "real" urbancommunity called Augustine City, providing studentswith lifelike situations en- INSTITUTIONAL INVENTORY countered daily by ministers inthe field. Each simula- quarter of a church year. Cdncordia College, St. Paul, Minn.Supervising teach- tion period represents one viewing At the beginning of eachclass period, each student ers for studentteachers were trained by his decisions of the previous overhead projected samples of 2hypothetical student receives feedback from written and discussion churchquarter;detailedreactionstopolicies, teachers, hearing tapes, and (Robert Lee) reactions and counsel tothe student teachers. sermons, etc. 117 SUMMARY "games theory" to higher education merits further experimentation and practical application. Simulation techniques give promise of usefulness The paucity of experience in the use of simulation in professional training in medicine, dentistry, teach- in college instruction may be deduced from the fact ing, and school administration, as well as in con- that no examples other than the four summarized in tinuing education of professionals. The application of this chapter were written for the report.

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17 XI"

SYSTEMS

THERE are promising signs across the countrythat While the search for achievement of optimum despite soaring increases in college enrollmentsand conditions for informing and teaching is usually im- accompanying financial pressvres, many institutions plied in descriptions of "the systems approach," the / of higher learning seek to improvethe overall quality term itself is difficult to define. One attempt atdefini- of their instructional programs. In doing this,they tion, however, is as follows: acknowledge that while the "Mark Hopkins andthe The materials, equipment, and other inter- kg" concept of one student confronting one professor related elements (including human components) is sometimes thought to be the ideal teachingrelation- of an assemblage that operates in an organized ship (itself a debatable point, of course), today's manner in handling theappropriate encoding of economic realities demand other more practical con- instructional messages and the distribution, use, figurations. They call for making the best and most and refinement of information. To be effective, economical uses of professorial talent, of teaching such a system must be sensitive to various spaces and facilities,of specialized backup talents, stimuli and include elements for appropriate andofthemyriadteaching-learningresources response, feedback, andadjustment. (notably the "new media") now available or soon to In its simplest form, the development of an instruc- become available to higher education. tional system for the entire curriculum of an institu- It would appear that today's economicrealities in tion of higher learning is likely to involveseveral higher education require, above all else, that a proper procedural steps, as follows: distinction be made between the acts of teachingand 1. Clearly define instructional goals; statethem in informing. Making and accepting this distinction is operational, measurable terms. believed to be thefirstimportant step toward 2. Define efficient ways of carrying outthese func- alleviating some of the problems now facinghigher tions, giving due regard to machines,materials, and education. Two things especially seem to beneeded: human capabilities and to their interactions in a (a) wider understanding of the fact thatsimple in- system. tforming may often be performed quite adequately 3. Determine functions related to theachievement (and economically) through the use of materials or of those goals that may be performedadequately the software produced for use in variouselectro- (or best, or most economically) by (a)instruments mechanical devices (audio-tutorial or listeninglabora- alone mechanical, electronic, electrical in some tories, computer-assisted instructional systems,multi- of which materials (films, recordings, videotapes, and media installations, TV networks, and thelike); and the like) are used; (b) nontechnical materialsalone (b) a better understanding of the fact that, asalways, (books, programed texts, syllabi, etc.); or (c) human teaching continues to require (more than informing) beings students or teachers, alone or in appropriate the in-person contributions of professors inilluminat- combinations with other persons, instruments, or ing, elaborating, questioning, andevaluating, and in materials. managing the necessary give-and-takeinvolved in 4. With the "human" functions, furtherdistinguish exchange of ideas with students. those likely to be performed most effectively by (a) 119 one student working alone, as in a study carrel; (b) path learning experience which will be adaptive one or two students working with an instructor as to the needs of students of vdrying abilities and in a tutorial or dialogue; (c) small groups of students needs and which frees both faculty and student working with or without instructors; (d) instruction for more intensive contact. in medium-sized groups (from 20 to 60); (e) large- The Oakland Community College program, and a group "in-person" instruction (up to several hundred growing number of others like it now developing persons taught simultaneously, for example, in a large across the country, take as their model the inde- auditorium); or (f) instruction in "super-large" groups, pendent study method of learning developed for as in the case of the televised course presentations single courses by Professor S. N. Postlethwait, Botany that are distributed live to viewing groups in various Department, Purdue University. There,too,self- parts of the campus, or for that matter, of the state instruction, the key, includes uses of such media as 1 or nation. audiotapes, visual displays, books, periodicals, labo- 5. Study available professorial as well as non- ratory experimental setups, and programed materials. professorial backup talent to discover persons with Under the Postlethwait plan, faculty members devote special capabilities and interest in performing the a considerable amount of their free time to develop- instructional tasks described. ment of materials, to improvement of self-instruction routines, and to individual student contact the 6. Study the students to discover those who appear latter on a "need to know" basis. Large- and small- to be most capable of profiting from participation in group assembly sessions are held on a regularly the various alternative types of learning activities. scheduled basis, during which the faculty discuss (Some might prefer and be capable of handling in- course objectives, present new data, suggest applica- dependent study activities, for example, whereas tions of subject matter, and generally attempt to others would flounder without more direct instructor integrate course content with other areas of the guidance.) educational program. Student achievement is evalu- 7. Survey technical and nontechnical resources, ated regularly through written or performance tests physical facilities, support services, budgets, and and oral quizzes. policies with a view toward improving or expanding The Educational Development Program of Michigan them, as necessary, to meet requirements of the sys- State University also includes most of the elements of tem. The library, the audiovisual center, the listening the systems approach to instruction, with emphasis laboratory, the independent study facility, and other on the study, analysis, and improvement of teaching such units are considered integral, not supplementary, and learning on a single-course basis. Developed to the system's success. under the guidance of John Barson, this program is 8. Evaluate regularly, feed back data, change and aimed toward making a procedural and cost analysis improve as called for, with due regard to original of media in instructional systems development in objectives. higher education. The project is described by its director as offering The"instructionalsystems approach"inuse throughout various departments of Oakland Com- Instructional development assistance to faculty munity College embodies most of the elements just members in selected courses....This aid is enumerated under a plan that emphasizes self- provided by a three-man team consisting of an instruction and the use of a wide variety of educa- instructional specialist, a media specialist, and tional media. There the plan entails considerable in- an evaluation specialist. The courses must enroll dependent study in a so-called "learning laboratory," a minimum of 500 students per year. a few motivationally oriented general meetings, and While the plan as developed at Michigan State could frequent student-faculty personal contacts. With this be applied quite easily to the entire curriculum of an program it was necessary to provide special training institution, as at Oakland Community College, the for the faculty in writing behavioral objectives for emphasis instead, is on achieving such improvements every unit of every course offered (now more than on a course-by-course basis. This latter gradual ap- a hundred) in this way. Processes to be followed by proach seems more likely to succeed in obtaining the the learner were specified in exact detail. Instruc- benefits of systematized instructional planning in tional resources required to accomplish learning goals most already established institutions of higher educa- (printed materials, single-concept films, audiotapes, tion, with the majority of their faculty members and slides, transparencies, graphics, displays, quizzes and equipment already committed to more traditional examinations) were obtained from existing sources or approaches. developed locally. The intended contribution of each Educational media utilization is being approached such resource to achievement of learning goals is in a similar but as yet less systematized fashion in made clear in accompanying study guides. Official medical education at the University of Washington documents state that Division of Health Sciences where the following The long-range objective of...the instructional resources are planned to be in use within a short program is the development of a multimedia ap- time: (a) MEDLARS medical library automated bib- proach which orchestrates media into a multi- liographic data retrieval system; (b) a library of pro-

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.0 self-instruction nology, concerned with the broadspectrum of teach- amed audiotape cartridges for a emphasis on inclusion stem designed to supplementmuch of the routine ing and learning systems, with laboratory; and (c) programed work- in such systems ofmechanical and electrical com- a teaching Legal Aspects oks and slides synchronized withaudiotapes to munication devices; (d) Task Force on for self-instruction units. A Learning of Educational Technology,concerned with problems rm the basis publishers, librarians, esources Divisionemploying an academic communi- of relationships among authors, established. computer systems operators,network carriers, and tions specialist is soon to be Education, the University scholars; (e) Task Force on Continuing The Automated Learning Center of concerned with lifetime learningfor professionals in New Mexico seeks to developeffective ways to engineering, teach- rsonalize large-group instruction and toindivid- fields such as medicine, nursing, ing, and business, as well asin other rapidly changing learning generally through programsinvolving Computer-Based Systems (alize materials, the computer, and "live" fields; and (f) Task Force on 5rofessors.ses of tape-slide for Clinical Operations, concernedwith the use of Three levels of programs will bedevel- in clinical health ped: (a) those for the main continuity general, computer and telemetry systems ) those for learners havingdeficiencies with respect sciences. 0 content, and(c) those for learners whodemon- Each of the Task Forces has aninterest in basic trate a high level of proficiency inmastering content. research in communicationinvolving, for instance, ore than ahundred students at a time, seated in the relative advantages ofdifferent modes of com- n auditoriumespecially equipped with four program munication, limits of humaninformation-processing ources, listen to theaudio on earphones and view abilities, channels through whichinformation flows, suals on one of several screens.Typically, the stu- use of dynamicmathematical models as aids to ent's performance is checked by meansof machine- human thought processes,noncomputational and lin- ecored tests taken during the courseof instruction. guistic uses ui computers, andmethods of computer Test response sheets are designed topermit com- search of indexes, abstracts, orfull texts. ,uters to analyze concepts,skills, and values learned nd to assign students to furtherwork in proficiency rograms, deficiency programs,special projects, or CASE DESCRIPTIONS small-group meetings with professors. Net- Instructional Systems Development /The Multipurpose Electronic Communications Michigan State University, East Lansing Work proposed for PennsylvaniaState University John Barson represents another unusual andpromising application ,of systems planning to that institution's 19 campuses The Educational DevelopmentProgram at Michigan spread throughout the state. Involved is aninter- State University is charged withthe task of facilitating tconnecting electronic network thateventually will more effective waysof meeting growing instructional permit all these campuses to (a)exchange program demands. These demands frequentlyresult in the use Imaterials for classroom instruction or continuingedu- of the newer media ofcommunications. With few ?cation, (b) provide library informationretrieval serv- models for guidance, the newlyformed group has kices, (c) offer access tocomputers for research and been searching for a viableorganizational structure training, (d) transmit administrativedata, and (e) offer and an accompanying set of operatingprocedures. for in-service programmatic materials and resources In 1963-65 the Universityconducted a study titled development of teaching, administrative,and sup- Analysis Study of Media in ) "A Procedural and Cost morting staff members. Instructional Systems Development." Amajor portion EDUCOM (The InteruniversityCommunications of this investigation was given overto the develop- Council) is committed to the encouragementof joint ment and field testing of anorganization and opera- efforts among colleges and universities to stayabreast tion which could serve as amodel instructional de- of new developments in communicationsciences and velopment system. The developmentmodel consists to apply them most effectively tothe teaching-learn- of an organizational schemewhich differentiates sub- ,-mg, research, andinternal management problems of stantive personnel specialtiesand the steps of instruc- institutions of higher learning. Taskforces have been tional development. The decision sequenceand re- established by this organization tostudy specific spective information needs werederived in the anal- applications of the new technologies tohigher educa- ysis of actual course developmentwork by faculty tion. Among the groups at work onthese problems members and specialists over a 5-yearperiod. (See are: (a) Task Force onInformation Networks, con- flow chart of the hypotheticalmodel on page 122.) cerned with development of operating programs Recognizing the possibilities offurther model re- Ijusing computer systems forinformation storage, Force on Mu- finement and dissemination, thefindings were incor- jfretrieval, and dissemination; (b) Task universities. This cational Systems and Technology,concerned with the porated in a new project at four broad spectrum of teaching andlearning systems, major demonstration programenlisted the aid of with emphasis on inclusion insuch systems of Michigan State University,University of Colorado, devices; San Francisco State College,and Syracuse University. f mechanical and electrical communication readiness and willing- (c) Task Force on Legal Aspects ofEducational Tech- These institutions exhibited a 121 ' r 01, -

A FLOW CHART* OF PROCEDURES FOR ANALYSIS OF INSTRUCTIONAND iMPLEMENTATION OF NEWER MEDIA OF COMMUNICATIONS

DETERMINE BROAD EDUCATIONAL GOALSI Various curriculum committees KEY DEPT. COURSE I Instructor COLLEGE SCHOOL state goals in broad terms IS Instructional Specialist BEGIN I meets with IS ES Evaluation Specialist MS Media Specialist I GATHER INPUT DATA I assesses course limits, number of students, available finances, materials, etc.

AND TERMINAL BEHAVIOR ES joins I and IS to assist in SPECIFYENTRY description of specific objec- tives, content, and behavior !DEVELOP RATIONALE FOR I and ES develop testing situations1 PREANDPOSTEXAMS which measure defined behavior TOTAL INPUT DATA COMBINED I and IS compile completed vir input information PLAN STRATEGIES IDEVELOP TEACHING EXAMPLES OF DETERMINED CONTENT I and IS decide on group size, teacher-student ratio I, IS, MS, and other resource persons contact, communication methods, decide on information sources and experience factors, etc., based on exemplars theory of instruction vir 'CHOOSE REPRESENTATIVE INFORMATM-7=MSI I and MS determine best models based on perception and learningtheory IL !DECIDE ON TRANSMISSION VEHICLES 1 I and MS determine which of various media is called for at points within system !COLLECT, DESIGN, PRODUCE SPECIFIED MEDIA I DRY RUN-THROUGH I I, MS, and IS conduct representative dry runs of system packages

DEVELOP EVALUATION I FIELD TEST SAMPLES I I, IS, and MS check feasibility cf INSTRUMENTS WITH STUDENT WITH STUDENT GROUP system with live audience and DATA AS WELL AS MEDIA related test samples INFORMATION IL LOCATE AND CORRECTFLAWSI APPLICATION TO COURSEI ALUATION AND RE-CYCLEI rTOREFINE AS NECESSARY *Note: Information feedback loops have been deleted from this illustration.

ness to move into full-scaleinstructional planning would be relatively high; and to evaluate the demon- and had expressed a need for an organizational struc- stration form of dissemination. ture and accompanying operating procedures a de- The final product is a summary document which velopment system. By incorporating the instructional (a) describes the major steps taken by the demonstra- development procedures evolved in the original pro- tion institutions in implementing a systematic ap- cedural and cost analysis study, these schools not proach to instructional planning; (b) contains an im- only served as working models for instructional sys- proved form of the development system; (c) includes tems development in their area, but also fed back diffusion data; (d) offers a prescription for the cur- data as to the feasibility and reliability of the trial riculums of substantive degree programs for system system. The three tasks of this study were to evaluate development specialists; and (e) presents comparative the proposed system by assessing its strengths and cost data for instructional systems development. weaknesses within differing institutional settings; to The projectofferedinstructionaldevelopment disseminate this model of a development system in assistance to faculty members in selected courses at such a way that the probability of trial and adoption the four institutions. This aid was provided by a

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r r r rtr

quickly after the learner's responseto provide posi- three-man team, consistingof an instructional spe- learner is led through a series cialist, a media specialist, and anevaluation specialist. tive reinforcement. The minimum of 500 students of stimulus-responsesituations in which success is The courses had to enroll a probable and reinforcement ispositive and frequent. per year. Thework of these development groups was systems the Project Co- The sum total of these twoemphases recorded on audiotape and sent to approach and the principlesof programing has ordination Office at MichiganState University. After model which borrows transcription, the developmentactivities were re- produced an instructional from both. viewed by project evaluators,who weighed the im- of students and the plications of actual events versusthe proposed steps Recognizing affective needs development work, vari- role of the human in motivationand explanation in the model. In addition to needs to hear themselvesteaching ousdissemination activities wereconducted by the not to say faculty Guidance was ob- the model also incorporatesweekly assembly four demonstration institutions. sessions where studentshear major presentations, tained from the projectadvisory committee, con- which de- sisting of persons with longexperience in the field of take examinations, etc. For course areas from periodic project mand the integration of material orwhere discussion instructional development, and personal/social climates review meetings of theinvestigators. and adjustment to changing are important,small-group discussions orconferences are arranged.These small-group sessionsinclude Instructional Systems Approach from five to eight students and may occurwithout the Oakland Community College, BloomfieldHills, Michigan supervision of an instructor,depending on the objec- Albert A. Canfield tives of the program element. of the approach is pro- Collegeinstructional The key to implementation The Oakland Community vision for frequent feedbackof student performance. model emphasizes self-studyand programed instruc- information to modify his tional sequences in an environmentwhere the learner The learner needs such tutor. The approach, his habits, his views.The faculty needs may obtainhelp or clarification from a improve the instructional self-instruction takes place in alearning laboratory, such data to modify and program. characterized by carrels. Mediaof different forms faculty has written the and types are alwaysavailable. Tutors are available An energetic and devoted time. Students may study specifications for approximately 120programed books to help learners at any fields, and nearly 250 Community different courses underdifferent tutors at the same in a wide variety of College courses have beenwritten and revised at time. instructional systems approach begins with the least once for use with the The instructional systems approach. job and task analysis ofthose assignments and situa- elements of the systems student must cope. Thisanalysis The similarity between tions with which the model and the College'semphasis on objectives, in- will provide much ofthe information needed to utilization of feedback gives describe instructional andlearning objectives in pre- structional routines, and an accurate,if complex, view of thebasic instruc- cise behavioral terms.Without such behaviorally Oakland Community College verifiable objectives, neither thelearner nor the insti- tional approach itself. and subsequently views the term system asmeaning an operational tution has an opportunity to assess procedure that embraces anumber of different ele- improve the instructionalprocedure. Many instruc- combination to produce some tional objectives are difficult todefine in behavioral ments operating in The instructional sys- specific definable goal maximizing those elements terms and hence to measure. through system analysis andfeedback information, tems approach providesspecific objectives that can interdependent and corre- and instructor alike.The and the refinement of an be confirmed by learner lated complex whichachieves its objectiveswith instructor devises sequencesfor the learner which least cost. will provide the mosteconomical and meaningful maximum efficiency and at learning. In selection of contentand media for this instructional sequence, the faculty atOakland Com- Instructional Systems for Teachingand Learning munity College are likely toplay a role quite different Southern Connecticut StateCollege, New Haven from the conventional role. Hilton C. Buley The same techniques (developinglearner involve- feedback) can be applied to a Engleman Hall at SouthernConnecticut provides ment and providing organization of instructionalmedia for whole sequence of learning experiences.A series of an advanced experiences (just like a the improvement ofeducation. The structure incor- different media contacts or advanced instructional sys- series of frames) represents a programof study. porates some of the most tems to be foundanywhere in the United States,such Major characteristics ofsuccessful programs are the presentation system in thelecture same principles onewould deduce from ourknowl- as the multimedia hall. edge of human learning. Theframes, or bits of experi- large antenna installa- ences, are keptsmall. The learner is given hintsand At the top of the building, a the determination of the tion denotes an extensiveclosed- or open-circuit TV review materials to assisi in used from a variety ofstations. correct responses.Reinforcing stimuli are applied system which can be 123 instructional sys- The building includes psychology, optics,and sound The basic purpose of the SCSC class- tems approach is to increaseefficiency of instruction. laboratories; central test areas; experimental modern tools of teach- rooms with one-way vision screensfor observation by This can be done by utilizing teachers; laboratories for animal andpsychological ing, by incorporating a greateramount of independent experiments; computers; languagelaboratories with study on the part of students sothey take on a greater banks of tapes in many subjects; andother facilities amount of responsibilityfor their own education, and seldom found in the school or collegeclassroom. by imposing more severedemands on the faculty than in conventional collegeinstruction. The pro- In the current welter of discussionabout the quality his material well and quantity of education in America onefact is fessor must organize and program in advance and moveskillfully. In addition, the new crystal clear. The college population isburgeoning, teaching and cuts across and the physical facilities and academicfaculties to equipment emphasizes team meet this populationexplosion must grow propor- traditional academic disciplines. tionately. The disturbing question is:Will our col- leges and universities be prepared totake care of A Multimedia IndependentStudy Laboratory this need? State University of New York,College at Fredonia In Engleman Hall, Southern ConnecticutState Col- Robert M. Diamond found at least one lege educators think they have University of New York answer. By usingelectronics as a pedagogical tool, In the fall of 1968 the State at Fredonia will open its newcommunication-lecture two significant things arepossible: building will be in 1. A college professor canreach a larger number hall facility. Located within this laboratory situation on addition to lecture halls, technicaland graphics areas, of students in a classroom or television, and radio an independentstudy labora- bcth a lecture and individual basis. tory. In an effort to design a spacethat would permit 2. A student, throughthe aid of closed-circuit maximum flexibility of use with aminimum expendi- tolevision, can observe typicalclassroom situations Instructional Resources Center involving children, can analyzemotivation and be- ture for hardware, the answered on the opened, in the fall of 1966, amultimedia independent havior, and can have 'ais questions study laboratory to serve as anexperimental proto- spot without disturbing oraffecting the children under observation. The fundamental purpose ofthese modern up-to- date instructional facilities is theimprovement of the teaching and learning vocess.This is how SCSC plans to provide an ever-higherquality of education for a rapidly expandingcollege-age population with continually greater efficiency and economy.Through utilization of modern tools andtechniques of teach- ing, it is possible to extendeffectively the influence and expertness of the faculty toaccomplish their goals without a proportionalincrease of physical plant investment. Eventually the entire SCSC campuswill be hooked up to lecturehalls and conference rooms sothat a laboratory experiment, a lecture,dramatic presenta- tion, musical offering, orlanguage lesson can be studied in many places. Usingvideotape recorders and a mobile panel, equipment canbe sent anywhere in the state to gather resourcematerials. The micro- wave relayfacilities will enable SCSC toprovide courses for thegeneral public by means of closed- or open-circuit television and to tiein with other educa- tional institutions. Engleman Hall also is a research center.New ideas in education can be testedand evaluated. New meth- ods of teaching and learning canbe studied for future explora Zion. School executivesand teachers can see the latest electronic devicesfor teaching and testing; the newest books and curricularmaterials; labora- tories in languages, education,and the social sciences; audiovisual techniques that werescarcely dreamed of 5 years ago; andmethods of inducing students to 4101, progress asrapidly as possible at their own rates of speed. National Education Association photo type for the 45-student-station laboratoryproposed their student teaching. A vast majority of the students for the new building. In this laboratory, an attempt stated that they would like to have more sequences has been made to answer several specific questions: made available. 1. What type of carrel design or designswould A total of 23 programed remedial sequences are provide for maximum effectiveness and efficiency? also being utilized in English composition. When 2. What types of learning sequences belong in a specific weaknesses are identified by instructors, stu- central laboratory, and which, logically, could be dents are assigned the particular sequence dealing located withinthe specializedbuildings on the with this area. Assignments usually take from 15 to campus? 30 minutes. In the first three weeks of thesecond 3. Would a laboratory such as this beutilized by semester, 120 assignments were made infreshman faculty? composition. The sequences being used are portions 4. Could an independent study laboratory serve a of four programs commercially available: English wide variety of needs without involving a major 3200, Proper Punctuation,EffectiveWriting, and expenditure for support hardware? Spelling Improvement. To provide maximum capabilities, the laboratory Other programed sequences now available in the now uses three types ofcarrels: laboratory include one on slide rule operation, a 1. The multimedia carrel single-sequence carrels series of short remedial sequences in biochemistry, which utilize a programed booklet in conjunction with and a sequence in crystallography. an 8mm cartridgefilm or slide projector. For these Listening stations are being used in music, English, stations a projector mount has been designed which and foreign languages; additional listening assign- permits the use of projected materials while requiring ments now are being developed for social sciences a minimum of additionalcarrel space. When required, and education. Shortly, testing will begin on two an audio capability canbe added. Since certain se- multimedia programed sequences in music. Tapes quences require more spacethan others, these sta- used in the carrels come from various local and tions have been built in three basic sizes. commercial sources. 2. The tape carrel at present, a standard lis- While the majority of the stations are located in the tening and record station. A cartridge unit, ideal for a central laboratory, multimedia carrels also are de- student checkout procedure, is being explored for signed for use in two specialized areas music and these stations. science. Music carrels will be utilized for a variety of 3. The multipurpose nonequipment carrel de- programs including instrument repairand mainte- signed for use with book-based programed sequences nance and internal training. Sciencecarrels are placed that may or may not combine the written sequence in a laboratory where an entire laboratory sequence with associated materials. is programed. In both instances, the number of sta- During the fall semester of 1966, a total of 1,586 tions required and the need for specialized equip- student sequences were completed in the 14-station ment, combined with the requirement that statAns be laboratory. Success of this approach was indicated located in areas central to the particular students for by an increase in the second semester of operation which they were designed, justify this decentraliza- with 437 student sequences completed in the first tion. The use of carrels within the dormitories ofthe three weeks of the term. campus also is being explored. Seven stations involved with instructional media The Fredonia carrel station is quite inexpensive. (one each on the operation and use of the tape The most complex multimedia carrel has for basic recorder, overhead projector, slide projector, film- equipment a projector and the underslung screen unit stripprojector, heat and handmade transparency (built locally on the campus). Total cost for both units production, lettering techniques, and mounting tech- is less than $200. Many stations require nothing more niques) are in the laboratory. Three more stations in than a programed book and associated materials. this area will be added with the availability of equip- ment the 16mm projector, the record player, and Instructional Development Diazo production. The media sequences utilize a pro- Syracuse University, Syracuse, New York gramed booklet in conjunction with a variety of ma- Don Ely and DeLayne R. Hudspeth terials. Several use short 8mm films; the tape recorder utilizes a programed tape; the record player and Instructional development activity at Syracuse Uni- 16mm projector sequences use a filmstrip series. versity represents a systematic attempt to use crea- Each station is programed independently of the tively the new educational technology. This thrust is others, thus providing maximum flexibility. Required seen as essential if theUniversity is to handle spiral- of all elementary education majors, these sequences ing instructional costs and a greater demand by stu- are being used increasingly bystudents in speech and dents for improved instruction. hearing and secondary education. Individual se- There are two assumptions in instructional devel- quences were field tested andanalyzed for pacing, opment. The first is that there must be a primarytech- usefulness, and content: 92 percent found the overall nology, including hardware, software, and the people program to be good or excellent, with 97 percent to operate the audiovisual services requiredfor mod- stating that the sequences were proving helpful in ern instructional activity.The second assumption is 125 that education in a university atmosphere involves for reasons of time or money, cannot attend acollege considerably more autonomy than in other educa- campus on a day-to-day Lasis.The particular goals of tional sectors of our society such as industry, govern- the program are to (a) reduce growing pressureof ment, and the public schools. While this autonomy campus population on on-campusinstitutions; (b) provides some roadblocks to an efficient educational reach the off-campus population; (c) allowfaculty system, it also allows for growth that is not possible members more time for research and individual stu- under more constrained circumstances. dent help; (d) make courses more readily nvailable to Present instructional development activities are students any time and any place; and (e) provide seen as a continuum rangillg fromindividual instruc- superior instruction incorporating feedback to the tor improvement through systematically developed course instructor. learning sequences. In individual instructor improve- The AIM program selects and combines the best ment the efforts of the instructional development features of the resident instruction program, the con- team are simply to improve the capabilities of the ference or institute method, correspondence instruc- individual instructor, whatever techniques he may tion, radio and television, and programed instruction. use, in whatever circumstances he findshimself. The The use, combination, and application of these vari- difference between this activity and the historical ous methods and media is what is meantby the term development of the audiovisual field rests in more articulated instruction. sophisticated inputs such as content design and evalu- Because an AIM student performs most of the in- ation assistance. structional tasks at home, there are obvious limita- In systematically developed learning sequences, an tions to the types and cost of media that can be attempt is made to focus on the multidisciplinary in- employed. Expensive and complex media systems puts which can be brought to bear to improve the must be avoided, so maximum effort is devoted to instructional environment for the student. This usu- designing instruction that will effectively establish ally involves a team of at least four people: a learning the desired learning outcomes through the use of specialist who can look at the learning patterns of relatively simple and familiar media. students and recognize roadblocks; a media spe- One device receiving wide usageisthe tape cialist who can aid in designing message systems of recorder. Lectures are taped, in either the classroom greatest impact; an evaluation expert who can draw or a studio, and duplicate copies are sent toall stu- out of the instructional materials those items or situa- dents enrolled in the course for permanent use. This tions which demand behavioral change on the part of approach gives the student the opportunity to review the student representing learning; and the content lectures and also allows the instructor to improve specialist who provides the goals and substantive his presentations through self-analysis and editing. information. Filmstrips and 35mm slides are used when pres- Considerable attention is being given to two facets entation of visual stimuli is required. Sometimes both of the instructional development process. The first of audio and visual media are combined in a syn- these is an attempt to analyze the nature of an inter- chronized presentation. For example, one instructor disciplinary team as represented in systematically de- in the University nursing school has found this type veloped learning sequences, so that the effective inter- of presentation veryeffectivein teaching such action of this group can be maximized. What are the manipulative skills as the making and changing of characteristics of team members who can maximally hospital beds. work together in an instructional problem-solving When motion becomes a vital feature of a presenta- situation? What kind of environment is necessary for tion, 8mm loop films can be employed in sound or this team to produce as efficiently as possible? And silent versions. A German professor at the University what are the essential primary technology com- of Wisconsin at Milwaukee is utilizing the sound mo- ponents needed for this system to work? tion picture projector in his conversational German The second aspect of instructional development is course to show the various lip and tonguepositions cost. Cost qua cost is not the major consideration. The involved in pronouncing German vowels and con- problem of cost/effectiveness yields a utility factor sonants. which is the major consideration. It is, at the present The programed text is another valuable tool for time, the most difficult to determine. It must, in the articulated instruction, especially if tight stimulus- long run, be answered if instructional technology is response control is desired. In this concept,large to continue in the takeoff stage. blocks of information are broken down into easy stimulus-response units so that the student can progress at his own rate from one concept toanother. Articulated Instructional Media Program University of Wisconsin Extension Division, Madison This technique has been successfully employed in an Eldon I. Ulmer introductory sociology course within the AIM pro- gram. The Articulated Instructional Media (AIM) pro- The programed notebook is another instructional gram of the University of Wisconsin is intended to device used in AIM courses in conjunction with lec- meet one of the most pressing problems facing mod- tures or text. The student can turn to thenotebook to ern education: that of reaching those personswho, solve problems or draw diagrams based on lecture or

126 student results, xt material. Thenotebooks are structured according questions. Based on the individual principles of behavioral technology tofacilitate problem sets and readings areassigned. Thus, in a given group and on a given date,there may be several evelopment of proper studentbehavior. for the class. The use of overlay booklets hasproved valuable in quite different types of assignments esentation of intricate visualmaterial. This has Additionally when a student doesconsistently poorly graphics over severalweeks, he is given instructions tomake und a useful application in an engineering with the nrofessor or teaching as- purse developed bythe Engineering Department of an appointment sis %nt in order to discuss hisweaknesses and perhaps e University. tutorial. For A professor in the Physics Departmenthas devel- to initiate a special study program or ped a portable laboratory kit that allowsstudents to the student doing particularlywell, assignments their own and/or examinations may be madeoptional, and term erform experiments in basic physics in assigned. In general, through the stu- omes. Thus, theintroductory course in physics can papers may be students for five credits as it is dent report form framework, a levelof individualized e offered to AIM which is largely invariant ven on campus. instruction can be obtained Radio also plays an important part inthe AIM to the size of the particularclass. lectures are aired over the Professors and teaching assistantsreceive a de- rogram. In some courses, The analysis tate educational network.Students also can receive tailed analysis of student performance. aped copies for review or in case thebroadcast lec- is presented for each question,for each concept, and teaching assistant employs re is missed.Students who wish to record questions for the entire survey. The comments with instructorslocated on campus can this information to develop materialsfor his sections. vail themselves of a telephonerecording service While a given teaching assistant maythus have a hich functions in the evening hours. large number of sections, it ispossible, with TIPS, All the media used in AIM courses areutilized in to offer instructionwhich matches the objectively principles. identified needs of each group.Furthermore, the Accordance with certain developmental early those stu- These include determination of courseobjectives in teaching assistant is able to identify terms of student performance; useof field testing dents having difficulty. during development to provide anindicator of the As the system is presentlyformulated the main effectiveness of materials; active student participation focus has been to obtain informationfrom the student through use of programed materials andmanipulative which is relevant to effectiveinstruction, and to devices; use of frequent quizzes to providefeedback process and act onthis information in atimely !to the student; student self-testing;and self-pacing manner. Thesedata are not used for grading pur- with his poses, nor are theyused to evaluate graduate teaching '.on the part of the learner in accordance developed for the future, ability. assistants. As TIPS is being Future plans for the AIM programinclude con- several directions for increasedcapability are being tinuous expansion 2f the numberof courses to be explored: offered and further increases in thenumber of stu- 1. A test analysis systemwill be provided. This dents to be served. system not only will correctand tabulate student tests, but also will aid informulating student grades (e.g., standardization of test scores amongparts of an Teaching Information Processing System examination, or among examinations),will provide University of Wisconsin, Madison each student with an analysisof his responses on Allen C. Kelley examinations (including suggestedreadings and aids where the student appears defi- TIPS, a Teaching Information ProcessingSystem, to strengthen areas cient), and will analyze forthe teaching assistant and is designed togather information from students in the test by question and the Department of Economics onmark sensory or the professor the results of informa- by concept. optical scanning forms and to process this analysis system will be con- tion, thus providing the student,teaching assistant, 2. A general research professor, and administrator with outputwhich en- structed. This capability willprovide a wide array of statistical devices for analysis ofboth survey and test ables more effective instruction andplanning. analysis, plotting rou- To date (1967) a significant portion ofthe initial results, including regression development has been completed. Additionally, a tines, cross-tabulation, and soforth. pilot project with over 800 participatingstudents is 3. A system whichfacilitates direct classroom ex- in its final stages. As part of the pilot project,5-minute perimentation with the computerfor instructional surveys (multiple-choice ortrue-false questions) of purposes will beprepared. Classroom experiments in student performance are administered weekly in a economics, for example, couldinclude a wide array large lecture session. The student responses are of topics, from macromodelsimulation to elementary processed, and, within24hours, outputs are available supply and demand analysis. for distribution to the students,graduate teaching During 1967 these remaining portionsof TIPS will assistants, and professor. be specified and implemented onselected classes. The student obtains a report which presents an This phase of the research projectincludes a detailed analysis of his individual performance on the survey evaluation of thepilotproject, development of 127

f the implementa- graduate school have been producedsince the Center manuals and materials necessary for IBM 360 com- tion of TIPS, as describedabove, and establishment started in 1964. The Center also uses of priorities for the futuredevelopment of TIPS in puter terminal for learnerassessment in 1967. Three its application of modern technology tohigher educa- types of programs arebeing developed experimentally tion. While TIPS has beendeveloped as an ongoing in educational psychologyfor (a) learners with defi- research effort by an economist andimplemented in ciencie4, (b) learners withproficiencies, and (c) learn- ers making average progress.Machine-scored tests classes in a department of economics,it is clearly which of the very general in its scopeand applicability. prov2 ie thebasis for recommending program:1 theindividual should follow at anyperiod of his inst:uction. (Herbert E.Humbert) INSTITUTIONAL INVENTORY EDUCOM. InteruniversityCommunications Council unites institutions all over thecountry to exchange Connecticut College, New London. ConnecticutCol- information about and to studyproblems of the lege Library is associated by teletypewith 10 other applications of communication sciencesto higher libraries in the state. Uses system inobtaining inter- education. (Contact address:Edison Montgomery, library loans, photoduplicated materials,and location University of Pittsburgh, Pittsburgh,Pa.) of references. (Hazel A. Johnson) Division of Eastern New Mexico University,Portales. Purpose of Florida Atlantic University, Boca Raton. Center is to Learning Resources provideslocal services for TV, this institution's Automated Learning in Uni- produce teacher programmable machinesand pro- slide, or film productions for systematic uses individualization of learn- versity courses. Facultymembers originate ideas for graming theory to promote with Learning ing at the classroom level. Morethan 600 tape-slide productions; discuss ideas informally programs forinstructionin elementarythrough Resources personnel; initiateformal requests through

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128 production schedule is devel- service for the facultyof the 19 schools andcolleges annels, after which This service includesmedia ped. Evaluation ofproduction and revisions(if of Syracuse UniversEy. classroom use. (Hervey and materials in the areasof audio recordings, 'ecessary) follows regular graphics, photography, motionpicture productions, Meyer) effort Calif. Re- film distribution, andequipment. Continuing os AngelesValley College, Van Nuys, is made to fosterimproved utilization incollege ased time provided for someinstructors to study R. Hudspeth) teaching American history. teaching. (Don Ely and DeLayne ystems approaches to System DevelopmentCorporation, Santa Monica, Kermit Dale) awarded a contract byGallaudet Lansing. Procedural Calif. SDC has been ichigan State University, East College to perform ananalysis of its presentand nd cost analysis,experimental and developmentalin for applications c ' approach to problems of projected 10-year requirements 1 ature, involving systems for computer-relatect State University, University educational technology planning nstruction in Michigan instruction, learning, andresearch; student records Colorado, San Francisco StateCollege, and Syra- of Educa- and counseling; administrativedata processing; and puse Uhiversity.Supported as a U.S. Office computer-independent devices andmethods, such as tion Titl.tN./11-B, NDEA, contract.(John Barson) devices, and spe- Bloomfield Hills, Mich. videotapes, films, filmed captioning Oahland Community College, cial laboratory linguisticanalysis. Employs broad systemsapproach to most of its cur- San Diego. Employs stu- riculum. Described as aplan that contains"specifi- University of California at their dent response systems,programing videorecording, cally defined objectives,detailed plans for audiovisual materials in all crucial elementsand and advanced uses of other lachievement, identification of systematic fashion in effort toindividualize instruc- itheir inter-reactions, andcontinued feedback." Con- laboratories (designed aslec- isiderable emphasis on audiotapes, visualdisplays, tion. Multidisciplinary ture laboratories) containindividual cubicles and fbooks, periodicals,experimental laboratory setups, Patterned to great extent shared laboratory benches;multigroup TV presenta- and programed materials. tions viewed in these areasprecede actual applica- on modeldeveloped by Postlethwait,Purdue Univer- demonstrated. (Charles F.Bridg- sity. (Albert A. Canfield) tions of procedures University Park. Plan- man) Pennsylvania State University, University of Washington,Seattle. School of Medi- ning a MultipurposeElectronic CommunicationsNet- will interconnect 19 cine reports plans forincreasing stress on conjoint t work which, when complete, and system-orientedteaching and favorablefaculty campusesthroughout the state to providethe follow- of some automated of program materialsfor regu- opinion toward employment ing services; exchange media for routine instructionin order to release stu- 1 lar classroom instruction orfor continuing education, systems, access to com- dents for more electives,earlier selection of spe- library information retrieval cialties, and more personal contactswith professors, puters for researchand training, transmissionof ad- training, and systems patients, and clinics. MEDLARSlibrary retrieval sys- ministrative data, in-service bibliographic information.(Boyd design. (Leslie P. Greenhill) tem in use for F. Baldwin) Southern Connecticut StateCollege, New Haven. In- Madison. TIPS, a Teaching corporates on its campus someof the most advanced University of Wisconsin, multimedia pres- Information Processing System, isdesigned to gather instructional systems, including a information from students onmark sensory or optical entation system in theLecture Hall. Extensiveclosed- id provide optics and sound labora- scanning forms, processthe information, and open-circuit TV system, student, teaching assistant,professor, and administra- tories, central test areas,experimental classrooms instruc- science laboratories, tor with outputwhich enables more effective with one-way vision screens, tion and planning. AIM,the Articulated Instructional language laboratories. Futureplans involve hooking help highly motivated to the Hall; mobileunits to be Media program, is an attempt to up the entire campus adults obtain a collegeeducation with maximum used to send equipmentanywhere in the state; micro- study approach and mini- facilities to be used to provide coursesfor emphasis on independent wave relay mum attendanceat University classes.It employs the general public. (HiltonC. Buley) telephones to speak to instruc- State University of NewYork (SUNY), College at taped radio lectures, hall facility to be tors, programedmanuals to be used withtaped lec- Fredonia. Communication-lecture and commercially preparedfilm- multimedia independentstudy tures, a microviewer, opened fall 1968. A strips. Program, intransition, ranges fromtraditional laboratory was opened inthe Instructional Resources attempts at improved experimental prototype for approaches to exciting new Center in fall 1966 as an instruction. (Eldon J. Ullmerand Allen C. Kelley) the 45-student laboratoryproposed for the new build- carrel design, types oflearning U.S. Naval Academy,Annapolis, Md. Proposes to de- ing. Questions on velop 4 multimedia programed coursesof instruction. sequences,utilization, expenditure havebeen studied. will employ a variety of been judged successful; sta- The courses to be provided The study laboratory has educational media, includingcomputer-assisted in- tions are inexpensiveand flexible; student andfaculty expanding. (Robert M. Diamond) struction. The objectivewill be to develop "best attitudes positive; use possible" instructional media,materials, and strat- Syracuse University,Syracuse, N.Y. The Centerfor Instructional Communicationmaintains a supportive egies. 129 SUMMARY In essence, the systems approach involves an opera- tional plan combining a number of differentelements The systems technique, originally developed in professor, student, instructional materials, facili- industry, is finding increasing application tothe to revitalization of curriculum and instruction in higher ties and equipment, and specialized personnel education. The examples reported to the HigherEdu- produce, to evaluate, and to revise instructional activ- cation Media Study indicate that institutions are ities in order to achieve specific and definablegoals. applying the technique to individual courses, as at Stating behavioral objectives, planning the orchestra- the University of Wisconsin; in the planningand tion of assets of all kinds, presenting the subject construction of facilities, as at State Universityof matter, achieving feedback by tests and by informal New York at Fredonia; and to the creation of com- means, and replanning are thebasic steps in the sys- pletely new instructional patterns, as at Oakland tems approach to both course planning and develop- Community College. ment.

130 xIv MANAGEMENT OF MEDIA SERVICES

the design of instructional ex- associated with physicalf a- ning should result in OGISTICAL problems periences and in theadministration of systematically ilities, technical assistance,and budgeted funds for services that take into ac- services appear to havebeen worked out supportive instructional ew media Still, the count theinterrqatedness of clearlydefined instruc- atisfactorily on many college campuses. to accomplishthem, as administrative problems awaitresolu- tional goals, and techniques ost crucial described earlier in Chapter13,"Systems." The truth ion. Increasing interestof higher educationadminis- altogether too few casesdo doubt, by problemsassociated of the matter is that in rators (sparked, no college and universitymedia services directorsplay ith increasing numbersof students andfederal designing media and equipment) significant roles inanalyzing goals and atching programs for new strategies to attain them. nds many campusmedia administrativeorganiza- derived from several institu- primitive level ofdevelopment. In addition to insights tions at a relatively tional reports that dealwith organizationalplans and A good deal of credit mustbe given to past efforts services, a few suggestions directors whose poinl s of view may policies for new media pf campus media are offeredby the HEMS staff,based largely on ex- lbe summarized, althoughadmittedly oversimplified, perience and conversations onvarious campuses lby one junior collegedirector who said: "The instruc- about these matters.Several rather clearlydefined iors simply ask forwhatever medium or equipment administrative steps seemessential in any institution they want, and we do our verybest to provide it im- that desires to encourageexpanded and improved use 'mediately." It is this same pointof view that seems to of new media as a partof its drive towardexcellent institution's basic objectives ,be reflected, also, in one instruction: k for media services: (1) toinform the campus of serv- services or instruc- faculty in The head of the audiovisual ices available, (2) toinstruct students and tional resources shouldbe a professionalmember of the utilization and operationof audiovisual equip- the faculty who merits respectand acceptance from ment,(3)to supply equipmentand materials to in- the rest of the faculty.Competent andwell-meaning structors on request,(4) to produce visualmaterials though he may be, the youngtechnician who is seen for class use, and (5) toprovide assistance and con- by the faculty as simply adistributor of materialsand sultation to faculty memberswho desire to restruc- repairer of equipmentwill have a difficult time pro- ture their courses toimprove instruction. moting innovation. But, laudable as suchpoints of view orservice The faculty directorof instructional resources objectives have been, they cannotbe interpreted as ordinarily should reportdirectly to the institution's of any fully reflecting today'sneeds with respect tohigher chief academic officer,rather than to the dean It is no longer enough of the schools of auniversity. education new media services. be somewhat passive "service"role as- The director ofinstructional resources should to assume the the improvement ofcol- signed to them in the past;if technology is to contrib- oriented primarily toward lege teaching rather than tothe mere managementof ute its fullpotential to improvement ofcollege teach- be integrally related tothe media facilities. Heshould have general competence ing, its exploitation must in matters pertaining tocurriculum improvement,and full process of instructionalplanning. And such plan- 131 Ts1 4.t.r.^Yerwr,,,,,Ktextb ,

he should be skilled in working with those of the photographic services, including microphotography, faculty who are interested in improving their teach- aerial photography, and film and print processing; ing. graphic arts services; and consultative service in There is merit in providing the division of in- planning new physical facilities to provide for all structional resources with its own budget, so that its such new media utilization. services may be provided to the faculty member with- Another kind of special facility for media services out charge-back of costs to the department. In a de- is sometimes found in the form of specially designed partment with a limited budget, it may happen that and equipped classroom buildings in which a variety the low-ranking young professor is the most eager to of new media techniques are employed. In effect, this use the eervice to improve his instruction, but is also fa .-Ality might be described as a building made up of the last one to have his request approved for depart- several multimedia rooms as discussed earlier in .this mental funds. Tho divisional budget also is a sign critique. One junior college is constructing such a that the top admix. istration recognizes and supports media services complex containing 12,500 square feet the services of insi ructional resources; it adds status and providing facilities for producing slides, films, to this comparativi newcomer to the scene of higher closed-circuit television, videotapes and audiotapes, education. and self-instructional programs. This building will Preferably, the LI edia center's services should be provide nine separate video lines, so that different limited to those who afe meml-,ers of the institution's programs may be sent to classroomssimultaneously. staff. An off-campus film rental library, at one time so In addition, seven rear projection multimedia rooms common in university extension divisions, should not of different student capacities are available in the be allowed to drain off the energies and interests of building. media personnel that ought to be directed toward The campus visits and the written reports furnished the improvement of on-campus teaching. HEMS indicate a very lively interest in colleges and Discipline-oriented consultants, who are inter- universities, large and small, in improving instruction ested in the instructional potential of the new media, by means of convenient access by instructors and ought to be assigned also to the staff of the instruc- students to new media. The specific plans to provide tional services division. Such a consultant, at the the required services vary greatly from campus to request of a faculty member, would attend several campus, as they should; each institutionseeks to pro- sessions of his classes and thereafter work with him vide services for its own campus to meet its own inolarifying hisinstructionalobjectives and in needs within the limits of its own resources. Because searching for ways in which they might be better of the diversity of needs and resources, it seems to be achieved through the use of new media.* both impossible and unwise to try to recommend any A convenient and attractive space for the divi- special facility as a model for other institutions, or as sion of instructional services is very important in the final answer to effective utilization of new media. encouraging faculty acceptance and utilization of Rather, the criteria should include (a) evidence of these services. careful analysis of probable uses of the facility and At several of the institutions visited, new media of adaptation of the building and the proposed equip- services were housed in basements of the oldest ment to those uses; and (b) evidence of forethought buildings on campus, or in "temporary" buildings in providing so far as possible for future expansions dating from decades ago. On the other hand, the and adaptations. highest morale of staff as well as the more imagina- tive uses were discovered more frequently on those CASE DESCRIPTIONS campuses where unified services were housed either in the library (or "Learning Resources Center") or in Educational Services, an All-College and All-Media Approach connection with one of the special facilities that made Brevard Junior College, Cocoa, Florida extensive use of new media. William K. Cumming In colleges that provide adequate administrative and budgetary support for improvement of teaching, Brevard Junior College is a stone's throw from Cape there is likely to be at least one area in which several Kennedy, the technological center or the world. The related media functions are housed. Thus, a single College is therefore appropriately committed to uti- building may include self-instructional space and lization of all technological developments which can learning programs, films, slides, recordings, tapes, be shown to be of value to higher education. maps, charts and diagrams; audiovisual equipment The instructional program is based on a study of and services for all campus classrooms; facilities for creative innovation through educational technology. storage, maintenance, and repair of this equipment; The first phase of the study consisted of a re-examina- tion of all operational areas around the campus re- *In the whole field of administration of new media, this lated to the use of technology, and these were then may be the area of greatest future potential; the HEMS staff observed again and again that the facilities were available but brought together to provide a single integrated admin- inadequately used, mostly because faculty members did not istrative unit. feel at ease with them and did not know how to go about In 1964 the Television and Radio division, the applying them to their instructional problems. Audiovisual Resources division, and the Language

132 tr41.13:VXK cfk,

cedures which can beindividualized for each student. aboratory were coordinatedunder one administra- Educational Services on the the Library was added t9these. Then. in The rapid expansion of or. In 1965 Brevard campus indicatesthe need for added facili- 966, the InstitutionalResearch division, the Study future. The Library and Audio- kills Clinic, and the DataProcessing and Technical ties in the very near included. At the same time, visual Resources arealready located in a new Learn- esearch division were ing Center. A proposedData Processing Centerwould director of educational services wasnamed and for expansion of the ade responsible directly tothe president. provide the needed structure Office now includes all of IBM 360 facilities now in use. The Educational Services Communications Center willinclude he professional servicedivisions which directly sup- A proposed administration, faculty, and more suitable areasthan are now available forTele- imrt the total work of the the Study Skills Clinic.This students. It consists of those areaswhich rely on new vision and Radio and procedures and center will provideadequate TV and photographic technology, have common operating individualized study spaces andfcr problems, and provide basicserviceS to the whole studios, areas for data machines, includingcomputer instructional ter- College. :_nd seminar rooms sup- This pioneering development wasdesigned from minals, and for classrooms and enrich the growthand plied with programedpresentation methods. the outset to strengthen Educational Services program, a progress ofthe institution. The sevenclosely inter- As a part of the Services are areas which group of inquirymodules specialized booths for related units of Educational installed at are concernedwith the origination,acquisition, stor- self-study have been originated and knowledge and in- Brevard. These modules areintended as the first step age, anddistribution of pertinent with formation. Their activities centerincreasingly around in providing students,right at their fingertips, the rapid new developmentsin educational and com- access to everykind of knowledge resource. munication technology. Theirresponsibilities may be The first phase of themodules, completed in 1967, broadly summarized as follows: allows the student to dialvideotapes, films, live 1. Institutional Researchsearches for available in- closed-circuit telecasts, and up to 10commercial and formation to help solve aproblem, runs surveys to educational TV channels. Theywill provide access to elicit new information,and provides the resultsin s,tereo tapes; languageskills tapes; and tapesof test organized fashion for use inmaking more valid deci- questions, guest authorities,and classroom lectures. sions. In the modules,also, the learner may watchcolor 2. Data Processingand Technical Research re- movie presentations, studymicrofilm, use controlled ceives information fromvarious sources and proces- reading scanners, or simplystudy printed materials. of value to ses it to producereports and summaries The Educational Services TVstudio utilizes a com- specific groups. bination of functions thatallow instructor control, 3. The Libraryselectsand acquiresrecorded director control, or anycombination of each within knowledge, catalogs it,makes it readily available for a single program.Its Study Skills Clinicutilizes teach- retrieval, or retrieves it andcirculates it. materials, reading machines, dis- ing machines, programed 4. Television andRadio brings together related random access, and a computerterminal. records presentations, play methods in new ways, In summary, the overallfunction of Educational and distributes them. Services at Brevard juniorCollege is not only inte- 5. Aud'ovisualResa'urces selects and acquires rec- gration of media; it isinnovation in education.Its orded knowledge, originatesand stores information, to learning distributes it by a variety purpose is topioneer new approaches catalogs information, and processes, tocoordinate all interrelatedprofessional of equipment and exhibitmethods. evaluate and introduce newtechnology, individuals' resources, to 6. The StudySkills Clinic evaluates and to improve and revitalizeservices to the entire learning skills needs, providesspecialized individual study presentation methods tohelp meet these needs, College. and evaluates progress. 7. The LanguageLaboratory acquires recorded The Center for IndependentStudy materials, provides California State College at Hayward knowledge, originates information John D. Hancock class and individual studypresentation methods, and evaluates progress. The Center forIndependent Study atCalifornia The descriptions giveclues as to how these areas Hayward, established in thefall of work together in State College at areinterrelated and must naturally 1963, provides adistribution point for issuingself- the interests of effectiveand efficient service. study materials, a study areawhere students may use Educational Services atBrevard is intended to pro- these materials, and alocation for tutorial help.Pro- vide a working backdropfor continuous self-study book and machineformat, work provides the specific gramed instruction in and evaluation. Its ongoing tapes, loop films,desk calculators, andcartridge films information needed to supportintelligent administra- decisions. Its programalso are availablefor student use. tive and instructional Primarily, the Center serves as alaboratory adjunct broadens the entire instructional processto make Students are assigned tothe possible considerably more attentionto learning pro- for existing courses. 133

L,L,tbbia,b-xpts&ta....0,-,bubA, bait Center for the completion of certain tasks just asthey remote console for the computer is apossibility in the are sent to the library or tothe chemistry laboratory. near future. Otherphysical needs include student In addition, students who wish to pursue a,ubject for study carrels and several small auxiliary rooms. personal reasons may use the facilities of the Center. The implications for such a center are great. It fa- Such subjects vary from brief enrichment topics to cilitates independent study for those whose ratesof complete programed courses needed as prerequisites learning differ from the norm, presents a new typeof for other college courses. A reading improvement pro- learning laboratory which professors may exploit, gram utilizing several machines is apopular choice. and offers an opportunity for the academic commu- English for the Foreign Born is elected by many of nity to interact with many of the newtechnological the College's foreign students. At any given time, media. approximately 10 percent of the student body is While formal evaluation procedures have not enrolled in the Center for Independent Study. begun, informal comment to date has been most The staff of the Center includes one half-time pro- favorable. fessor, two and a half teaching assistants, and two student assistants. Staff members register eudents, Liaison Consultants administer tests, keep records, tutor in their special- Florida Atlantic University, Boca Raton ties, and maintain equipment. Two classrooms, two Harvey K. Meyer offices, and a dozen small cubicles are housed in the Center. The Division of Learning Resources at Florida Future plans are dependent on needs of professors, Atlantic University provides as resources liaison con- availability of self-study materials, and financial sup- sultants who assist professors in their respective col- port. Although the College has audio laboratories leges in finding and producing instructional materials. separate from the Center, a small installation with In operation, a faculty member who wants to pro- dial-retrieval capability is a current need. Liaison is duce materials of any kind fur his courses discusses maintained with the College Computer Center, and a his idea informally with one of the consultants. When

FLORIDA ATLANTIC UNIVERSITY Functional Organization and Incumbent Personnel THE DIVISION OF LEARNING RESOURCES

PRESIDENTI

IDean of Academic Affairs

ILEARNING RESOURCES Meyer - Director & Asst. Dean of Acad. Affairs

Administrator Cems

GRAPHICS TECH. SERV. INSTR. SERVICES LEARNING LABS TESTING & EVAL. Schubert Evans Archer Hurtado Hunt

TESTING RESEARCH ART PHOTO VIDEO AUDIO TRAFF. SCHED. A/V SERV. TV PROD. SYSTEMS INSTR. DA1RS Wilken Watkins Notting Klitin Page Harrington Hooker Lane

1111I

TECH. CONSULTATION TECH. CONSULTATION (Electronics) (Humanities) Evans Huhn COLLATERAL Resourcee Liaison Consultants

BUS. & PUB. ADMIN. HUMANITIES OCEAN ENG. SCIENCES SOC. SCIENCES Coleman Huhn Seifert Ceres Archer

1

i 134 ) 1

&

:.

V. OutxPaatrpo,~,t,u to Learning The Media Consultative Process his plans are firm, he writes a request Miami University, Oxford, Ohio Resources, with a copy to hisdean. Upon approval, John Dome budgetary allocations are made,and production is scheduled; the materials are used andevaluated, and The Audiovisual Service atMiami University is revised as necessary. subdivided into four units:Consultation, Utilization, The organization chart on theprevious page indi- Materials Library, andProduction. This report fo- cates the operating relationships. cuses on theConsultation unit. Established 6 yoars ago, the unit nowhas four instructionalmaterials consultants, whose specific roleis that of liaison be- Audiovisual Services in the Library the Marywood College, Scranton, Pennsylvania tween the teacher andthe technical services of Sister Mary Constance, Audiovisual Service. Consultationis the heart of the media program. Throughobservation, discussion, A building complex housing theMarywood College evaluation, design, and coordinationthe consultant library and all audiovisual sources on campusopened brings the array of instructional resourcesto bear on for service in1967.The uniqueness of this complex is the solution of teachingproblems. in the physical relationship ofaudiovisual media to Miami University hasdeveloped a regularized, the library and books on onehand and to audiovisual formalized approach to consultation.To increase their instruction, learning laboratories,and educational opportunities for service andcontribution, the con- television on the other. sultants take two approaches totheir work. First, they The library provides shelving for 150,000volumes attend one or two classes just asif they were stu- and seats 500 students. It providesthe usual services dents. The selection of aspecific class occurs as a teaching, bibliographic, reference,loan plus the result of the teacher askingfor the consultant or newer mechanical andphotographic services of the because the consultant feelsthat he might be able to modern library. Individual studentcarrels will be be of assistance. The secondmethod of operation is interspersed among the books in a quietatmosphere the more obvious: theclient the teacher con- of work-study. tacts the consultant on aspecific matter. From a con- The audiovisual building houseslanguage labora- sultant's point of view, theformer approach is the tories, individual learning equipment,audiovisual in- most challenging. It isin the after-classdiscussions struction classroom and laboratory,graphic produc- that his observations andsuggestions are seriously tion areas, a college mobile TVunit, a repair shop, questioned by the teacher andhis imagination most and also the studio and broadcastingfacilities of the called upon for solutions. Finalevaluation of merit Northeastern Pennsylvania ETV station. and contribution of instructional resourcesmust rest At the juncture of the twobuildings are located the with the teacher. audiovisual loan facility, with thecirculation desk Consultation consists of deliberationsbetween two accessible from either of the twobuildings, and the persons -- one(theconsultant)with specialized techniques, the other 30program sources for theremote-access units stra- knowledge of resources and tegically located throughout bothbuildings and with (the teacher) with contentknowledge, definition of potential expansion to other areasof the campus. goals and objectives, andultimate evaluative deci- The library staff, audiovisual personnel,and indi- sions. The consultant Yocuseshis attention on presen- vidual faculty members are developing atape collec- tational techniques; he selects,plans, and designs tion for use with this future remote-accesssystem. materials, leaving contentdecisions solely to the produce their own teacher. The exchange ofsuch specialized knowledge Some faculty members also will high- tapes for either short- or long-term use.This system creates an evolution ofideas that demands the will enable students to listen torequired musical est professionalperformance from each. arrangements and the spoken-wordrecordings with- The imperative first step inconsultation is estab- out wasting class time andhopefully will be popular lishment of a rapport andunderstanding between wide variety of consultant and client. Theconsultant must keep in with both faculty and students on a good intentions, his help programs. mind that, regardless of his The dial stations have beenplaced in carrels to the client is ofvalue only when so perceivedby located on all three levels of thelibrary where they the client. Recognition ofthis need leads to the sec- will be convenient to students usingvarious cate- ond step in the consultative process.The client must gories of books. A few dial stationsalso have been define and describe the problem ashe sees it before placed in group areas, and the system is tobe tied in the consultant adds hisdefinitions and descriptions. laboratory areas. From these exchanges evolves amutual exploration with the consoles in the learning The process involves Faculty members making listeningassignments to resulting in tentative solutions. dial numbers selection from existingresources;simplification, preprogramed tapes may announce the these resources; to their classes; in addition, acard file duplicated and modification, and incorporation of listening sta- and design and construction of new resources. placed in each area in which there are the client says, "I'll tions will make this informationreadily available to A milestone is reached when for meeting try it that way." Fromthat time on, evaluation, listeners. Provision also *ill be made order. All materials, requests for nonprogramed tapes. revision, and modification are in 135

-4,01.k.q.t.14,,t4g,-4tte,uarw, .6ag, t" all ideas are not superior or final, but a significant step faculty to come in and work with the local staff and has been achieved by teacher involvement. Some of factory representativesin making transparencies. the materials developed by this process are in the Following these seminars and workshops, continuous fourth year of revision; other items seem to require seminars will be presented periodically for all faculty no change after many uses. When a teacher says, members who wish to make their own projectuals. "It took me two lectures to present this concept in 2. A trained production specialist has been em- the past. Now, with these three transparencies, I ac- ployed to conduct seminars for faculty, to assist them complish the same objective in 30 minutes," a con- in producing their own materials, or to do the produc- sultant can feel that his has been an effective con- tion for them. A laboratory work area is equipped tribution. with a variety of production equipment including It is essential that the consaitant enter the relation- Diazo printers, Varitype printer, copying cameras, ship as a person of authority authority based on a Thermofax printers, and others set up for training position of specialized knowledge. It also is important and production use. that he realize that he is outside of his client's prob- 3. An art department has been added and equipped lem and that his role is one of help to the client and to design and prepare nll kinds of visuals such as not one of self-glorification. It is from necessity and charts, posters, and originals for transparencies and difficulty that the need for assistance arises. From overlays. Three artists are already busy with produc- these stem the contact, the rapport, the discussions, tion of visuals for both campus and extension. the evolution of solutions. Often forgotten but also 4. Under construction is a new addition to the Uni- highly significant to the consultative process are the versity library, and the audiovisual department de- need for regularity of contact and the specification of signed the second floor and part of the third floor for objectives and plan of consultation. Infrequent con- housing the Audiovisual Center. In addition to the tacts and desultory recommendations produce noth- usual audiovisual space requirements, plans for the ing but frustrated and disbelieving teachers. new quarters include a special area for faculty mem- Consultants must realize that there may be factors bers to work on their own visuals if they wish to militating against their potential contributions such produce them personally. Assistance will be provided. as threat to teacher status, and teacher's resistance to Listening carrels for students or faculty to play tapes change, disbelief in the value of resources, uncer- or view filmstrips and slides are provided. A number tainty of performance, or poor past experience with of small preview rooms and three larger projection media. rooms will be available, as well as darkrooms for A constant and ever-increasing use of the media processing filmstrips and slides. A soundproof record- consultative process at Miami University has justified ing studio complete with glassed control room is in- its continuation and expansion. Success is keynoted cluded in the audiovisual facilities. This will make by a request to a consultant to "Come back next year possible recordings of glee clubs and other musical and 'take' still another course in the department. All groups, speech, or sound motion picture sets. It is in the department are benefiting either directly or expected that these facilities will be too small within indirectly." 5 years, and consideration now is being given to a learning resources center which will house all kinds of instructional media in a core surrounded by class- Faculty Involvement in New Media Oklahoma State University, Stillwater rooms and auditoriums. I. C. Fitzgerald Instructional Materials Center All classrooms on the Oklahoma State University Orange Coast College, Costa Mesa, California campus, approximately 180 of them, are equipped with lames S. Fitzgerald projection stands, screens, and an overhead projector. Sufficient tape recorders, carousel slide projectors, The Instructional Materials Center of Orange Coast 16mm projectors, 31/4" x 4" slide projectors, sound College has been set up to assist faculty members in film slide projectors, opaques, and other types of the development of a wide range of materials for audiovisual equipment are available to meet most of classroom use. The Center types, reproduces, and the needs for such equipment at this time. compiles college-related materials for instructors and The entire faculty through the department heads assists in operation of equipment as required. A very were involved in determining what equipment should complete reproduction unit includes, in addition to be acquired and where it should be placed. Of course, conventional equipment, an offset press, electrostatic such equipment is of little value without materials to scanner, collater, paper folder, paper drill, and bulk use with it. To meet this need several steps were paper cutter. Equipment is operated during stated taken: hours by Center staff; instructors may operate most 1. A series of seminars were organized for faculty of the equipment themselves during evening hours. members and were well attended. The first seminars Audiovisual equipment may be signed out by fac- were demonstration sessions to acquaint faculty ulty members from several campus repositories and members with possible types of materials that can be in some cases may be permanently assigned to a produced. Two one-day sessions were scheduled for classroom. Center staff provide instruction in opnra-

136 materials from a wide range meetings or training programs related toimprovement tion of equipment, order be restricted to the !of sources, advise on availabilityof materials, and of instruction. Such grants will of materials. A film support of travel within thecontinental United States assist in design and production regular professional tind tape preview room isavailable. and do not apply to attendance at Instructional supplies for instructors --duplicating meetings. 6. Carry on other significantprojects relevant to paper, typingmaterials, and miscellaneous items covered by are stocked bythe Instructional Materials Center.In improvement of resident instruction not addition to providing forcentralized purchase, stor- the preceding categories. age, and inventory,this arrangement also bringsfac- Preference is given to those projectswhich stress ulty members to the Center,where they may find it innovation and immediacy ofapplication, which re- convenient to explore possibilitiesof utilization of late to the upgrading of facultymembers' current new media intheir classes. teaching activities, and which havethe possibility of improving learning and/or savingfaculty members' and students' time. Individual grants aregenerally in A Fund for the Improvement ofTeaching amounts up to $300 andfor projects not exceeding Pennsylvania State University, UniversityPark 1 year in duration. Leslie P. Greenhill

The Office of the Vice-Presidentfor Resident In- An Integrated System of InstructionalServices for the Faculty struction at Pennsylvania StateUniversity has estab- Pennsylvania State University, University Park lished a central Fund for theImprovement of Teach- Leslie P. GreenhiH ing. The objective of the Fundawards is to stimulate improvements in teaching at theUniversity. Grants Over a number of years avariety of instructional may be used to supportexploration of new inpfruc- services were developed atPennsylvania State Uni- tional methods, developmentof special instruc. ;nal versity. These were located indifferent administrative materials, or self-improvement ofteachers on the agencies and were not wellcoordinated. In recent faculty. years most ofthese services have been drawnto- Grants will be made directly toindividual members gether into one agency calledthe University Division of the University's teachingfaculty; full-time and of Instructional Services.The function of these serv- regular part-time faculty members on affyof the Uni- ices is to support thefaculty of the University in its versity's campuses are eligible toapply for awards. teaching mission. At the presenttime these services include the following: Grants may be used to and course development of teaching or testing, or 1. Instructional research 1. Explore new methods services. The Division assistsdepartments and fac- evaluating classroom instruction. ulty members to develop courses,to produce pro- 2. Finance production orpurchase of special in- gramed materials, to plan and evaluate newinstruc- structional aids for whichdepartmental or college tional methods and procedures,and to design new funds are not currently available. instructional systems. It assistsdepartments in pre- 3. Finance constructionand testing of unusual in- paring proposals to , obtain supportfor research on structional equipment which is notavailable on the important aspects of teachingand learning at the market. university level. 4. Finance collectionand/or analysis of data re- 2.Examination and test services.The Division as- lated to improvement of instruction. sists individual facultymembers or departments in and improvement 5. Support self-improvementof teachers by provid- the construction, analysis, scoring, ing travel funds and/or feesfor attendance at special of examinations, National Education Association photo

137 3. Instructional TV services. The Division provides original objective still provides the main guidelines closed-circuit TV facilities and personnel to support for the Office of Institutional Research in the conduct the instructional programs of the University. Assist- of its campus-wide operations. ance is given in developing and adapting courses for To attain its present scope and volume of activity, television and for recording on videotapeor audio- the Office had developed the following majorpro- tape. grams: 4. Motion picture services. Personnel and facilities 1. Cooperation with faculty in the study and appli- are available for making 16mm motion picture films cation of innovative instructional procedures, usually for instructional use and for research projects. Scien- in the field of newer educational media. (For example, tific films, including those involving cinemicrography, use of closed-circuit television in chemistry, engineer- and slow motion and speeded motion (time lapse),are ing graphics, mechanics, and physics; p,:oduction and also produced. The motion picture service also makes use of instructional films in chemistry, civil engineer- 8mm single-concept film loops and high-quality audio ing, economics, engineering graphics, language and recordings. literature, management, psychology, and physics; and 5. Still photography services. The still photography use of combinations of media in conjunction with unit makes 2" x 2" and 31/4" x 4" slides foruse in special classroom facilities in architecture, biology, resident instmction. economics, history, and physics.) This program as- 6. Instructional graphics services. Graphic arts sists the academic administration in stimulating in- services are available to prepare visual materials,e.g., structional experimentation among faculty, including charts and illustrations, for use in televised and other the generating of experimental projects andprepara- courses. Large transparencies for use on the overhead tion of proposals. projector also are designed and produced for the fac- 2. Provision of routine educational media advisory, ulty. production, and operator services for faculty. (For Members of the Division staff work with individ- example, design, production, and use of materials in- uals and small groups of faculty members; however, volving art work and still or motion picture photo- a plan is being developed to provide seminars to graphy; equipment selection; and operator services assist new faculty members and graduate assistants for multimedia classrooms.) in developing teaching skills, especially those involv- 3. Collection, analysis, and internal publication of ing newer media. A specially designed building which operational instructional program data foruse by will house all of these services inone location is now academic and general administration. (For example, in the advanced planning stages. preparation of annual statistical analyses as wellas trend and other summary reports.) 4. Internal distribution of information on current Project Reward* Rensselaer Polytechnic Institute, Troy, New York developments in higher education, and exchange of Philip H. Tyrrell information with other institutions on matters in- volving educational media applications and analytical The Office of Institutional Research, Rensselaer uses of instructional program data. Polytechnic Institute, performs three primary func- The uniqueness of these programs is that they form tions: (a) provision of educational media services for a continuum of coordinated activities ranging from faculty, (b) participation in educational research and the routine to the experimental and that they repre- development activities of the Institute (sometimes in- sent a university-wide attack on such operational volving cooperative projects with other institutions), problems as increasing numbers of students, rising and (c) continuing statistical analysis of instructional costs, and the continuous need to modernize methods program data. of instruction. Taken as a whole, these activities have If institutional research is broadly definedas the doubled in variety and volume during the last 5 years. study of problems connected with the operation of Most importantly, they offer to faculty and staff one the academic programs of an institution, plusan avenue for accomplishingsignificanteducational attempt to implement solutions to these problems, change. then the concept of such research may wellencom- pass the role of educational media experimentation Audiovisual Services at San Jose State College and utilization. As defined, this ..:oncept supplements San Jose, California the idea of research with the idea of action, and these Richard B. Lewis and Jerrold Kemp two ideas research and actionare implicit in the original objective of Project Reward: to assist The primary functiona of the Division of Audiovis- faculty in undertaking educational experimentation ual Services are to provide educational and logistical so that more effective instruction at less cost than support for the general improvement of instruction might reasonably be expectedwill result. This and to increase efficiency of teaching and learning within the institution. *Project Reward, established inthe summer of 1956, oper- The scope of audiovisual services extends to a ated on a project basis until July 1961, when itwas redesig- variety of educational media (other than printed ma- nated as the Office of Institutional Research. terials) and includes materials, equipment, and pro-

138 class instruction.When support: films,filmstrips, terials to be used directly in sions for their essential commercial materials are notavailable or are not des, transparencies; audiomedia; televised instruc- selected, and visualized pres- configurations; and miscellaneous appropriate, media are n in various entation materials areplanned and produced. In gen- aching resources. eral, emphasis is on low-costmaterials such as slides, A guiding principleaffects organization: theloca- mounted displays of of services is not important, pro- transparencies, flat pictures, on or sponsorship charts, diagrams, and pictorialmaterials; motion pic- ided that the services arereadily available to the 16mm, silent orsound, long-established tures are prepared in 8mm or culty and students; thus some when highly specializedteaching problems canbe ervices are maintainedwhere they were initiated and listening solved only with thismedium. or example,disk recording circulation Since effective use ofinstructional materials re- acilities in the Collegelibrary); however, technical facilities and proper and Audio- quires adequate physical upport of such servicesis supplied by the controlled conditions, a priority concernof the tech- sual Service Center. nical services unit isplanning for and implementing Production of materials is a serviceprovided when the College audiovisual pro- not available. the technical aspects of ppropriate commercial resources are gram Circulationand maintenance ofequipment and ervices to the facultyand students arewithout such as projection screens, and are funded in the provision of room facilities harge or recharge procedures stands, darkening, conduits,and other mechanical college instructional budget.Resources in the Divi- the staff responsibilities. members for specific in- conveniences are included in Oon are selected by faculty Lending equipment to facultyand students, training 'ptructional purposes; items arepurchased or rented and caring for the of value. and supervising projectionists, according to extent of use or permanency variety of audiovisualinstallations throughoutthe onsultation with faculty andstudents on audiovisual responsibility of Divi- campus also aremajor activities. frteeds or resources is a major A fundamental andguiding belief of theCollege lsion personnel; every effortis made to locate, recom- medium that can improve instructional materials administration is that any znend, and supply appropriate teaching and learning shouldbe explored, tested, and, to meet instructionalneeds. if considered valuableand economicallyfeasible, In the Audiovisual ServiceCenter, a three-story, Through the Divisionof administrative units adopted and supported. ,18,000-square-foot building, three Audiovisual Services,this belief is nurturedand are situated:utilization services, materials prepare- implemented. Mon services, andtechnical services. Each unitis The entire staff of theDivision is active inthe guided by a specialist-coordinatorwith a staff. Plans appropriate to the respon- proposed new professional organizations are in progressfor future facilities in a sibilities of each individual.Staff members work with Library and Teaching ResourcesBuilding. colleagues both on and offthe campus in thestudy of The primary function ofutilization services is to expanding potential forservice. best their field and its make available to theinstructional program the When improvement andefficiency of teachingand of commercially producedmotion pictures,filmstrips, the Division ofAudiovisual in learning are considered, tapes, and similarinstructional materials. And, Services along with the libraryand other campus order to encourage effective useof these materials, agencies supportinginstruction is involved. not only are theyloaned over the counter,but pro- f jectionand recording services areprovided for faculty members. Trained studentprojectionists take ma- Instructional Resources Center to classrooms, run State University of NewYork at Albany terials and necessary equipment Robert C. Rowe E the films,and return them to theCenter. Further, the t Center provides alibrary of films andfilmstrips Building plans of the StateUniversity of New York owned by the College andalso obtains, by rental, include a CommunicationsLecture Center with pro- borrowing, or exchange,additional resources not in duction facilities to belocated at each of the 11four- the Center library. Norecharge system is required, year colleges to servetheir campus needs.The Uni- and red tape is kept to aminimum. versity centers at Albany,Binghamton, Buffalo, and To implement the useof films and other media,the Stony Brook will be largeproduction centers to sup- Center also maintainscard and computer printout port their individual campuses.They also will be catalogs of all audiovisualmaterials available in the equipped with staff andfacilities to provide supple- Center for use by facultyand students, as well as mentary productionof teaching materialsfor the 1 from sources outside the College.Obtaining new ma- various units within theirregion. iterials for preview andproviding *viewing and The program in terms ofphysical space and facili- searching services for newmaterials 'are also tasks ties of the CommunicationsCenter at Albany indi- of the Center. cates the advanceddesign of the facilityplanned. Materials preparation serviceshave been given Division program. With pro- The design of this building isbased on the proven priority support in the effectiveness of instructionalaids in improving, fessional direction and competentphotographic and the both qualitatively andquantitatively, the teach- graphic staff, this activityplans with faculty for there- preparation of a wide varietyof instructional ma- ing-learning process. The space program, 139 ...virr,""f.:40,011*,414

fore, defines a number of lecture halls varying Facilities are included eventually to connect re- in size and equipped with instructional aids, as sponse units at the student seats tothe computer well as the facilities for the production of film center for instant read-out of information about materials,"visuals," demonstration apparatus instructor effectiveness and student achievement. and televised instruction.* A major service of this facility also will be the The building is a nondepartmentalized facility. Its production and origination of telecourses for use on concept is based on methods of instruction rather the State University network. than disciplines, curriculums, or courses, and it will be designed to support and aid the instructor and Extended Symposium on College Teaching instruction in every possible way. As a multimedia University of Bridgeport, Bridgeport, Connecticut communication center, it will provide a high degree George E. Ingham of flexibility in use. The production center can be thought of as housing The University of Bridgeport faculty constantly a manufacturing process, withthe end result being the emphasize quality in instruction and look for a slides, films, charts, etc. For instance, the graphic arts variety of means to improve teaching techniques. To studio will produce materials for both film and TV assist them in this endeavor and so that they might use as well as for directclassroom use. With the have ample opportunity to become more conversant exception of possible offices and some workshops, the with rapidly developing educational technology, the building will be windowless and air-conditioned College of Education applied for and received from throughout. the University Parents' Association a grant for finan- The building will contain 20 lecture halls ranging cial support of what is called an "Extended Sym- from 60 to 500 in seating capacity. Each lecture hall posium on College Teaching." The purposes of this will be equipped with a rear projection room with symposium, which is open to all members of the projection equipment for multimedia display on the College faculty, include (a) development of a height- larger lecture halls ened awareness of individual instructional problems rear projection screen. Each of the and needs among faculty members; (b) exploration of will also have a preparation room for setting up of new developments and trends incollege instruction; demonstrations and preparation of lectures. and (c) creation of opportunities for faculty members In addition to using existing teaching materials to improve their instruction within the contextof such as slides, films, and transparencies, this building new ideas. will include four TV studios equipped with image- Funds made available by the grant are being used orthicon cameras, two motion picture production to bring to the campus four scholar-consultants, con- studios, a complete photo and graphics section, and a sidered outstanding in the field of college instruction. materials library and dissemination center. Each is to make a presentation in his area of expertise From the master control room, it will be possible to to the University faculty and to remain on campusfor feed 12 different sources of information to all the a period of time to consultwith entire colleges, de- lecture halls as well as to a campus-wide closed- partments, and individual faculty members. Itis circuit hookup. anticipated that innovative approaches to teaching, The Center will be independent of any particular providing immediate as well as long-term benefits to discipline or academic department. A lecture hall may the student body, will be among the outcomes of be used for physics presentation one period, a history these extended visitations. presentation the next, and a biology presentation the The theme around which the symposium has been third. organized is "New Initiatives in College Teaching." The production areas support widely diversified The first scholar-consultant brought in to implement activities. Functions provided include film produc- this theme used multimedia techniques to illustrate tion; audio recording; graphic arts production; demon- his discussion of the topic "The Systems Approach to stration assembly and setup; TV origination; control, College Instruction." Other topics to be pursued by distribution, and recording; and storing and issuing of scholar-consultants during the year and exemplifying teaching materials. emerging trends in college teaching may be selected It is further contemplated that this teaching and from the following: learning resource center will include a group of re- Humanistic Approaches to Learning searchspecialistsin communication theory and Programed Instruction human and social behavior to act as consultants to The Use of Simulation in Learning the teaching faculty in the design of courses for Television as an Instructional Medium maximum effectiveness. These consultants will be Cooperative Teaching primarily educators and content authorities but will Individualizing Instruction also know how television can best be used to motivate Group Approaches and Dynamics in Teaching. learning. A faculty committee consisting of representatives * State University of New York, Office of the Architect, of the colkges has been established to identify, after Space Requirements of the Communications and Lecture Hall survey, the specific aspects of instructionwhich seem Building at Albany. to be of most interest and concern to themajority.

140

tn.tart.1 j made by this com- which to accumulate theappraisals of their asso- the basis of recommendations ciates. The seminars appearto have created aclimate ee, theremaining scholar-consultants areto be fa- University of Bridgeport. in which faculty supportfor advanced teaching cted for visitation to the cilities will thrive. terest in and enthusiasmfor even greater useof media facilities of theUniversity have been ning high since theinauguration of the Extended INSTITUTIONAL INVENTORY posium on CollegeTeaching in 1966. Requests increasing for moretechnological tools for instruc- Anne Arundel CommunityCollege, Severna Park, Md. nal purposes, and thesymposium, unique on uni- Facilities in library forindividual and group listening sity campuses, seemsassured of continued success. and viewing, in carrelsand small rooms.Equipment includes TV as well asfilms, slides, headsets. Nodial D. Forman) diovisual Seminars for Faculty access. (James iversity of Washington, Seattle Brevard Junior College, Cocoa,Fla. A unified admin- d F. Baldwin istrative unit for alleducational service3: TV,radio, AV, listening labs,instructional labs, instructional 'I'he Health SciencesDivision at the Universityof research, library, data processingand technical re- gashington faces a majorexpansion of morethan 60 search. (William K. Cumming) rcent between the years1968 and 1975.The Divi- California State College atHayward. Center for In- on comprisesthe Schools of Medicine,Dentistry, self-study materials andtutorial and dependent Study has ursing, and Pharmacy,with associated clinical help. (John D. Hancock) University Hospital,the aching facilities of the Canal Zone College, Balboa.Unified book/nonbook unate Center, andgraduate biological sciences.The has been organized. toimplementmeasures Educational Resource Center ministrationdesired Duties of resourcespecialist recently defined.(Gary hereby faculty could beactively involved in plan- technologies to teaching T. Peterson) Ong the application of newer Technology, Cleveland,Ohio. A De- achniques and facilities. Case Institute of partment of InstructionalSupport provides (a) adirect The Audiovisual Serviceoffered a monthly seminar of level of faculty acquain- service for design,development, and production riented toward raising the teaching-learning resources;(b) a program of con- ance withdevelopment and utilizationof instruc- to assist thelearning- onal media. The series wastitled "Adventures in sultation to seek new ways of each seminar was teaching process; (c) a sourceof information on use, reaching." The real message of all media; (d)research 4 . vehicle of communica- production, and availability arned through some unusual into machine methodsfor assisting educators;and on as, forinstance, an intercampuscommunication and other list of selected names was (e) a communicationlink between Case network. A faculty mailing F. Schneerer) developed and placed onaddressograph plates, and groups. (William month's upcoming Chaffey College, Alta Loma,Calif. Educational Media in initial announcement of the stage) will have afaculty rogram wasmailed 2 weeks prior.With a lead of Center (now in planning distributed throughout theDivi- media preparation room; 32carrels for students; 10 days, posters were Wignall) von, andimmediately followingthe presentation a CCTV transmission andtaping. (Rex W. tf ollow-up report was mailed to the entirefaculty. Colgate University, Hamilton,N.Y. Social Science An effort was made toinvolve administrativeoffi- Materials Development Centerhas a small TV studio H. Blum) pers1 andinstructional leaders inother disciplines on and an AV laboratory. (Lester and off the campus.All seminars were committee- College of Marin, Kentfield,Calif. Two trailers have !planned at least8weeks prior, and persons were been joined to provide aclassroom with carrels then invited to acceptassignments. Frequently ithas equipped for use of 8mmfilm, slides, audiotapes,and tbeen possible to use talentfrom other areas ofthe videotapes. (Donald R.Greenfield) country. College of St. Benedict, St.Joseph, Minn. Library Attendance has varied from 60to 150. With the Resource Center willhouse central controlfor dis- icompetition of day-by-dayresponsibilities and un- semination over entire campusof videotapes, audio, 'avoidable conflicts, weestimate that ourpossible and film. CCTV, telelecture,and dial access nowin audience numbers 250 from among astaff of 500. planning stages. (SisterMargretta Nathe) Jhus, on one or twooccasions 50 percentof the of Medicine, Durham,N.C. reached directly; others are Duke University, School available group has been Science teachersseeking more effective waysof reached through the report.Audience reaction is high in uses of TV,teaching climate for subse- teaching have been successful , and is avital aspect in building machines, and programedlearning. Other ways being e quentsessions. New contactswith staff inevitably sought to give studentsmaximal assistance inlearn- ,T result, leading to newmedia developments forthe Agnello, and F. D.McFalls) The seminars offer a ing. (J. E. Markee, S. A. bteacher and the institution. College, Cheney. Instruc- forum in which the teacher may expresshis problems Eastern Washington State tional CommunicationsCenter produces films,slides, and share his successeswith colleagues; graduate file of AV materials, pro- students and professors findthem a new medium in display boards, resource 141 .,76: 'ert

gramed instructional materials, and self-instructional slides, films, CCTV, videotapes, audiotapes, and self- laboratory. (Thomas K. Midgley) instructional media; 9 separate video lines; 7 multi- Florida Atlantic University, Boca Raton. Use of sub- media rooms. The instructors have only to ask for ject area consultants to assist faculty in producing what media equipment or services they want. (Eugene instructional materials. (Harvey K. Meyer) Edwards) George Peabody College for Teachers, Nashville, Monterey Peninsula College, Monterey, Calif. Empha- Tenn. Learning Resources Center includes (a) cur- sizes improvement of instruction; consultation of co- riculum laboratory; (b) sample textbook collections; ordinator of instructional services with faculty; de- (c) services, equipment, and film clerk personnel of emphasis on routine delivery of equipment and ma- the AV Department; (d) sample test collections; (e) terials. (Leon Fletcher) TV teaching laboratories and studios; (f) demonstra- Oklahoma State University, Stillwater. Has made use tion and research in teaching machines, automated of faculty in-service seminars to acquaint faculty tutoringdevices;(g)high-speed electronicdata- members with possibilities of uses of new media. processing equipment; and (h) materials and equip- (J. C. Fitzgerald) ment for production of graphic aids for instructional Orange Coast College, Costa Mesa, Calif. Instruc- purposes. (Curtis P. Ramsey) tional Materials Center prepares and reproduces in- Indiana University, Bloomington. The AV Center, in structional materials, distributes projection equip- addition to the centralized program, has unc: 1r way a ment, issues instructional supplies; maintains offset program to establish media subcenters in a number presses, photography services; several varieties of of classroom buildings around the campus. (L. C. copiers available. (James S. Fitzgerald) Larsen and Gene Faris) Pennsylvania State University, University Park. Fund Junior College District of St. LouisSt. Louis County, established to permit grants to faculty members to St. Louis, Mo. Board policy encourages release of explore new methods of instruction or to support faculty time for research and development in im- self-improvement of teachers. Integrated instructional provement of instruction, including plans for utiliza- services provided for course development, examina- tion of new media. (David Greenwood and Robert C. tions, TV and film production, still photography, and Jones) instructional graphics. (Leslie P. Greenhill) Lafayette College, Easton, Pa. Elaborate CCTV in Polytechnic Institute of Brooklyn, New York, N.Y. classroom and cubicles permits presentation of ex- Special production facility being planned to provide perimental stimuli and observation of human or education and development of personnel interested in animal subjects. (J. Marshall Brown) computer animation. Resident staff members will be Langston University, Langston, Okla. Learning Center recruited from disciplines (electrical and industrial focuses on freshmen; provides dial access and carrels engineering, metallurgy, chemistry, physics) to edu- on Oklahoma Christian model. (Mamie Slothower) cate outsiders in like fields in other institutions. Also Los Angeles City College, Los Angeles, Calif. A com- will use summer workshops and orientation sessions prehensive instrucdonal materials laboratory receives to bring together film makers and scientists to explore material from instructors for individual study by stu- this medium and to develop a repertory of computer dents who need extra help. (Alice Floyd and Paul programs (software) for animation of films in various Whalen) subject matter fields. (L. Braun) Los Angeles Valley College, Van Nuys, Calif. Study Purdue University, Lafayette, Ind. Film center pro- Skills Center includes programed instructional ma- vides students direct access to instructional films, terials, teaching machines, self-tutoring aids, and tapes, slides, filmstrips, and disk recordings. Demand Listening Center. (M. Jack Fujimoto) continues to grow. (L. D. Miller) Marywood College, Scranton, Pa. A building unites Rensselaer Polytechnic Institute, Troy, N.Y. A new library and audiovisual servicesin carrels(dial Communications Center will be based on the School access) located in stacks and elsewhere. Audiovisual of Architecture's experimental classroom facility de- wing expected to house language laboratories, in- signed for college instruction utilizing TV, projection dividual learning equipment, AV instruction class- techniques, audiotapes, demonstration apparatus for room, laboratory graphic production areas, a college optimum use of instructional aids. The Office of In- mobile TV unit, repair shop, and the studio and stitutional Research now provides (a) educational broadcasting facilities of the Northeastern Pennsyl- media services for faculty, (b) participation in educa- vania ETV Station. (Sister Mary Constance) tional research and development activities of the Miami University, Oxford, Ohio. The Audiovisual Institute, and (c) continuing statistical analysis of Service is subdivided into four units: Consultation, instructional program data. Has developed the follow- Utilization, Materials Library, and Production. Role ing major programs: (a) cooperation with faculty in of instructional materials consultants in the Consulta- study and application of innovative instructional tion unit is that of liaison between the teacher and procedures;(b)provision of routine educational the technical services of the AV Service. (John Dome) media advisory, production, and operator services; Monroe Community College, Rochester, N.Y. Main- (c) collection, analysis, and internal publication of tains an AV complex of 24 rooms in which to produce operational instructional program data; and (d) in-

142 777..""7-0, ".r. .41======111111"11"1".111.11191111111111.1111A'

graphic: devices, and other media;(c) assist in pro- iernal distribution ofinformation on current develop- (Philip H. Tyrreli and Alan curing 16mm motion pictures, 8mmfilms, 8mm single- ents in higher education. concept film cartridges;(d) offer consultationand Green) planning service; (e) providein-service education; ochester Institute of Technology,Rochester, N.Y. of educational TV. (Bob Center and Laboratory and (f) develop programing he Instructional Resources W. Miller) rovides opportunities forcooperation with faculty, Consultant aild spe- students, and administration inresearch and develop- Taylor University, Upland, Ind. and production of instruc- cialized services to help prepareteachers to create tinent, selection, utilization, and to use visual teachingmaterials. (Ross C. Snyder) tional materials. (MauriceKessman) College operates the Libraries, Troy State College, Troy, Ala. rSt Cloud State College, St. Cloud, Minn. Southeast Alabama EducationalMedia Project to curriculum materials, AV center,and graphics prepa- of new educa- in disseminate and encourage adoption ration under oneadministration with staff trained tional ideas and practices.(Kenneth Croslin) and librarianship. (Luther AV, curriculum principles, University of Bridgeport, Bridgeport,Conn. Offers an Brown) "Extended Symposium onCollege Teaching" in- San Jose State College, SanJose, Calif. AV Service tended to heighten awarenessof faculty about instruc- Center houses utilizationservices, materials prepare- tional possibilities of various types,including "New t lion services, andtechnical services. Makesavailable Media." (George E. Ingham) r to instructors all varieties of instructionalmaterials Angeles. Centralized of University of California at Los andservices includingsystematicanalysis service promotes use ofcommunication media for learning resource requirementsin relation to teaching public service activi- Jerrold Kemp) instructional uses, research, and objectives. (Richard B. Lewis and ties of campus. Helps toplan building, produces TV State University of NewYork (SUNY) at Albany. programs, operatesTV equipment, producesfilms and Building plans include aCommunication Lecture Cen- graphs, and distributes AVequipment. (Frank E. ter with productionfacilities to be located at all 11 Hob den) 4-year colleges in NewYork State to serve campus University of California at SantaCruz. Instructional needs; to be equippedwith staff and facilities to pro- Services Center includes (a)self-instructional pro- vide supplementaryproduction of teaching materials grams, films,slides, recordings, tapes, maps,charts, for various unitswithin each region.(Robert C. diagrams; (b) AV support forclassroom teaching; (c) Rowe) storage, maintenance,and repair of equipment;(d) SUNY, College at Oswego.Office of Learning Re- photography,includingmicrophotography,aerial services for all new media resources photography, photocopy, filmsand print processing, sources includes plan- on campus. (J.R. Pfund) projection printing; (e)graphic arts services; (f) facilities. (Marvin J. Rosen) Stephens College, Columbia, Mo.The Learning Center ning for physical brings together in anintegrated manner all aids to University of Colorado,Boulder. Bureau of AV In- learning provided by moderntechnology, as well as struction lists 5 objectives:(a) inform of services, them readily available (b) teach utilization andoperation, (c) supply ma- traditional materials, making in for both student andfaculty use. Extensive moderni- terials, (d) producematerials, (e) assist teachers staff organization. (RalphC. restructuring courses.Radio section producesand zation of facilities and of programs. (R. E. Leyden) distributes (broadcasts) variety Alpine, Tex. The Multimedia deKieffer) Sul Ross State College, Honolulu. Service facilityfor Center of the West TexasInnovative Educatioh Cen- University of Hawaii, innovative media facilities,equip- faculty members includesfilms and production of in- ter will (a) furnish Communications Center pro- ment, and materialsfor staff members of various structional materials. educational institutions; (b) provideall types of films, vides services in educationalmedia for all depart-

System Development Corporation,Santa Monies, California 143

%44,01r ments and agencies of the University. (Walter A. sive computer-assisted education production and use. Wittich and Richard Sanderson) (Major David H. Wagner, Paul L. Quinn, and William University of lown, Iowa City. The Center for Re- M. Richardson) search in Educational Media Design, opened in 1966, Wartburg College, Waverly, Iowa. Permanent self- is funded by the Upper Midwest Regional Educational contained custom-designed projectionfacilitiesin Laboratory, through ESEA of 1965. The first major auditorium and lecture room of new (1967) Hall of project of the Center is to attempt to bridge the Science. (R. A. Wiederanders) knowledge gap between media research and the class- Washington State University, Pullman. Uses "New room teacher, grades K through 12. (Lee W.Cochran) Media File" folders for graduate students and faculty. Inserts new material as received. Also publishes small University of Minnesota, Minneapolis. The Labora- newsletter to faculty listing new acquisitions of the tory-Seminar activity described earlier* has continued AV Center and brief notes and suggestions on media to expand. In operation or in the planning stage are utilization. Objectives of the AV Center are to enrich satellite material centers in 3 areas of the campuses. of classroom Will be mainly equipment and production centers for course offeringr and enhance quality classroom media. Another facility soon to be avail- instruction through use of appropriate materials and able is an auditorium complex with both rear and techniques. (Gerald E. Brong) front projection, mostly automated. All new audi- toriums or large classrooms provide for CCTV and SUMMARY systems of projection. (Wesley J. F. Grabow) University of New Hampshire, Durham. New England The concept of on-campus administration of media Center for Continuinj Education will include facili- services has progressed from the original purpose of ties for use and production of various communica- providing films, projectors, and projectionists to the tions media in continuing education seminars. (John provision of media-enhanced services to professors D. Bardwell) and students that have the potential to revitalize and University of North Dakota, Grand Forks. Stenog- modernize instruction in all departments of the col- raphic Bureau provides all printed reproductions and leges and universities of America. duplication;Instructional Communications Center Innovation is the keyword of the reports cited and prepares and produces projectuals. (G. H. Voegel) summarized in Chapter 14. Administrative services University of Washington, Seattle. Offers a monthly have been grouped on many campuses under the title seminar on "Adventures in Teaching" in the Medical "Instructional Resources Center." Their task still in- School, with voluntary attendance of faculty. Con- cludes provision and maintenance of equipment, but siderable stress on utilization of new media. (Boyd it has extended to encompass also materials prepara- F. Baldwin) tion of the most sophisticated kind; design of facilities U.S. Naval Academy, Annapolis, Md. Experiment to permit the instructional utilization of new display under way to apply systems approach to education methods; and highly competent assistance to pro- in order to increase quality and effectiveness of learn- fessors in the development of course objectives and ing; faculty summer study in preparation for inten- of the means to pursue these objectives. The admin- istration of media services has become, in all parts . New Media in Higher Education, p. 159. of the nation, an exercise in instructional leadership. XV

CONCLUSIONS

be true that edu- DURING the course of theacademic year 1966-67, in this sequence, it will continue to Education Media Study cational goals at times aresubtly redirected or even staff members of the Higher in- gathered brief descriptions ofinstructional applica- established by available facilities. An even more than 500 professors in sidious danger is the possibilitythat the shift in tions of new media from more unnoticed. more than 300colleges and universities. In addition. emphasis might be inadvertent and made during this period to A second and relatedobservation is the need for on-campus visits were within regions inspect and to talk about innovationsin 60 colleges concentrated effort both nationally and bring concrete ob- and single institutions on thedevelopment of ma- and universities, in an attempt to media. servation to bear on the impressionsgarnered from terials of instruction to be used with new prolonged immer- There is a great need for the developmentof credible the descriptions. As a result of this transparencies, sion in the sea of innovation,the editors have formed software for higher education. Films, "the state of the programs, and tapes arebecoming available for the several tentative conclusions about shortage of ma- art" and its future. The readershould recognize that lower schools, but so far there is a of the editors terials on a level appropriate forhigher education. these conclusions are the responsibility primarily to and in no way reflect the standof any of the con- Perhaps the effort should be directed development and distribution ofmodular units of tributing or sponsoring organizations. that any in- Our first and perhaps mostfundamental conclusion instructional software in such diversity supports one of the suggestionspresented by Pro- structor would be able toselect from a rich array Applications of tech- of resources those that fit his course,his students, fessor Carpenter in Chapter 1: that he is nology to higher education seem tohave been far and his personality, in much the same way now able toselect from many textbooks, to rearrange more adaptivethan creative. All too often, the pro- and to assign fessor has exhibited the pleased naïvetéof the child the chapters to suit his purposes, with a new toy, asking himself, "What can wedo selected readings in the library to meetthe interests As a result, and the educational needs ofhis students. with this wonderful piece of equipment?" of this study is some of the mostimpressive present applicationsof A third observation growing out education are based on adapta- that physical facilities forinstructional applications new media in higher Chapter 9 includes tions of unrelated hardware,adapted to worthwhile of new media still are inadequate. been, "How descriptions of several buildings thathave been instructional purposes. The question has the develop- can the 360be applied to improving instruction?" planned and constructed to facilitate Ideally, the basic question should concernitself with ment, storage, and utilizationof instructional media; to but in far too many institutionsthe most modern of purposes and goals"What are we trying tem- achieve?" Then the second questionmight deal with equipment is housed in the most ancient or most the invention porary buildings on campus.It is necessary for sup- means and withthe development leftover space, anti- of kinds of equipment that wouldflexibly, directly, portive staffs to "make do" with the realization quated equipment, and overworkedpersonnel. If the economically, and justifiably facilitate achieved, it will be of accepted purposes. Until it ispossible to operate potential of new media is to be 145

. N.4ax'ee necessary for budgetmakers and policy determiners permanent and lasting effect inimproving instruction with logistic support. Proba- through the application of new media will occuruntil to undergird innovation this bly the greatest single encouragement tofaculty mem- there is a substantial institutional commitment to achiev- purpose. That commitment mustinclude at least four bers in improving instruction, and perhaps in expressed ing the economies that newmedia promise, will be elements: (a) administrative involvement paraprofessional in financial support and inrecognition of faculty the ready availability of competent released time and of staff, housed in efficient and well equippedquarters, participation, by means both of to assist with the researchand preparittion of in- promotional policies; (b) adequatecapital investment creative in both space and equipment;(c) technical staff to structional materials that truly effective and of materials and in teaching requires. assist instructors in development A fourth observation of the studyis that faculty operation of technical equipment,with leadership of development programs are essentialelements in faculty status and with enoughworkers to complete efforts to modernize instruction. The inertiaof college requested work within a minimumtime; and (d) tech- faculty interest in improving the qualityof instruc- faculty in improving their own instructional absent in an effort niques is proverbial. Perhaps theexplanation can be tion. If any one of these factors is found in the fact that each of us finds mostsatisfac- to introduce nbw mediainnovation, it is highly un- both comfortable likely that it will achieve any widespreadand lasting tion in doing the task that he finds institu- and satisfying and too many college teachers find influence on the quality of instruction in an that the university community prizesother activities tion. more highly than itdoes inspiring teaching of under- An additional and gratifying seriesof observations gaduates. may be summarizedin a "law of primacy," a descrip- However that may be, somt outsidestimulus and tive as well as a normative statement.This law states support are needed in order to encouragethe instruc- that the primary purpose of the concernof higher tor to exert tne time and effortthat are essential if education with new kinds of communicationtech- he is to be able to improve thequality of his pres- nology is the improvement of instruction. At onetime entations in class. Recognition by theadministration it was fashionable to promotethe use of equipment that improved instruction is important,expressed in because it would help to combat rising costs orpermit the form of planned programs, finances,and time, is larger numbers of students to beaccommodated in an effective first stepin the improvement of instruc- existing facilities. On at least one or two campuses, tion. This fact has been underscoredby the inclusion it seemed to the observers thattelevision or com- of faculty developmer t institutes inthe authoriza- puters were being used primarilybecause they were tions of the Higher Education Act of 1985(Title VI). fascinating equipment, and "becausethey were there." A fifth observation is that the systematicapproach This condition seems to be definitelyexceptional. The to instruction* offers significantpromise for the law of the primacy of instructionalimprovement is a attainment of economies of effort and ofinstructional clear deduction from the preponderantevidence. The time in higher education. It is a means offocusing on primary emphasis of workers in the useof new media the problems of teaching all of the insightsabout is on the improvement of instructionand the restora- learning and all of the techniques of displaying in- tion of the personal element in theinstructor-student formation that have been developed during the twen- relationship, rather than in effecting economies,in tieth century. It should be applied much morewidely adapting to increased enrollments, orsimply in ex- in revisions of college courses. Theatmosphere of tending the image of the instructoreither to more the university, with its tradition ofdedication to classrooms or to more times of the day.While such research and experimentation in every aspect oflife ends were not ignored in any ofthe institutions except the performance of professors,would seem to studied, no institution claimed them asthe primary be a most favorable environment forexploratory ven- objective of its experimentation. tures in systems analysis. The urgencyof the need In conclusion, the editors can testifythat exciting for the benefits of course revision is emphasizedby breakthroughs towardimprovedinstructionare growing enrollments and rising costs; the convenience opened by the waves of experimentationthat are of such revision is enhanced by the presence on many inundating campuses of all sorts in all partsof the campuses of expert personnel andexcellent resources. nation. The seawalls that resistthese waves, as The flexibility of scheduling in colleges and univer- always, seem to be composed of equal parts of inertia sities adds to the ease with which instructioncould and poverty, but these are being erodedby the in- be updated if only the urgent need for such mod- creasing force of successful examples.The future for ernization were a prime concern of faculty members. anyone who believesthat new media can encourage Another important observation of this study relates better teaching is bright. to the conditions under which innovativeand effec- One caution only: The newmedia possess no tive applications of new media to instructionalprob- magic. They must be directed byhumans to human lems can affect the intellectual atmosphere of an en- ends. It is a perversion of their promise to usethem tire campus. These conditions could be expressed as a only to facilitate outmoded purposes.The key to "law of critical mass" which recognizes that no better teaching, now as ever, restsin the will of * As outlined in Chapter 13. the teacher.

146 TOPICAL INDEX

accounting, 66 Computers on Campus, 81 administration, 20 consultants, 132, 135, 142, 143 i of media programs, 131-144 cost accounting, 85 adult education, 41 costs of instruction, 9 t aerospace engineering, 41 counseling, 89 Air Force training, 38 credit courses on television, 23 Iamplified telephone, 111 criminology, 33 anatomy, 42 data processing, 92-93 i architecture, 35 decision making, 93 Iart, 47, 64, 79, 108 dentistry, 46, 67, 80 i Articulated InstructionalMedia Program, 126 desk, multimedia equipped, 98-99 assumptions listed, 3-5 disadvantaged students, 4 audiology, 85 distributive capabilities, 10 audiotapes, 49-60 Division of Learning Resources, 134 audio-tutorials, 69-80 drama, 25, 51, 59 audiovisual operation, 76, 78, 80 economics, 37, 40, 65, 67 services, 131 Edison Responsive Environment, 79 Automated Learning Center, 121 education, 30, 32, 37-41, 46-48, 53, 107, 115, 116 t bacteriology, 41 Educational Development Program, 120, 121 biology, 30, 31, 33, 38, 40, 42, 77 educational goals, 4 blind students, 51 Educational Media Center, 141 botany, 33, 71, 74 Educational Resource Center, 141 budget, 132 Educational Services Office, 133 business, 66 EDUCOM, 121, 128 carrels, 70, 78-79 Encyclopedia Cinematographica, 47 Center for Independent Study, 133 engineering, 33, 35, 39, 41, 47, 61, 66, 67, 74, 85, 93, 108 Center for Instructional Communication, 125, 129 English, 25, 39, 48, 58, 63, 66, 80, 108 Center for Research in Educational Media Design, 144 equipment operation, 46 Chinese, 36 extension courses, 109-111, 113 chemistry, 25, 39, 47, 66, 79, 84, 89 facilities for media programs, 131-144 closed-circuit television, 16, 35 faculty ,commercial television stations, 25 involvement, 42 icommunication, 42, 77 orientation, 91 Communication Lecture Center, 143 seminars, 11, 39, 97, 105, 136 I communication revolution, 4 feedback to students, 101 Communications Center, 142-143 filmed computer output, e6 , computer-assisted instruction, 81-94 films, 16-18, 43-48 Icomputerized library, 91, 92 fine arts, 29 Computers in Higher Education, 81 fire science, 40

1 147

111 forestry, 30, 33, 71 pharmacy, 79 Fortran, 33 physical education, 40, 44 forum buildings, 99, 101, 103 physical sciences, 25 French, 35, 87 physics, 47, 66, 87 geography, 106 physiology, 33, 38, 48 geology, 47, 72, 107 PLATO, 18, 81, 87-89 German, 25, 30, 35, 84, 87, 89 political science, 25, 40, 51 guidance training, 40 professors - new roles, 12-13 health sciences, 30, 36, 40, 47, 67 programmed learning, 18, 61-88 Higher Education Media Study, 1 programs history, 25, 33, 102, 108, 129 developing, 10 home economics, 40 facilities for, 11 humanities, 41 faculty training, 11 Independent Study Center, 141 Project Reward, 138 industrial processes, 33 psychiatry, 41 industry and education, 11 psychology, 28, 30, 31, 37, 41, 48, 48, 59, 67, 92 innovations in curriculum, 4 psychotherapy, 26 institutional research, 138 radio, closed-circuit, 55-56 instruction random access, 32, 60 defined, 3 reading, 40 instruction - learning cycle, 8-9 released time, 25, 31 Instructional Communications Center, 141, 144 remedial instruction, 52, 57, 62, 66 instructional facilities, misuse, 9-10 remote blackboard, 110, 112 Instructional Materials Center, 136, 137, 142 requirements analysis, 7 instructional materials, improving, 10 response systems, 95-97, 103-104 instructional resources, 131 school administration, 115 Instructional Resources Center, 139, 142 science, 29, 44, 106, 141 Instructional Services Center, 143 "Selective Dissemination of Information," 82-83 Instructional Support, Dept. of, 141 Seminars for faculty, 141-144 laboratory, instructional, 34 self-evaluation, faculty, 30 listening, 18, 49-60 self-instruction, 19, 46, 47, 62, 69-80 languages, 29, 51-54, 57-58, 67 shorthand, 29, 51, 58, 59 law, 33 simulation, 115-118 Learning Center, 143 social welfare, 33 Learning Resources Center, 141, 142 sociology, 33 Learning Resources Office, 143 special education, 31 liberal arts, 74 speech, 30, 33, 36, 38, 51, 53, 58 Materials Development Center, 141 staff, 33 mathematics, 25, 30, 35, 47, 63, 66, 67, 85, 92, 106 statistics, 87, 89 mechanical engineering, 35 student observation, 35-36 Media Activity Inventory-Directory, 1 study skills center, 97, 142 medical art, 26 surgery, 26-27, 59 photography, 26 symposium, 143 medicine, 40, 41, 48, 59, 107, 115 systems, 119-130 metals technology, 47 defined, 119 "microteaching," 32, 41 System Development Corporation, 129 multimedia facilities, 18, 95-104, 143 tax accounting, 40 Multipurpose Electionic Communications teaching, 37 Network, 122 team, 13, 31, 37 music, 29, 40, 47, 51, 58, 59, 108 Teaching Information Processing System, 127 National Defense Education Act, 15 Teaching, Symposium on, 140 New Media in Higher Education, 15-20 technologies in higher education, 5-6, 13 nonstudent viewers, 24, 25 telelecture, 109-114 nutrition, 67 Telemation, 96 observation of student teachers, 23-24 television, 21-42 open-circuit television, 24 boadcasting training, 36 opinion analysis, 92 for college credit, 16 optometry, 33 mobile units, 29, 33, 35, 39-42 organization for media programs, 131-144 statewide system, 29 overhead projection, 19, 105-108 test construction, 85 performance analysis, 7 theology, 37, 117

148 tradition and innovation, 4 videotape, 18, 19 Itransparencies,19,105-108 exchanges, 30 Transparency Reproduction Center, 107 in physics, 38 typewriter, "talking," 79 vocational education, 45, 107, 108 typing, 40 INDEX OF CONTRIBUTORS

Acheson, Keith A., 38 Bunderson, C. Victor, 41, 89, 93 Adams, Thelma H., 60 Burkhart, James A., 111, 113 Agnello, Sam A., 26, 37, 141 Butleg, James C., 47 Alcorn, Charles L., 38 Caffrey, John, 81 Alford, Ronald S., 39, 113 Canfield, Albert A., 79, 123, 129 Allen, Dwight W., 32, 40, 47 Carpenter, C. Ray, iv, 3 Anderson, Clarence A., 62, 66 Caton, Chester F., 42 Aubrey, Ruth H., iv, 1 Caulfield, Robert, 40 Baldwin, Boyd F., 48, 67, 80, 113, 129, 141,144 Cenko, Steve, 38 Barbera, Raymond E., 58 Chance, Clayton W. 108 Bardwell, John D., 41, 144 Childs, Richard F., 79 Baron, Bennie G., 41 Christensen, Carl, 36 Christensen, George C., 38, 83, 92 Barson, John, 121, 129 Bartley, Lynwood H., 60 Christiansen, K. A., 41, 59, 93 Bathurst, Leonard H., Jr., 51, 58 Clareanne, Sister Mary, 106, 108 Bergeson, Clarence 0., 40, 59, 67,93 Clark, Richard E., 60 Binger, Robert B., 92 Cochran, Lee W., 46, 48, 144 Blum, Lester H., 37, 141 Collins, Thomas C., 47 Boniface, Sister Mary, 105, 108 Constance, Sister Mary, 135, 142 Coppola, Edward D., 58 Boone, Luke L., 39 Boothby, Lawrence W., 58 Cornell, Richard, 79 Boswell, John J., 112, 113 Crain, Anthony J., 40 Bowen, Rhoda, 36, 42 Crain, William, 59 Croslin, Kenneth, 143 Boyle, James, 38 Cumming, William K., 132, 141 Braun, L., 47, 85, 92, 142 Brennan, Thomas C., 40 Dale, Kermit, 38, 58, 92, 129 Bridgman, Charles F., 101, 104, 129 Daniels, Glenn H., 37, 103 Bristol, Roger P., 42 Davis, Everett A., 38 Brong, Gerald E., 144 Davis, Preston, 37 Brooks, Glenn G, 42, 104 DeKieffer, R. E., 41, 143 Brown, Foster, 40, 79 Delmez, Albert J., 59 Brown, J. Marshall, 28, 38, 142 Denzel, Harry, 75, 79 Brown, James W., iii, iv, 1 Devine, Robert, 36 Brown, Louis, 48, 59, 112, 113 Diamond, Robert M., 47, 64, 67, 124, 129 Brown, Luther, 40, 92, 143 Dohrenwend, C. 0., 39 Brown, Walter L., 114 Dome, John, 135, 142 Brumbaugh, W. Donald, 42 Dooley, John B., 50, 58 Buck, George, 60 Dotson, George E., 103 Buley, Hilton C., 123, 129 Doverspike, James, 40

150

,404.70 .a1.1L4If ,e.grmtituetias*TAkt4'nba,- unn, Billy G., 92 Hartford, D. L., 92 unn, Walter L., 35, 42 Hartzell, Richard F., 86, 93 dwards, Eugene, 29, 39, 142 Heeb, Walter, Jr., 38 ichholz, G. C., 48, 57, 59 Heldrich, F. J., Jr., 113 ly, Donald P., 79, 125, 129 Heller, J., 92 ppenstein, Walter, 108 Henderhan, Robert C., 40, 79, 93 rickson, Carleton W. H., 79 Herrick, Charles A., 103 skew, C. T., 39, 92 Hicks, Virgil C., 41 Evans, Richard I., 41, 48 Hobbs, Walter R., Jr., 74, 79 Farber, Robert H., 92 Hobden, Frank E., 40, 143 Faris, Gene, 142 Hodson, George A., Tr., 66 Yilbeck, Orval, 36 Holder, Davis C., 06 Fisher, Linden, 39 Holland, Benjamin, 48 Fiske, John A., 41, 104 Holman, Carol S., 60, 78, 80 Fiske, Virginia M., 60 Houston, Richard, 39 'Fitzgerald, J. C., 71, 79, 103, 108, 136, 142 Hudspeth, DeLayne, 103, 125, 129 Fitzgerald, James S., 136, 142 Humbert, Herbert E., 47, 92, 128 Fleming, Harold D., 37 Hunter, Charles F., 39, 58 Hunter, Walter E., 79, 92, 103 I Fletcher, Arnold, 42, 80 Hyer, Anna L., iv P Fletcher, Leon, 142 Ingham, George E., 104, 140, 143 Flinton, Sister Margaret, 54, 59 Floyd, Alice, 142 Jacobs, Harvey, 39 Forman, James D., 141 Jensen, Arthur K., 107 Forman, Sidney, 40 Jensen, James R., 40 Frank, Jack B., 40, 103 Johnson, Hazel A., 128 Johnson, John J., 109, 113 Franz, Jack B., 79 Frazer, John W., 84, 92 Johnson, Willis H., 42 Friedman, Donald W., 93 Jones, Robert C., 142 f Frost, 0. W., 66 Jones, Walter D., 58 i Jack, 97, 103, 142 Jordan, Noel L., 41 1 Fujimoto, M. Jorgensen. Erling S., 39 it Fulmer, L. L., 38 Kallenbach, Warren, 40 Fulton, W. R., 79 Keller, Sister Mary Kenneth, 92 1 Gerber, J. N., 40 Kelley, Allen C., 93, 127, 129 !Gilbert, Charles, 62, 66 Gilmary, Sister Mary, 108, 115, 117 Kelley, Gaylen B., 37, 103 ' Kemp, Jerrold, 138, 143 Gingerich, Eugene D., 92 Gliessman, David, 46, 47 Kersh, Bert Y., 116, 117 Godfrey, Sister Jane, 38 Kessman, Maurice, 143 Gordon, R. M., 87 Keul, Carl, 59 Kilian, Tom, 92 1 Gordon, Sanford D., 40, 79 Kimmel, Arthur S., 57 iGousie, Laurent, 59 Grabow, Wesley J. F., 144 Kinner, Harold G., 47 Kline, Earl 0., 92 Green, Alan C., 143 Kremple, Frederick A., 102, 104, 108 Green, Edward J., 40 Kropp, R. P., 92 tGreene, Hugh, 93 Lambe, E. D., 86, 93 /Greenfield, Donald Robert, 45, 47, 141 Greenhill, Leslie P., 39, 47, 85, 92, 99, 103,129, 137, Larsen, L. C., 142 Lawrence, Lucas G., 44, 47 142 Greenwood, David, 142 Lee, Patrick E., 25, 37 Lee, Robert, 117 Grib, Thomas F., 59 Lewis, Richard B., iv, 1, 40, 46, 47,67, 138, 143 fGroscop, Harriette, 42, 77, 80 Grover, Sister Mary Anselm, 58 Leyden, Ralph C., 143 ( Licht, Norman, 66 , Grumbling, M., 58 Livingston, Harold, 30, 39 Hales, James A., 38 ' Lorents, Alden, 92 11 Hall, William B., 107, 108 Lovinger, Warren C., 37 iHammer, Wendell A., 39 Luebbert, William F., 42, 93 'Hancock, John D., 133, 141 Harcleroad, Fred F., iv Lyman, Elisabeth R., 87, 93 Harris, Delmar V., 58 Macomber, Philip A., 38 Harris, James S., 38 Mahan, Harry C., 67 Makinen, Kenneth 0., 36 Pyneson, Jack, 26, 38 Markee, J. E., 26, 141 Quinn, Brother Leo, 67 Martin, L. W., 113 Quinn, Paul L., 90, 93, 144 Mathes, James, 41 Quinn, Stanley, 41 Mayhew, Lewis B., iv Ramsey, Curtis P., 142 McBride, Otis, 76, 79, 108 Rasberry, Charles, 36 McClendon, Paul I., 54, 58, 98, 103 Rasmusen, V. B., 42 McDivitt, Maxine E., 67 Razik, Taher A., 59, 93 McDougal, Russell, 78, 97, 103 Reichart, Robert R., 71, 79 McFalls, F. D., 26, 141 Reid, J. Christopher, 86, 92 McGowan, Lawrence, 108 Richardson, William M., 90, 93, 144 McIntyre, Charles L, 41, 59, 65, 67, 88, 93 Robertson, Forbes, 72, 79 McIntyre, Kenneth M., 48, 59, 67 Roemmich, Otto, 39 Meany, John W., 41 Rogers, Paul W., 108 Merrill, Irving R., 48 Romano, Michael T., 41 Meyer, Harvey K., 129, 134, 142 Rose, Howard F., 80 Meyers, Gordon R., 36 Rosen, Marvin J., 48, 59, 67, 143 Midgley, Thomas K., 142 Rosenberg, Harry C., 63, 66 Miles, James S., 31, 39 Rothhaar, E. R., 40, 59 Millard, William L., 101, 103 Rowe, Robert C., 139, 143 Miller, Bob W., 40, 93, 143 Ruderman, Robert, 93 Miller, E. L., 40 Sala, Rex Q., 36 Miller, L. D., 142 Sandefur, J. T., 38 Millican, Alta, 38 Sanders, F. Brooks, 40, 47, 79 Misfeldt, Harlyn T., 40 Sanderson, Richard, 144 Mitchell, William G., 39 Schlesser, George E., 37 Mitzel, Harold E., 84, 92 Schlieve, Roland P., 80 Mocker, Donald W., 112, 113 Schmutterer, Gerhard M., 57 Montgomery, Edison, 128 Schneerer, William F., 141 Moore, Omar Khayyam, 79 Schultz, William R., 37 Mossman, Charles J., 81 Scott, Sam, 55, 59 Mount, John T., 39 Sedgwick, Lorry K., 40 Mundt, Frederick J. C., 42, 93 Seibert, Warren F., 39 Nance, J. B., 39 Shafer, Hugh M., 34, 41, 93, 104 Nathe, Sister Margaret, OSB, 58, 141 Shearer, John, 92 Neeb, Martin J., Jr., 37 Shell, Sister Joan, 38 Neidt, C. 0., 37, 66 Shibles, Mark R., 41 Nelson, Robert I., 59 Shultz, William R., 37 Newell, Barbara W., 80, 93 Simpson, Margaret June, 39 Noland, Ronald G., 41 Singer, S. Leonard, 37 Norberg, Kenneth, iv Slothower, Mamie, 53, 58, 142 North, R. Stafford, 70, 79 Smith, Charles, 92 O'Donnell, W. B., 110, 113 Smith, G. Kerry, iv Ogden, Dail, 42 Smith, William Flint, 59 Osterholm, J. L., 26, 38 Stamps, Charles H., 96, 103 Parker, James E., 39 Starmer, Garrett L., 37 Patrick, Robert B., 47 Stead, Bill, 40, 93 Patterson, Gordon E., 109, 113 Stebbins, Thomas A., 47 Perlman, Kenneth I., 58, 63, 66 Stewart, Donald K., 93 Perry, Steven, 36 Stoker, H. W., 92 Peterson, Edwin L., 108 Storer, James A., 57, 92 Peterson, Gary T., 141 Sullivan, Sister Helen, 67 Peterson, Paul W., 52, 58 Suppes, Patrick, 93 Pfund, J. R., 143 Swanson, C. P., 92 Pierce, M. Scheffel, 29, 39, 41 Swartout, Eileen, iv, 1 Postlethwait, S. N., 69, 74, 79 Swett, Douglas B., 59 Potter, Donald G., 41, 48, 59 Tant, N., 39 Potter, E. Warren, 77, 80 Taylor, Hubert V., 37 Prigge, William C., 38, 103, 108 Tendham, D. J., 47 Pritchett, John, Jr., 36 Thomas, Vern R., 37

152 Weatherford, Willis D., 23, 37, 92 mpson, J. D., 66 Webb, Neil J., 59 mpson, JamesJ., 41 iii, iv, 1 Weber, Verne E., 38 rnton, James IN., Jr., Wentzy, Woodrow P., 40 ey, NathanS., 107, 108 West, R. E., 66 rell, John E., iv Whalen, Paul, 142 us, Richard L.,108 Whaley, Randall M., iv mlinson, A. Dale, 40, 59 White, John E., 92 mlinson, William H., 36 Wiederanders, R. A., 104, 144 rkelson, Gerald M., 79 Wignall, Rex W., 141 wnsend, Gerald, 58 William, Sister Mary, iv cker, Duane E., 37 Williams, Absalom F., 74, 79 ly, A. H. Pruit, iv, 1 Williams, Don G., 46 elker, Paul A., 116, 117 Williams, Everard M., 61, 66 rrell, Charles W., 79 Williams, R. C., 37 rrell, Phillip H., 138, 143 Willingham, William, 41 mer, Eldon J.,126, 129 Williston, James H., 58 derwood, David, 38, 58, 92, 108 Wilmoth, Stark A., 108 an Deusen,John P., 41 Windham, Eula, 47 rgis, John P., 47 Winslow, Ken, 32, 40 cek, Charles, 23, 37 Winsor, Donald L., 75, 79,103 incent, Stuart P., 39 Wittich, Walter A., 41, 113,144 oegel, George H., 27, 38, 144 Wood, Robert, 41 on Stull, Kris, 1 Wright, Stephen J., iv agner, Al, 42 Young, David B., 32, 40 agner, DavidH., 144 Young, Jay A., 47, 66, 92 agner, RobertW., 47 Younger, Charles, 91 ales, Charles E., 67 Yurkunski, James M., 55, 59 alker, Everette L., 38, 58 Zale, Eric M., 59 alker, Richard C., 37 Zigerell, James J., 24, 37 anzer,Orville, 39 Zuzic, Marko, 58 atkins, James M., 58

153 INDEX OF INSTITUTIONS

Abilene Christian College, 36 Clark University, 58 Alaska Methodist University, 66 Clarke College, 92 Anne Arundel Community College, 141 Clemson University, 107 Antioch College, 36 Colgate University, 37, 141 Appalachian State Teachers College, 36 College of Great Falls, 25, 37 Arizona State University, 47 College of Holy Names, 58 Arkansas State College, 36, 91 College of Marin, 45, 47, 141 Associated Colleges of the Midwest College of St. Benedict, 58, 141 Videotape Project, 23 College of San Mateo, 50, 58 Augustana College, 57, 66, 92 College of the Sequoias, 58 Austin State Junior College, 36 Colorado College, 92 Ball State University, 36 Colorado State University, 37, 66 Bemidji State College, 37, 92 Columbia Theological Seminary, 37 Bennett College, 66 Concordia College, 117 Boston University, 37, 103 Concordia Teachers College, 37 Bo wdoin College, 57, 92 Connecticut College, 58, 128 Bowling Green State University, 37, 103 Cooke County Junior College, 92 Brandeis University, 37 Creighton University, 37 Bridgewater College, 92 Delaware State College, 37 Brevard Junior College, 132, 141 DePauw University, 92 California State College at Fullerton, 37 Duke University, School of Medicine, 26, 37, 141 California State College at Hayward, 57, 133, 141 Eastern Kentucky University, 37 California State College at Long Beach, 103 Eastern Michigan University, 38 California State College at San Bernardino, 44, 47 Eastern New Mexico University 47, 92, 128 Canal Zone College, 141 Eastern Oregon College, 30 Carleton College, 23, 37, 92 Eastern Washington State College, 141 Carnegie Institute of Technology, 61, 66 EDUCOM, 121, 128 Case Institute of Technology, 141 Fairmont State College, 38, 92, 108 Central Connecticut State College, 103 Flint Community Junior College, 62, 66 Central Missouri State College, 37 Florida Atlantic University, 128, 134, 142 Central Washington State College, 23, 37 Florida State University, 92 Centre College of Kentucky, 34, 92 Foothill College, 103 Chaffey College, 141 Forest Park Community College, 62, 66 Chicago City College: TV College, 24, 37 Fort Lewis College, 58, 63, 66 Chico State College, 37 Fresno State College, 51, 58 The Citadel, 92 Gannon College, 33, 52, 58 Clark College, 57 General Motors Institute, 38

154 orge PeabodyCollege for Teachers, 142 North Carolina College at Durham, 39 rham State College, 38 North Orange County junior College, 39 eat Plains RegionalInstructional Television Northern Michigan University, 39 Library, 25, 29 Northwest Missouri State College, 39 Northwestern University, 39, 58 reen MountainCollege, 58 129 ahnemann Medical College andHospital, 26, 38, Oakland Community College, 79, 120, 123, Ohio State University, 39, 47, 53, 58 58, 108 linois State University, 38, 103,108 Oklahoma Christian College, 70, 79 North, 24, 96, 103 Oklahoma State University, 71, 79, 103, 108,136, 142 iinois Teachers College, Chicago Oral Roberts University, 54, 58, 98, 103 inois Wesleyan University, 38,58 diana State University, 38, 78, 97,103 Orange Coast College, 136, 142 diana University, 22, 46, 47, 142 Orange County Community College, 39 Oregon College of Education, 30, 117 wa State University,38, 83, 92 Education, 116, 117 acksonville State College, 38 Oregon State System of Higher ohns Hopkins University, 47, 92,113 Oregon State University, 30, 39, 71, 79 County, 27, 38 Palomar College, 67 nior College of Broward Pennsylvania State University, 39, 47, 79, 84, 85,92, unior College District of St.Louis-St. Louis County, 99, 103, 121, 129, 137, 142 38, 58, 92, 108, 142 Polytechnic Institute of Brooklyn, 47,85, 92, 142 ansas StateTeachers College, 38 ent State University, 38 Principia College, 58, 72, 79 Providence College, 59 ettering Foundation, 23 74, 79, 86, 92, eystone Junior College, 58 Purdue University, 31, 39, 47, 59, 67, 120, 142 ing's College, 47, 66, 92 39, 47, 101, 103, 108, afayette College, 28, 38, 142 Rensselaer Polytechnic Institute, Xia Grange College, 58 138, 142 -,;..angston University, 53, 58, 142 Rochester Institute ofTechnology, 143 Rochester State JuniorCollege, 36 Lewis and Clark College, 38 College, 74, 79 oretto Heights College, 38 Roger Williams junior 39, 92, 143 os Angeles CityCollege, 142 St. Cloud State College, 58, 92, 97, 103, 129, 142 St. Francis College, 67 jaos Angeles Valley College, 38, Cleveland, 106, 108 iLouisiana State University, 38 St. John College of .14adison College, 38 St. Joseph College, 54, 59 iMarycrestIf College, 38 St. Norbert College, 59 Warygrove College, 108, 115, 117 St. Olaf College, 23 San Bernardino ValleyCollege, 40, 55, 59 /Marywood College, 135, 142 tMaxwell Air Force Base, 38 San Francisco StateCollege, 121 San Francisco TheologicalSeminary, 117 sMemphis State University, 39, 113 Meramec Community College, 79, 92,103 San Jose City College, 59 47, 67, 138, 143 4., Mesa College, 66 San Jose State College, 40, 46, Miami University, 135, 142 Santa Barbara City College, 92 Michigan State University, 3, 39, 120, 121,129 South Dakota State University, 40 South Florida Education Center, 27 :Middlebury College, 58 College, 123, 129 i Middle Georgia College, 47, 58 Southern Connecticut State Midwest Project for AirborneTelevision Southern Illinois University, 75, 79,103 Instruction, 10 Stanford University, 32, 40, 47, 92 University, 39, 92 State University of NewYork 17 Midwestern SUNY at Albany, 139, 143 1 Monroe CommunityCollege, 29, 39, 142 11 Monterey Peninsula College, 142 SUNY at Buffalo, 59, 93 College, 66 SUNY at Stony Brook, 86, 93 ; Montgomery Junior SUNY, College at 13rockport, 40,79, 103 Morehead State University, 39 64, 67, 124, 129 Mount Saint Mary College, 105, 108 SUNY, College at Fredonia, 47, t SUNY, College at Geneseo, 40,59, 67, 93 t.'Mt. St. Scholastica College, 67 47, 79 Municipal University of Omaha, 29 SUNY, College at Oneonta, 40, College Television, 22 SUNY, College at Oswego, 40,108, 143 National Center for School and 79, 93 National College of Education, 39 SUNY, College at Potsdam, 40, for Stephen F. Austin State College,40, 59 Nebraska Educational Television Council 113, 143 Higher Education, Inc., 29, 39 Stephens College, 25, 59, 111, University, 109, 113 Stout State University, 40 New Mexico Highlands 143 New Mexico State University, 39,110, 113 Sul Ross State College, 40, 93, Syracuse University, 79, 103,121, 125, 129 New York University, 92 155 4*,:7,.itlzotpr.opv,.k..vik .

System Development Corporation, 129 University of New Hampshire, 41, 144 Taylor University, 143 University of New Mexico, 121 Teachers College, Columbia University, 40 University of North Carolina, 48, 59, 67 Texas Educational Microwave Project, 93 University of North Dakota, 144 Troy State College, 143 University of Oklahoma, 79 University Council for Educatienal Administration, 93 University of Oregon, 41 University of Akron, 40 University of Pennsylvania, 34, 41, 93, 104 University of Alabama, 40 University of Pittsburgh, 79, 108 University of Arizona, 79 University of South Florida, 41, 48, 57, 59, 79 University of Bridgeport, 104, 140, 143 University of Southern California, 41 University of California, San Francisco Medical University of Southern Mississippi, 41 Center, 40, 47 University of Texas, 41, 48, 79, 89, 93, 108 University of California at Berkeley, 32, 40 University of Texas at El Paso, 41 University of California at Irvine, 40, 87,93 University of Utah, 41 University of California at Los Angeles, 40, 143 University of Virginia, 42 University of California at San Diego, 101, 104,129 University of Washington, 35, 42, 47, 48, 59, 67, 80, University of California at Santa Barbara, 40,59, 93 113, 120, 129, 141, 144 University of California at Santa Cruz, 48, 59, 67,143 University of Wisconsin, 67, 80, 93, 127, 129 University of Colorado, 40, 48, 59, 76, 79, 108, 112, University of Wisconsin Extension Division, 126 113, 121, 143 U.S. Air Force Academy, 42 University of Connecticut, 41, 79, 93 U.S. Military Academy, 42, 93 University of Denver, 41 U.S. Naval Academy, 90, 93, 129, 144 University of Dubuque, 79 Vincennes University Junior College, 42, 77, 80 University of Florida, 41, 93 Wabash College, 42 University of Hawaii, 41, 113, 143 Wagner College, 42 University of Houston, 41, 48 Wartburg College, 104, 144 University of Idaho, 107, 108 Washington State University, 144 University of Illinois, 18, 41, 59, 65, 67, 81, 87, 88, 93 Wayne State University, 36, 42 University of Iowa, 46, 48, 144 Wellesley College, 60 University of Kentucky, 41 Wesley College, 108 University of Maine, 41 Westbrook Junior College, 60 University of Massachusetts, 107, 108 West Chester State College, 42, 80 University of Miami, 41, 104 West Virginia Wesleyan College, 114 University of Michigan, 59 Western Michigan University, 60 University of Minnesota, 144 Wichita State University, 60, 78, 80 University of Missouri, 41 Wisconsin State University at La Crosse, 42 University of Missouri at Kansas City, 46, 55, 59 Wisconsin State University at Oshkosh, 42, 93 University of Missouri at Rolla, 113 Wisconsin State University at Platteville, 42, 104 University of Missouri at St. Louis, 112, 113 Wisconsin State University at Stevens Point, 102, University of Nebraska, 29, 41 104, 108 University of Nevada, 41, 48, 59 Wisconsin State University at Whitewater, 80

156 1.1111.111111111101.11.11 `411" .. -, ^ .., -

APPENDIX Media Activity Inventory-Directory

THE 1967 "MediaActivity In- ventory-Directory" isreprinted here since it contains animpor- tant source ofinformation, geo- graphicallypresented, onin- structional innovation inhigher education.

157 HIGHER EDUCOTIODMEDIR STUDS 434 EAST WILLIAM STREET SAN JOSE, CALIFORNIA 95112

A Project ofthe ASSOCIATION FORHIGHER EDUCATION and theDEPARTMENT OF AUDIO- VISUAL INSTRUCTIONof the NationalEdu- cation Associationin cooperationwith the Bureau ofHigher Education ofthe U. S. Officeof Education

Media Activity Inventory-Directory February 1967

the Association for HigherEducation and As an activity of theHigher Education Media Study (HEMS), during Instruction of the National EducationAssociation sought information, the Department of Audiovisual concerning innovative uses of variousedu- August 1966, from some 1,400college and university presidents accredited and represented bymemberships in the Associa- cational media. All institutions involved were from 286 institutions indicating one or tion for Higher Education. This first mailing yielded returns more instances of newmedia utilization on their campuses. preliminary Inventory-Directoryof media activ- In October, 1966, asimilar request, accompanied by a public information institutions, was sent to both thepresidents and directorsof ities in the 286 reporting institutions rPsponded, providing a total original mailing list. An additional 366 of institutions on the The results cf these two surveys are com- of 652 institutions in which newmedia activities were reported. bined here in this finalInventory-Directory of new media activities. of higher learning in theUnited States, this study contacted approx- Of a possible 2,207 institutions of individuals designated While both the number ofinstitutions contacted and the number imately 1,400. than the total population ofeach such and responding in eachinstitution represent considerably less type, size, and geo- believed to be sufficientlylarge and diverse with respect to group, the sample is in higher education throughoutthe country. graphic location to berepresentative of new media activities whose names appeared on cards and During the period between October,1966, and January, 1967, persons institutions were invited to submit abrief article describing the nature, letters returned from contacted Of a total mailing of each new media applicationin progress in their institutions. scope, and outcomes received from approximately 300institutions of 938 letters for thisaspect-of the project, responses were effect, that will comprise describing more than 500 separatemedia practices. It is these articles, in (II), to be published late in1967 as a joint ef- the bulk of a new volume,NEW MEDIA IN HIGHER EDUCATION National Edu- Higher Education and the Departmentof Audiovisual Instruction, fort of the Association for earlier volume, NEW MEDIA IN HIGHEREDUCAT/ON (I), cation Association. The new volume supplements an published by the Association in1963. It is hoped its appreciation to allcontributors to this publication. The HEMS staff wishes to express and institutions en- will prove a useful meansof learning about other persons that the Inventory-Directory holding promise of improvingteaching and learning gaged in various innovativemedia practices and projects in higher education. JAMES W. BROWN JAMES W. THORNTON, JR. Project Director Associate Project Director San Jose State College

Y,WW ADDENDUM HEMS ADVISORY BOARD

C. Ray Carpenter,Pennsylvania State University By January 30, 1967, anadditional 14 institutions Fred F. Harcleroad, CaliforniaState College at had returned postcard surveyforms. Since the ori- Hayward ginal cutoff date was January4, these institutions of Audiovisual Instruc- are included in anaddendum following the Index of Anna L. Hyer, Department each tion (NEA) Institutions. Listed alphabetically by state, Lewis B. Mayhew, StanfordUniversity institution is identified by anX-numeral designator (X-1, X-2,...). Data listed by theseinstitutions Kenneth Norberg, Sacramento StateCollege are cross-referenced tothe Index of Activitiesand (California) Index of Personnel and aretiTU1ia3 IE-NETTER A G. Kerry Smith (Chairman),Association for UNTgi CatTia-agEf Response. Higher Education (NEA) John E. Tirrell, OaklandCommunity College A. CATEGORIES OF RESPONSE (Michigan) of Missouri at 652 institu- Randall M. Whaley, University As of January 30,1967, a total of Kansas City media questionnaireforms. Of Heart College tions returned new using or Sister Mary William, Immaculate these, 45 (7%) indicatedthat they were not (Los Angeles) in the near future anynew media. College Fund did not plan to use without Stephen J. Wright, United Negro Twenty-one institutions(3%) returned cards (New York City) designating new mediaactivities. remaining 581 institutionslist- Responses of the summarized in HEMS STAFF ing at least one newmedia activity are James W. Brown, ProjectDirector Table I. James W. Thornton,Associate Director TABLE I. Eileen M. Swartout, ProjectSecretary and Co- ordinator of the Inventory-Directory TABULATION OF 581RESPONSES Research Analyst CLASSIFICATION AND A. H. Pruit Tully, BY MEDIA CATEGORY

Number of Responses, Media-Categories

174 A. Television (unspecified 6 other) CONTENTS 183 B. Closed Circuit Television 111 C. Videotapes and Kinescopes Mobile A. Categories of Response 27 D. Experimental Television and Television Units Responses of institutionsto a postcard survey E. Films of new media activities areenumerated in sum- 150 mary form in theCategories of Response section. F. Language and ListeningLaboratories each identified by a Twenty-seven categories, F.1 Audiotutorials code letter or codeletter/numeral combination, 18 were used toclassify the new mediaactivities 41 F.2 Dial Access Units listed by respondinginstitutions. The number 173 F.3 Unspecified & Other of institutions engagedin or planning to engage in each separate typeof activity during the 128 G. Audio Recordings 1966-67 academic year islisted. 134 H. Programmed Instruction I. Self-instruction (other than Program- B. Index of Institutions med Instruction) Procedures and Laboratories Institutions are listed in theIndex of Institu- tions alphabetically by stateand by the first 31 1.1 Carrels ii4Wificant letter in their titles(College of 63 1.2 Unspecified 6 Other Marin and The Citadel under C,Syracuse Univer- sity under S, University ofAlabama under U). J. Computers Columbia, Puerto Institutions in the District of 54 J.1 Computer Assisted Instruction Rico, and the Canal Zone appearfollowing the last State. The individual orindividuals re- 18 J.2 Data Processing activities listed under sponsible for new media 21 J.3 Information Storage & Retrieval each institution are starred;code letters fol- lowing identify theseactivities. 106 J.4 Unspecified & Other 57 K. Multi-Media Units C. Index of Activities 177 L. Transparencies (including 2" x 2" A cross-reference is providedin the Index of Slides, Filmstrips) and Overhead Pro- Activities to identify institutionsengaged in jection each separate media activity. The identifica- 41 M. Tele-lectures tion numeral of each institutionlisted in the Index of Institutions is used toidentify activ- 11 N. Tele-writers TErgg gEich it reported in the survey. 20 0. Simulation for Media Activi- 24 P. Systems D. Index of Personnel Responsible ties 22 Q. Special Facilities for new media applications 33 R. Administration Individuals responsible by in higher education arelisted alphabetically of Personnel. Beside each 32 S. General ("advanced audiovisual aidc" last name in the Index and the like) person's name appears:cly the code letter or letters identifying the newmedia activity or ac- 13 T. Miscellaneous (2) the tivities for which heis responsible and identification numeral ofhis institution. 14 U. Radio

160 B. INDEX OF INSTITUTIONS

CALIFORNIA ALABAMA

15. American River Junior College,Sacramento Auburn University *Mrs. Audrey MenefeeA C F.3 *Edward Wegener, Dir.,ETV A *Marvin Dawson, Dir.,Learning Resources 16. Cabrillo College, Aptos Center S Services B C Industrial Engr. 3.4 *John R: Hinton, Dean, Instr'l *Joe Mize, Dept. of F.3 G 3.1 L Jacksonville State College B 3.4 17. California State College at Fullerton *Theron Montgomery, Dean *William Schultz, AV Coord. A

The Marion Institute E F.3 *Major M. C. Boner, Asst. tothe Pres. 18. California State College at Hayward 2 ti 3.4 E g *John Hancock H *Robert O. HallQ R

. Troy State College *David Mahaney0 *Kenneth Croslin, Dir.,Educ. Resources *Arthur Kimmel F.3 Center EgEE 19. California State College at Long Beach University of Alabama,University *George E. Dotson, Dir., Educ. Services1.1 *James Jensen K 0 *Joseph T. Sutton, Dir.,Institutional Re- sources ABCDEGHI.23.4KLM0 P 20. California State College at Los Angeles *Adam E. Dieal, Dir., AV Educ. C H 1.2

21. California State Polytechnic College, SanLuis Obispo ALMA *W P. Schroeder, Head, Educ. Dept. L *John Heinz, Chr., AV Dept. A

Alaska Methodist University,Anchorage 22. Chabot College, Hayward O. W. Frost, Dean, College ofLiberal Arts H *A. Don Donatelli, Dir., Instel Resources A F.2 G

. University of Alaska, College *Arthur S. Buswell, Dean,Div. of Statewide 23. Chaffey College, Alta Loma ServicesE F.3 L *Rex Wignall, Dir., /nstr'l MediaCenter A I.1 0

24. Chico State College *William Lane3.4 ABIZQBA *Garrett StarmerA *George Roseman S

8. Arizona State University, Tempe 25. City College of San Francisco *John P. Vergis, Prof. ofEduc. 1.2 *Henry LiffA *Rollin HansonH 9. University of Arizona, Tucson *Edgar McCullough, Dept. ofGeology A B 26. College of the Holy Names, Oakland *R. G. Gustayson A B *Sister Stanislaus MarieA *F. Robert Paulsen- R *c. W. Voris 3.4 27. College of Marin, Kentfield *Frank Barreca, Dir., Radio-TVBureauA *Albert C. Heppe, Dept. of Instr. E *Willis R. Brewer, Dean, Collegeof Pharmacy *Stephen C. Bruff, Dept. of Geology E 1.2 *Shirley Conklin, Dept. of Nursing E *WrEhard F. Childs 1.2 *Donald Greenfield, Dept. of Machines,Metals, Technology E

28. College of San Mateo *John B. Dooley, Coord., LibraryServices F.3

AMAMI 29. College of the Sequoias,Visalia *Henry M. Grumbling, AVDir. F.2 K

10. Arkansas Polytechnic College, Russellville *R. H. Daugherty, Div. of Educ. C 30. Diablo Valley College, Concord *J. Stanley Byrne, AVSupervisor A 3.1 11. Arkansas State College, State College *John G. Kelley, Dean of Instr. A 3.1 *Charles Rasberry, Dir. of Broadcasting B *Robert G. Hambelton, SpeechDept. A 3.1 *James W. Boatman, Systems Analyist 3.4 *Charles Yauger, Dir. of DataProcessiE43.4 31. El Camino College *A. L. Swanson, Dean, Div.of Communication 12. Arkansas State Teachers College, Conway *Cecil Garrison, Dir., AudiovisualB C -E H_ 32. Fresno State College : 13. Little Rock University Media Center *Norman Baxter, Vice Pres. for Academic *Leonard H. Bathurst, Instr'l A F.3 G Affairs---F.3 G_ 1.2 - _ t 33. Humboldt State College, Arcata i 14. University of Arkansas, Fayetteville Services A G L *Richard Shurtz, Dir., Dept. of AV HORS *W. J. Stradley, Dir., AV

161 34. La Verne College 56. Santa Ana College *V. H. Weybright, Asst. Prof. of Educ. *Vernon L. Armstrong, Dean of Tech. ArtsA E F.3 G H 1.2 J.4 L 35. Loma Linda University *WR laustone,-Instel TV Coord. B *Edwin M. Collins, D.D.S., School of Dentistry 57. Santa 3arbara City College *M. L. Huglin, Dean of Instr. H 3.4 36. Los Angeles City College *Louis Hilleary, Dean of Instr. A H 1.2 *Alice Floyd, Asst. Dean, AV Services A H 1.2 58. Santa Monica City College *Paul Whalen, Coord. Instel Materials Lab. *Win Smith, Supervisor, Instr'I Materials A H 1.2 CenterF.3 G K L *Harvey Kra B 37. Los Angeles Trade-Technical College *Alice Beuseng, Radio & TV ABEHLU 59. Sonoma State College, Rohnert Park *Richard D. Vreeland, AV Constatinf A-B E H *Hal Skinner, AV Coord. B L U 60. Stanford University 38. Los Angeles Valley College, Van Nuys *Dwight Allen A C *Jack Fujimoto G H *Frederick McDonaldA C *Patrick Suppes 3.1 39. Mesa College, San Diego *David B. Young C *Warren Heyer, Librarian G L 61. University of California at Berkeley 40. Monterey Peninsula College *Kenneth Winslow, TV Coord. B S *Leon Fletcher, Coord., Instr'l Services L M Q 62. University of California at Davis *Charles Nearing, Educ. TVB 41. Mt. San Antonio College, Walnut *Harriett Genung, Dean, Library & AV Services 63. University of California at Riverside E G L *T. P. Jenkin, Vice Chancellor, Academic AffairsA B E F.3 3.4 L 42. North Orange County Junior College, Fullerton *J. B. Nance, Instel Systems ConsultantA 64. University of California at San Diego, La Jolla F.2 1.1 3.1 *Charles F. Bridgman, Office of Learning Re- sources -A E_ 3.4 S 43. Occidental College, Los Angeles *John McMenamin, Chr., Dept. of Biology H 65. University of California, San Francisco Medical Center 44. Orange Coast College, Costa Mesa *Irving R. Merrill, Dir., Communications *James S. Fitzgerald, Dean of Instr. H K Q Office for Research and TeachingA *Jack De Groot, Vice Chr., Dept. of Physiology 45. Palomar College, San Marcos *Harry C. Mahan, Chr., Dept. of Psych. E *Howard R. Brubeck, Asst. Dean, Div. of Human- 66. University of California at Santa Barbara ities E *A. Dale Tomlinson, Chancellor's OfficeA F.3 J.4 46. Pasadena City College *Leslie Koetai E 67. University of California at Santa Cruz *Marvin J. Rosen, Coord. Instel Services B 47. Porterville College F.3 *Lee H. Clearman, Dean of Instr. E 68. University of Redlands 48. Sacramento City College *Al Johnson, Dept. of Drama B *John R. Bucknell, AV Dept. E 2 E F.3 G E E *M. J. Smith, Dean of Faculty 3.2

49. Sacramento State College 69. University of Southern California, Los Angeles *Kenneth D. Norberg, Prof. of Educ. F.2 E *Gregory Tzrebiatowski, Dept. of Instr'l Technology ABCDEF.3GHI.2 3.4KLA 50. San Bernardino Valley College A NOPQR *J. W. McDaniel, Assoc. Superintendent *5arlei RaEhes A 1.2 J.1 K *James M.-Yurkunski *E. R. RothhaarA 70. Ventura College 51. San Diego State College *Charles Plummer, Dean of Instr. H *Glen Fulkerson, Dir., AV Center B C H_ 52. San Francisco State College *A. Daniel Peck, Coord., Educ. Technology E E COLORADO 53. San Francisco Theological Seminary, San Anselmo *Robert Lee 2 *Henry Kuisenga2 71. Adams State College, Alamosa *Lynn Weldon B 54. San Jose City College *Robert I. Nelson, AV Coord. F.2 G 3.3 72. Colorado College, Colorado Springs *Paul Elsner, Dir., Research and PIairaDlg *John Shearer, Supervisor of Electronics 1.1 3.4 ABEF.3GHJ.1KLPQR

55. San Jose State College 73. Colorado State University, Fort Collins *Richard B. Lewis, Dir., AV Services AHOR *Preston Davis, Dir., AV Services B D F.2 *Walter Kallenbach C H 1.2 M N *Mrs. Gaither Lee Martin, Coord., ITV Services A B 74. Colorado Woman's College, Denver *Raliam R. RogersA *Charles Rich, Head, Div. of Humanities S

162 DELAWARE 7 . Fort Lewis College, Durango *Kenneth I. Periman, Assoc.Prof. of English Dover Prof. of Mathematics 94. Delaware State College, *Harry Rosenberg, Asst. *Richard Walker, Dir.,Educ. TV B H *Raynard Fox 95. University of Delaware,Newark *Gina Harvey H *George L. Hall, Dir.,Teaching Resources *Jeanette MartrnH CenterA H 3.4 Denver 76. Iliff School of Theology, 96. Wesley College, Dover *Kenneth W. Neal B C *Lewis Wells L *Richard Titus- E 77. Lamar Junior College *Gerald H. Anderson,RegistrarJ.2 Denver 78. Loretto Heights College, ELOSIDA *Sister Jane de Chantal2 *Sister Jane Godfrey 2 97, Brevard Junior College,Cocoa Mesa College, GrandJunction Dir., Educ. Services 79. TV Speech E *William Kenneth Cumming, *Mrs Helen Hansen, Radio & ACF.3HI.2 J.4KP0_ - _ R- -Lloyd Mountain, ForeignLang. Dept. E H Boca Raton *Davis C. Holder 98. Florida Atlantic University, *Alfred GoffrediR *Harvey K. Meyer, Dir.of Learning Resources *R. E. West E A B C F.3 -P Q_ University of Colorado,Boulder 80. 99. Florida State University,Tallahassee *Otis McBride 1.2 k E *Duncan Hansen, Dir., C.A.I.Center 3.1 *Robert de KieffeFF.311ELIII *D. L. Hartford, C.A.I.Center3.1 *Louis Brown E G M *H. W. Stoker, C.A.I.CenterJ.1 *Harold Hill _ANED_ *R. P. Kropp, Dir.,Institute of Human Learning3.1 81. University of Denver *Charles M. Woodby, Dept. of MassCommunica- De Land 100. John B. Stetson University, tions B E G *Gene Medlin E Communications *Noel Jadan, Dept. of Mass *Eliot Allen H U. S. Air Force Academy, ColoradoSprings County, Fort 82. 101. Junior College of Broward *Chester F. Caton, Major, USAF, Assoc. Dir. Lauderdale for TV 8E2g *George Voegel, Dir.,Instr'l Media A- B- J.3 CONNECTICUT Miami-Dade Junior College,Miami 102. E E *Frank BouwsmaB 2 E F.3 2 E 1.2 3.4 83. Central Connecticut StateCollege, New Britain Processing Center Palm Beach Junior College,Lake Worth *M. J. Jannace, Dir., Data 103. E F.3 2 k J.2 *David M. Jenkins, AV Dir. *Mirles A. Herrick, Dir., AV ServicesA H K LPQ 104. University of Florida,Gainesville - - - *Robert B. Mautz, Vice Pres. A E E F.3 *K. A. Christiansen,Dir. of TV EsEEP.3 84. Connecticut College, New London *William Holden, Chr., Dept. ofEduc. E F.3 2 J.4 E M G H 1.2 L Q 105. University of Miami, Coral Gables *John A. Fiske, Jr., ProductionDir. A G 85. Danbury State College *George J. Theisen, Dir., AVInstr. A *Muriel B. Hathorn, Dir., AV g *Samuel F. Harby, Prof. of Educ. 0 R 86. Fairfield University *John J. Schurdak, Dir.,Educ. ResearchJ.1 106. University of South Florida, Tampa *Gary C. Eichholz, Dir., Div.of Educ. Re- A C E F.3 L 0 R 87. New Haven College, WestHaven sources *Charles 0. Dutton, Dir.,Visual Aids F.3 k College, New Haven 88. Southern Connecticut State G.FMIGIA *Michael F. Hannon, Dir.,Multi-Media & TV Center 8 E College, Tifton 107. Abraham Baldwin Agricultural 89. University of Bridgeport *W. S. Nicholson, Head,Dept. of Biology F.1 *George Ingham, College ofEducation a E E *Frank Hennesey, College ofEducation E 108. Atlanta University *Harding B. Young, Dean, School ofBusiness The University of Connecticut,Storrs 90. Office of Public Administration3.1 *Donald W. Friedman, Dir., *Benjamin Hudson,-Mr., Dept. of FrenchF.3 Information and Publications EJ.4 E *Stanley Quinn C AcademyNew London 109. Columbia Theological Seminary, Decatur 91. U. S. Coast Guard A C *Captain R. J. Perry3.4 L *Hubert V. Taylor 110. Georgia Institute of Technology,Atlanta 92. Wesleyan University, Middletown Nuclear Holman Lee, Science Asst. tothe ProvostJ.4 *C. J. Roberts, Dir.,. School of Engr. N *Vladimir Slamecka, Dir., School ofInforma- 93. Willimantic State College *Frances Sullivan, Dir., TV F.2 tion ScienceJ.4 163

A 111. La Grange College 128. Illinois Wesleyan University, Bloomington *Henry B. Iler E F.3 G L *Everette L. Walker, DeanB E F.3 G H L *Walter D. Jones E F. U L *Lydia Holm, Dept. of Foreign Lang. F. *Ann Clark _E F.3 _U L_ 129. Knox College, Galesburg 112. Middle Georgia College, Cochran *Russell E. Swise, Dir. of Teaching Aids *Eula Windham, Roberts Memorial Library E B C 1.1 3.2 130. Lewis College, Lockport 113. Aorris Brown College, Atlanta *Brother Richard Zimny E F.3 G *James H. Penn, Dean3.4 131. Lincoln College 114. The Woman's College of Georgia, Milledgeville *R. Wade, Registrar G *S. C. Mangiafico, Head, Dept. of Modern Foreign Lang. F.3 132. Loyola University of Chicago *Henry Hussey, Dir., Radio and TVB

133. Lyons Township Junior College, La Grange HAWAII *Harold Betting, Dean 3.2

134. Maryknoll Seminary, Glen Ellyn 115. University of Hawaii, Honolulu *Rev. Rafael R. Davila, Chr., Modern *Richard Sanderson, Dir., Communication Foreign Lang. Dept. F.3 L Center and Multi-Media K *Robert Reed, Dir., KHET -A U 135. Monmouth College *W. A. Wittich, Chr., Dept: af Educ. Commu- *W. Novak, Dir., AV CenterC nicationsQ R 136. Monticello College, Godfrey *John D. Schweitzer, Dean of Faculty E F.3 G L

137. National College of Education, Evanston *Nancy G. Troyer, Dir. CCTV B S 116. Boise College *Arthur Stunard, Industrial Ails Educ. B S *A. H. Chatburn, Dean of FacultyE F.3 *Stuart Vincent, Coord. Methods Blocks B S

117. Universityof Idaho, Moscow 138. Northern Illinois University, De Kalb *Harry H.Caldwell, Chr., Geography & In- *Blanche Owens, Coord. of ETV A S ServiceTraining Communications E E F.3 *Robert Hunyard, Dir. Instr'l MaterialsA S G 3.4 L0 gall, Geology Dept. E E F.3 2 Olivet Nazarene College, Kankakee 3.4 L 0 139. *S. D. Beeman, Asst. Dean F.2 *William D. Beaney, Dept. of Biology F.3 3.4 M Q

ILLINOIS 140. Principia College, Elsah *Donald E. McCoy F.1 H *Forbes Robertson, Prof. of Geology F.3 118. Bradley University, Peoria *Douglas B. Swett, Prof. of Foreign Lang. *Philip Weinberg, Dir., Educ. TV CenterA F.3 H 119. Chicago City College, TV College A 141. Rockford College *James Zigerell, Asst. Dean, TV College G *Hymen M. Chausow, Dean, TV Instr. A Q *Mrs. Roxy Alexander *Clifford EricksonA 142. Roosevelt University, Chicago *Horace Jimerson E 120. College of St. Francis, Joliet *Mathias Jenovai 3.4 *Sister Anita Marie, 0.S.F., PresidentA B *Mrs. Horner F.3 E F.3 _G J.1 L Q 143. Southern Illinois University, Carbondale 121. Concordia Teachers College, River Forest *Donald L. Winsor, AV Service 1.2 K *Martin J. Neeb, Jr., Dir., Field Services *Harry Denzel 1.2 K A C Q -- 144. Springfield Junior College 122. DePaul University, Chicago *Mrs. Maud Keldermans F.2 *William E. Gorman B 145. University of Illinois, Urbana 123. Eastern Illinois University, Charleston *Charles J. McIntyre, Dir., Office of Instel *H. H. Heller, Vice Pres. of Instr. B F.3 Resources A F.1 3.1 M *Roger L. Johnson3.1 124. George Williams College, Chicago *Donald L. Bitzner3.1 *Paul Knapp, LibrarianA C *Elisabeth R. Lyman 3.1 *J. A. Easley, Jr., 3.1 *Bruce Hicks 3.1 125. Illinois College, Jacksonville *William E. Montague3.1 *Mary Louise Rainbolt F.1 146. University of Illinois at Chicago Circle 126. Illinois State University, Normal *John B. Haney, Dir., Office of Instel Re- *William C. Prigge, Dir., AV Center B C sourcesA E H 1.1 D 1.2 K L _ 147. University of Illinois at the Medical Center, Chicago 127. Illinois Teachers College, Chicago-North *Charles H. Stamps, Dir., Learning Services *Mitchell Schorow, Center for the Study of Medical Educ. B K 1.2 3.1 0

164 164. Coe College, Cedar Rapids INDIAN& *Robert E. Heywood, Business Manager F.3 J.4 L M

148. Ball State University, Muncie College of Osteopathic Medicine 6 Surgery, *0. T. Richardson, Dean,Instr'l Services 165. Des Moines B H B E H 1.2 L *girliam H. Tomlinson, Dir., Centerfor *Thomas Vigorito, Dean Radio 6 TV B 166. Cornell College, Mount Vernon *C. M. Cochran, Vice Pres. and Treasurer B 149. DePauw University, Greencastle F.2 M *Robert H. Farber, Dean of theUniversity F.3 H 1.1 J.1 167. Drake University, Des Moines *Donald K. Moon, Dir. AV ServicesE F.2 150. Earlham College, Richmond *M. Daniel Smith C H 168. Graceland College, Lamoni *Roy Muir, Dir., Public RelationsE 2 E 151. Hanover College *R. L. Schall 2 E *Harold J. Haverkamp, DeanE F.3 G 1.2 L 169. Iowa State University, Ames 152. Indiana State University, Terre Haute *G. C. Christensen, Vice Pres. for Academic *James Boyle, Dir., CCTVB F.3 AffairsA J.3 *Russell McDougal, Dir., AV CenterB 1.2 K Q 170. Iowa Wesleyan College, Mt. Pleasant *Howard W. Johnston, Academic DeanE E 153. Indiana University, Bloomington *Gene Faris, AV CenterQ R 171. Luther College, Decorah *Nels Forde L 154. Manchester College, North Manchester *Odell Bjerkngss F.3 *Philip Parker, Dir., AV Dept. E G H 1.2 L 172. Marycrest College, Davenport B 155. Purdue University, Lafayette *Sister Joan Sheil, AV Dir. *Charles E. Wales, School of Chemical Engr. H K 173. State College of Iowa, Cedar Falls *5aies S. Miles, TV Unit A *Robert Paulson, Dept. of TeachingA *J Christopher Reid, Asst.: Head, Instr. Media Research UnitJ.1 174. University of Dubuque *Warren F. Seibert J.1 *Charles W. Tyrrell 1.2 *William Flint Smith, Dir., Lang. Lab. F.1 F.2 F.3 175. University of Iowa, Iowa City *S. N. Postlethwait, Prof. of BiologyF.1 *Lee W. Cochran, Dir., AV Center E Q *L. D. Miller Q R *D. J. TendamE 176. Wartburg College, Waverly *Richard Wiederanders E F.3 G L 156. Rose Polytechnic Institute, Terre Haute *Richard H. F. Pao, Chr., Academic Develop- 177. Westmar College, Le Mars *Delmer DeBoer, Dept. of Mathematics J.4 ment Council E F.3 G J.4 L P

157. Saint Mary-of-the-Woods College *Sister Mary Josephine, Academic Dean C E G L KAUAI *§igter Mary Olive, Chr., Speech and Drama Dept. A U *Sister Marie William, Chr., Dept. ofEduc. 178. The College of Emporia *Wynona J. Kirkpatrick, Academic Dean2 G k *Sister Gertrude, Chr., Modern Lang. Dept. 179. Fort Hays Kansas State College, Hays 1.1 *Calvin E. Harbin 2 E F.3 2 E k

158. Taylor University, Upland 180. Friends University, Wichita *Ross C. Snyder, Dir., Educ. Media Center *Dale Jantze E Q R 181. Hesston College 159. Vincennes University *Vincent Krabill E C E *John Walker, Science Dept. F.1 *Paton Yoder, Dean- E G k *Mrs. Harriett Groscop,English Dept. F.1 *Warren Potter F.1 182. Hutchinson Community Junior College *George Cooper E 160. Wabash College, Crawfordsville *Willis JohnsonA 183. Kansas State College of Pittsburg *Paul R. Lawrence, Dir., AV Centera F.2 1.1 K 1211A 184. Kansas State Teachers College, Emporia *J. T. Sandefur, Coord. of Research C D 161. Briar Cliff College, Sioux City F71- *Sister Mary Margaret Francis,Academic *Ted Surdy, Prof., Dept.of Biology Dean M 185. McPherson College *Dayton RothrockF.3 E 162. Buena Vista College, Storm Lake *John P. Williams, Acting DeanE F.3 L M 186. Mount St. Scholastica College,htchison *Sister M. Audrey Aaron, O.S.B. E F.3 E 163. Clarke College, Dubuque E F.3 G L *Sister M. Helen Sullivan, O.S.B. H J.4 *Sister Mary Alexander, B.V.M. -t-774 *Sister Mary Kenneth, B.V.M. J.2 *Sister M. Malachy Kennedy, O.S.B.

165 VOn,14... i

187. Washburn University of Topeka 206. Westbrook Junior College, Portland *Ian Wheeler, ETV A *Mrs Thelma Adams, Chr., Dept. of Business *R. Stanley AlexanderJ.4 Educ. N

188. Wichita State University *Mrs. Carol S. Holman, Dir., AV Services 1.2 S MARYLAND *K. N. Nickel, Head, Dept. of Educ. C

207. The Johns Hopkins University, Baltimore *William Huggins J.1 KEDITUCKY *C. P. Swanson, Assoc. Dean, Undergraduate StudiesJ.1 *Fred J. HWOrich, Jr. M 189. Brescia College, Owensboro E *Sister Maureen Browne, Dept. of Modern *James C. Butler Lang. E F.3 208. Montgomery Junior College, Takoma Park *Sister DeChantalE G 1.2 L *Howard K. Ammerman, Dir. of Communications 190. Centre College of Kentucky, Danville *John W. Frazer, Asst. to the Pres. J.1 209. Peabody Conservatory of Music, Baltimore 191. Eastern Kentucky University, Richmond *Dean BoalA *James Harris, Dir., Div. of Instr'l Ser- vices 210. Saint Joseph College, Emmitsburg *Sister Margaret Flinton, Chr., Modern Kentucky State University, Frankfort 192. Languages 1.1 L *James Brown B 211. University of Maryland, College Park 193. Morehead State University *Desmond P. WedbergQ *Norman Tant, Dir., Instr'l Media B 212. U. S. Naval Academy, Annapolis 194. Western Kentucky University, Bowling Green *A. Bernard Drought, Academic Dean A B E *Fred Haas, Coord., Educ. TV A F.2 J.3 F.3 G J.4 L *Paul-L. Quinn, Dir., Computing Center J.4 K *William N. Richardson, J.4 K LOUISIANA

195. Louisiana Polytechnic Institute, Ruston *Paul J. Pennington, Dean A MASSACHUSETTS

196. Louisiina State University, Baton Rouge 213. Boston College, Chestnut Hill *James W. Firnberg B *William M. Griffin C *Laurence Siegel, Chr., Dept. of Psych.A 214. Boston University 197. McNeese State College, Lake Charles *Gaylen B. Kelley B Q *P. L. Ford, Head, Mathematics Dept. A L 215. Brandeis University, Waltham 198. Northwestern State College, Natchitoches *S. Leonard Singer, Dir., Academic Communi- *C. B. Moody, Psych. Dept. A H cation B *Thomas Hennigan, AV CenterA H 216. Clark University, Worcester 199. Tulane University, New Orleans *Raymond E. Barbera, Dir., Lang. Lab. F.2 *William J. Smither, Dir., Lang. Lab. F.3 F.3 *James W. Sweeney, Dir., Computer Centers J.4 217. The College of the Holy Cross, Worcester *Owen E. Finnegan, S.V., Asst. Dean C 200. Xavicr University, New Orleans *J Shaffer, Speech Dept. F.3 218. Harvard University, Cambridge *Arthur D. Trottenberg, Chr., Intra-Univer- sity Committee on TV ABCEF.3GHI.2 J.4KLMQ MAINE *Franklin-L7 Ford, Chr., Committee on Instr. ABCEF.3GHI.2 J.4KLMQ

219. Massachusetts State College, Salem *Homer Dietmeier B 201. Bates College, Lewiston *G. R. Heaty, DeanA F.3 H L 220. Massachusetts State College, Westfield 202. Bowdoin College, Brunswick *E. A. Townsend, Dean of FacultyA 3.1 1.1 *Albert R. ThayerA *James A. Storer; DeanA F.3 J.1 *Wilfred J. Thibeault, AV Dir. ABCDE F.2 G 1.2 K L 203. Colby College, Waterville *Jean Bundy, Foreign Lang. Dept. C 221. Mount Holyoke College, South Hadley *Mrs Thomas W. Reese, Dir., Psych. & Educ. 204. Gorham State College Lab. L *Everet Davis, Dir., AV Educ. *KennetE L. Williamson, Asst. Prof. of ChemistryJ.1 205. University of Maine, Orono *Castelle G. Gentry, Dir., AV ServicesE G 222. Northeastern University, Boston L S *James E. Gilbert, Dir., Office of Educ. *Jan W. Dunlop, General Manager, ETV B Resources BCDEF.3GHI.2KLM 166 Springfield College 244. Michigan State University, East Lansing *Reuben B. Frost, Div. of HPEGRE G L *John Barson, Asst. to Provost P *Henry Paar, Div. of Arts &ScienEegE G L *Charles F. Schuller, Dir., Instr'l Media *Robert Markavian, Div. of TeacherEduc. E Center A E H I.1 J.1 L G L *Waldo F.-alTer, D.V.M. B University of Massachusetts, Amherst 245. Michigan Technological University, Houghton *Raymond Wyman, Dir., AV Center B C L *F. H. Erbisch, Dept. of Biological Sciences F.1 Wellesley College Stebbins, Vice Pres. for Academic *Florence Carlson, Lang. Lab. E F.1 G L Affairs F.1 *Mrs. Virginia Fiske, Chr.,Dept.76F *D. F. ChiiTio, Dept. of Physics F.1 Biological Sciences E F.1 G L 246. Nazareth College, Kalamazoo Wheaton College, Norton *Sister Francesca, S.S.J., Dir. of Reading *Lena Mandell, Dept. of French F.3 Center E G H

Worcester Junior College 247. Northern Michigan University, Marquette *H. W. Mott, Asst. Academic Dean A *William G. Mitchell, Coord., Instr.Communi- cation A C F.3 1.2 K

248. Oakland Community College, Bloomfield Hills MICHIGAN *Albert A. Canfield E F.1 G H 1.1 J.1 K L P Q

2 . Alma College 249. Oakland University, Rochester *Lester Eyer, Chr., Dept. of Biology 1.1 *Donald Iodice F.3

29. Central Michigan University, Mt. Pleasant 250. University of Detroit *Clayton Roehl, Dir., CCTV A B *Anthony Reda, Dir., TV & AV Services B *William Murphy, Chr., Radio-TV A

3 . Dearborn Public Schools *Helge Hansen, Staff Consultant, AV Center 251. University of Michigan, Ann Arbor *C. C. Erickson, Dir., Center forResearch J.1 31. Eastern Michigan University, Ypsilanti A F.1 252. Wayne State University, Detroit *Richard Giles, Head, Biology Dept. Communications *John Lounsbury, Head, Geography Dept.A F.1 *James B. Tintera, Dir., Mass *La Verne Weber, Coord., Instr'lBroadcastrEi CenterA F.3 H J.1 A F.1 *Robert HubEirdJ.3 *Mrs. Rhoda Bowen, Asst. Prof. A *Stuart K. Bergsma, Coord., /nstr. Services 32. Ferris State College, Big Rapids *Robert L. Huxol, Vice Pres. for Instr. K -A T_

133. Flint Community Junior College 253.. Western Michigan University, Kalamazoo *Clarence Anderson Q *R. E. Clark, Asst. Dir. of Broadcasting *Naomi VollmarJ.4 G 1.2 *Uarl B. Snow G 1.2 134. General Motors Institute, Flint *Robert M. Carter, Dept. of Humanities A B MINNESOTA *Nteve Cenko, Dir., of Instr. A B H 254. Austin State Junior College 35. Grand Rapids Junior College *Rex Sala B *Wendell A. Shroll, DeanF.3 H J.4 *James Rupeit F.3 *Rita Lally F.3 *Eugene LaVine, Asst. Dean 2

236. Grand Valley State College, Allendale 255. Bemidji State College *George T. Potter, Vice Pres. for Academic *Harry Bangsberg, Pres.E J.1 Affairs ABCDEF.3GI.2L0 *Harold Fleming, Prof. of E. E J.1 *Vern Thomas, AV Dir. I J.1

3 . Henry Ford Community College,Dearborn *Alden Lorents, Prof. of Business E J.1 *A. J. Elges, Dean E 2 R EF.3 2 E 1.2 E E 256. Carleton College, Northfield *Eleanor Tourtillot, Coord.of Nursing 2 2 *W. D. Weatherford, Dean A J.4 K L 257. College of Saint Benedict, Saint Joseph 238. Hillsdale College *Sister Firmin Escher, Academic DeanF.3 *Michael Kolivesky, Academic Dean E E F.3 Le 2 E 2 *Sister Margretta Nathe, O.S.B. F.3 E Hope College, Holland 239. 258. The College of St. Catherine, St. Paul *Robert DeHaan E *Sister IgnatiaL E *Sister Marie Philip F.3 140. Kalamazoo College J.4 F.3 J.4 *Sister Marie Inez, Librarian *Wen Chao Chen *George Poletes E f241. Marygrove College, Detroit G L 0 259. Concordia College, St. Paul *Sister M. Gilmary *Gary V. Meyer, Coord. of Student Teaching 2 *Erlo Warnke t242. Mercy College of Detroit *Sister Mary Gabriella A 260. Gustavus Adolphus College, St. Peter *Oliver C. Hagglund, Registrar A 2 F.3 1.2 243. Merrill-Palmer Institute, Detroit *W. W. McKee, Vice Pres. ACEL J.4 E j. 167 261. Hibbing State Junior College 279. Junior College District of St. Louis, Clayton *H. C. Kelley, DeanE L *Robert C. Jones, Coord. of Instr'l Resources F.2 1.1 J.1 262. Itasca State Junior College, Coleraine *H. E. Wilson, DeanE G L 280. Missouri Southern College,Joplin *Paul R. Shipman F.2 263. Macalester College, St. Paul *Roger Olson, Dir., AV Center B 281. Missouri Valley College,Marshall *Roger Mosvick, Speech Dept. G *Thomas E. Tweito, DeanE G L *Sumner Hayward, Dean s College, St. Joseph 282. Missouri Western Junior 264. Mankato State College *Clayton W. Chance, Deanof Instr. L *Dennis E. Sarenpa, Acting Dir., AVService A B L 283. Saint Louis University *R. J. Henle, S.J. ABCEGHI.2 J.4KL 265. Rochester State Junior College M 0 *Verlyn Heldt, Academic Dean C 284. Stephens College, Columbia 266. St. Cloud State College *Ralph Leyden, Dir., Educ.Development -A M_ *Luther Brown, Dir., Learning ResourcesA _B F.2 J.4 _R *geymour A. Smith, Pres. S *Albert J. Delmez, Dept.a Foreign Lang.M 267. St. John's University, Collegeville *James A. Burkhart, Prof.of Political *William Cofell, Dept. of Educ. C E F.3 G M 1.2 J.4 L U Science C E F.3 G *Byron JoEnion, 0.S.B., AV Dept. 285. University of Missouri at Columbia 1.2 J.4 L U *John Voth, Dir., VideotapingProject 21.2 0 *Barton Griffith, Instr'l TV A L 268. St. Mary's College, Winona City *George Pahl, F.S.C. B 286. University of Missouri at Kansas *Sam Scott, Dir., KCUR-FMRadio E 269. University of Minnesota, Minneapolis *Shirley Hill J.4 *Russell W. Burris, Exec. OfficerB H J.1 *William CrainF.3 *Wesley J. F. Grabow, Dir., AV Educ.Sel.Vice *Don Williams K Q R *James HerbertsUn, Schoolof DentistryE

270. Winona State College 287. University of Missouri at Rolla *James SpearB F.3 *L. W. Martin, Dir., Institutional Research *U. E. Lorey, Dean of Extension Educ. M N

MISSISSIPPI 288. University of Missouri at St. Louis *Virgil Sapp, Dean of Extension M N *Donald W. Mocker, Educ. Coord. g 271. Jackson State College *John Boswell, Prof. of Psychology -M *Gene L. Mosley, Dir., AV Services E F.3 a J.4 E L M E 289. Westminster College, Fulton *J. Ward, Prof., Dept. of MathematicsJ.2 E 272. Tougaloo College *William I. Townsend, AV Dir. C E F.3 G L_

273. The University of Mississippi,University MONTANA *Roscoe Boyer E *Burl Hunt E C D 2 1.2 E *Duncan Whiteside B 2 2 2 1.2 E 290. The College of GreatFalls *Patrick E. LeeA T 274. University of Southern Mississippi,Hattiesburg *Carl L. McQuagge 291. Montana College of Mineral Science & Tech- *John P. Van Deusen, Chr., Dept.of Elem. nology, Butte Educ. *John G. McCaslin, Head, Dept. of Physics *Bennie Barron J.2 *Ronald Nolan B 292. Montana State University, Bozeman *Fred Gerber, Head, Film & TV Dept. B C F.3

MISSOURI NEBRASKA

275. Avila College, Kansas City *Sister Olive Louise, C.S.J., Pres. E F.3 293. Chadron State College G L *Edwin C. Nelson, Dean of the CollegeA

276. Central Missouri State College,Warrensburg 294. Concordia Teachers College, Seward *Theron Swank B *Jack L. Middendorf, Dir., AV Center B E

277. Concordia Seminary, St. Louis 295. Creighton University, Omaha *John C. PfitzerA *Rev. R. C. Williams, S.J. A B *David Deppe, Grad. Asst. B C 296. Kearney State College 278. Culver-Stockton College, Canton *James E. Todd, Adm. Asst. B J.4 *Raul Diaz-Carnot F.3 G 297. Midland Lutheran College, Fremont *Richard Holmes, Prof. of English *Cecil E. Walker, Chr., Dept. of Educ. *John Sperry, College Librarian E L

168 98. Nebraska Wesleyan University, Lincoln talMEXICO *Walter Elwell J.4

316. Eastern New Mexico University, Portales 9 . University of Nebraska, Lincoln *J D. Allred, Dir., Bureau of AV Services *Herbert E. Humbert, Dir., Automated Q R Learning CenterA E F.3 G 1.2 3.4 K L *§cEeffel PierceA *Howard Webster, Dir. of Eauc. TV A

317. New Mexico Highlands University, Las Vegas *Gordon E. Patterson, Dir., AV Services M *Jonn S. JohnsonM NEYADA 318. New Mexico Military Institute, Roswell *John Clemmons, Dir. of Institutional Re- 0 . University of Nevada, Reno *Donald G. Potter, Dir., AVCommunications searchF.3 G H L B F.2 1.1 319. New Mexico State University,University Park *Harvey C. Jacobs, Head, MassCommunications B M Nfat HALIEVIRE *W.-b.O'Donnell, Sr. Vice Pres. *Harold A. Daw, Physics Dept. M

301. Dartmouth College, Hanover 320. University of New Mexico, Albuquerque *J. B. Watson, Jr., Dir.,Instel Services *F. C. Hempen ABCDF.3GLJ.4 _B _CDEF.3G3.4LMR_ _ _ _ *Robert Diuett, Medicarribrarian J.3

302. Mount Saint Mary College,Hooksett AV Dir. 321. Western New Mexico University, Silver City *Sister Mary Boniface, R.S.M., *Edward C. Werner, AV Dir. E F.3 L

303. Plymouth State College *Kenneth Marrer, AV Dir. A 110. DIM Durham 304. University of New Hampshire, *John Bardwell, Exec. Dir.,Educ. Media 322. Adelphi University, Garden City CouncilA P Q *Chester GrocholaJ.1 *Robert Barlow, AcademicVice Pres. A J.4 *Paul Spilios, Dir., AVServicesA EFYL 323. Alfred University *Edward E. Mueller, Dean, Collegeof Ceramics F.3 H 3.4 L *Seymour B. Dunn, Dean, Collegeof Liberal JERSEY Nat ArtsH J.4 L F.3 Bank Street College of Education, NewYork The College of Saint Elizabeth,Convent 324. 305. *Bruno L. Caliandro, Dir.,Communications Station *Sister Elizabeth Marie, Deanof Studies Lab. E 2 2 E F.3 2 E 1.2 E 325. Bronx Community Collegeof the City University of New York 306. Drew University, Madison *Abraham Tanber, Dean of FacultyA E *Edward Campbell, Dir., ComputerCenter F.3 J.4 Brooklyn College of the CityUniversity of *John Schabacker, Chr., Dept.of German F.3 326. New York 3.4 *Jack Wolfe, Prof., MathematicsDept. J.1 Rutherford *Eugene Foster, Dir. of TV Center A 307. Fairleigh Dickinson University, *P. SammartinoA F.2 H of 327. The City College of the CityUniversity New York 308. Glassboro State College F.3 *Stanton Langworthy, Dean ofInstr. 2 2 F.3 *Marcel Lidji, Lang. Lab. H J.4 328. Colgate University, Hamilton *Lester Blum, Dept. of EconomicsB C E F.3 309. Jersey City State College *George Schlesser, Dept. ofEduc. -J.4 L *Bruce WaldmanM 329. College of the Holy Names, Albany 310. Newark College of Engineering B 2 F.3 M *L. Bryce Andersen, Dean B *Robert Raskob 330. The College of New Rochelle 311. Princeton University *Dean of the CollegeA *Edward D. Sullivan, Dean S University, New York 331. Columbia College, Columbia 312. Saint Peter's College, Jersey City *Thomas S. Colahan, Assoc. Dean S *Robert Harrington 3.1 D'Youville College, Buffalo, New York 313. Trenton Junior College 332. *John Perry Pritchett,Pres. C E F.3G H *Marilyn Zahler, A.I.M.2 2 J.4 L Q 333. Elmira College *Rae Whitney, Div. of NaturalSciences F.1 314. Trenton State College *Warren C. Nutt, Dir., Instr'l Mediaand 334. Erie County Technical Institute,Buffalo Services S *F. X. Brandstetter, Assoc.Dean B 315. Westminster Choir College, Princeton Fashion Institute of Technology,New York *Edgar C. Thomas, Asst. to the Pres. A F.2 335. *Lionel L. White B J.3

169 336. Hofstra University, Hempstead 355. SUNY at Albany *George N. Gordon EGHL *Robert Rowe, Dir., AV CenterQ *Murray G. Phillips, Dept. of Educ.Media 337. Ithaca College H K *Professor Taras, Chr., Lang. Dept. F.2 *Raton C. Gassman, Vice Pres. Q

338. Keuka College, Keuka Park 356. SUNY at Buffalo *D. Chary Cooper, Chr., Dept. of Modern *Taher A. Razik E Foreign Languages F.2 357. SUNY, College at Brockport 339. Manhattan College, Bronx *Melvin P. Smagorinsky, Dfr., Div. of Instr'l *Bro. Adelbert James, F.S.C., Dir., Div. of Resources E 2 R E F.3 2 J.2 E L 2 Teacher Preparation A J.4 *Bro. Patrick Stephen McGarry, F.S.C., Head 358. SUNY, College at Cortland Dept. of History A J.4 *Cyril Koch, Dir., Learning Resources Center *Bro. James Elliot, F.S.C., Dir., Computer CenterA J.4 359. SUNY, College at Fredonia 340. Marymount College, Tarrytown *Robert M. Diamond, Dir., Instel Resources *Sister M. Brendan, R.S.H.M.,Pres. A CenterA E H_

341. Monroe Community College, Rochester 360. SUNY, College at Geneseo *Eugene Edwards, Chr., Instr'l Services A *Clarence 0. Bergeson, Dir.,Instr'l Resource BCDEF.3GHI.2KLMPQR Center BDF3GHI 2J4 L

342. Nazareth College of Rochester 361. SUNY, College at Oneonta *Keener Bond E G L *Brooks Sanders, Dir., InstelMediaA B C E F.3 G L M 343. New York University *gaiiford 15.-GUrdon ABCEF.3GLM *Margot Ely, School of Educ. C *Foster BrownA B C E-F.3 G L M- *Naomi Sager, J.1 *Jack Heller.77 362. SUNY, College at Oswego *J. Richard Pfund, Dir., InstelResources 344. Orange County Community College,Middletown A C F.2 H J.3 P Q *Mrs. M. J. Simpson, Chr., Dept. of Nursing *KnEnony J. Crain, Asst. Prof. of Piano A C F.2 H J.3 P Q *Kobert T. Novak, Pres. B *RoBea-ciffiia, Dir., Reading Center_A C_ *Donald L. Sinnock, Coord7 of AV Services B F.2 H J.3 P Q *ms c. ffrUnnan, Asst. Prof., P.E.-A C_ 345. Pace College, New York F.2 H J.3 P 0 *Professor IrvingA *Paul-W. Rojers, Assoc. Prof. of Music A C F.2 H J.3 P 0 346. Polytechnic Institute of Brooklyn *L. Braun, Dept. of Elec. Engineering E J.1 363. SUNY, College at Plattsburg *William R. Dodge, Dir., Instel Resources of New 347. Queens College of The City University _A H- J.4 York A *Robert P. Crawford, Dir., Broadcasting 364. SUNY, College at Potsdam C E *Robert C. Henderhan, Dir., LearningResourc Center ABCEF.3GHI.2_ _ _ J.4KL_ _ 348. Rensselaer Polytechnic Institute, Troy *William Millard, Office of Institutional 365. SUNY, Maritime College, FortSchuyler, Bronx Research A K Q *M. H. Degani, Acting Dean A 1.1 *C. O. Dohrenwend, Vice Pres. A *Philip Tyrell, Dir., InstitutionalResearch 366. Syracuse University *Kenneth N. Fishell, Assoc. Dir. for *Klan C. Green Q Research and Development J.1 E *Harold G. Kinner G *Donald P. Ely, Dir., CenteF-For Instel *Walter Eppenstein L Commumications 1.1 1.2 J.1 J.2 *G. W. Boguslavsky D 367. Teachers College, Columbia University 349. St. Francis College, Brooklyn *Phil Lange, Prof. of Educ. A J.4 E *Bro. Leo Quinn, C.S.F. J.4 *Edward Green a J.4 K *Sidney FormanA-774-E 350. St. Lawrence University, Canton *Francis E. Almstead, Dir., Technical Ser- 368. The University of Rochester vices B C E_ F.3 G_ H_ L_ *J. P. Lysaught E 369. U. S. Military Academy, WestPoint 351. Siena College, Loudonville Computer *Rev. Cyprian Flanagan, 0.F.M., Coord., *LTC W. F. Luebbert, Dir., Academic Computer Center J.2 Center & Instr'l TV A F.3 E J.4

352. State University of New York (SUNY) 370. Wagner College, Staten Island *Robert Thomas, Asst. Vice Pres. _A H- 1.1 *Al WagnerB J.1 J.3 *Mard Lambe, Asst. Vice Pres., Instel 371. Westchester Community College, Valhalla Resources & Information ServicesJ.4 P T *Vincent Zapfis E G L

353. SUN?, Agricultural and Technical College at Canton *Harold Porter, Dean of Instr. A J.4 NORTH QAULIKA

354. SUNY, Agricultural and Technical College at Morrisville 372. Agricultural and Technical College, Greensboro *John C. Ewing, Dean of Instr. B H T *G. F. Rankin, Dean of Instr. F.2 H

170 Kenyon College, Gambier Appalachian State Teachers College, Boone 393. 373. *Paul Schwartz G *John Pritchett 394. Marietta College 374. Bennett College, Greensboro Bernard A. Russi, Jr., Assoc. Prof. of *Mrs. Blanche Raiford, Dept. of Foreign SpeechB C Lang. F.3 *William-acorn, Dir., AV Educ. E E L 395. Miami University, Oxford *Mrs. Constance Marteena, Librariang *John E. Dome, Dir., AV ServiceL *Norman C. Licht E James W. Taylor, Prof. ofEduc. A

375. Duke University Medical Center, Durham 396. The Ohio State University,Columbus *Sam A. Agnello, Dir., Div. of AVEduc. A *Paul Pimsleur, ListeningCenter F. F.3 1.1 C Richard Hull, Dir. ofTelecommuniations, UOSU-TV A 376. Gardner-Webb Junior College, Inc., Boiling Robert W.-Wagner, Chr., MotionPicture Div. Springs +J. Thurman Lewis E F.3 2 aa k de Bernard K 377. Mars Hill College John T. Mount, Vice Pres.A B F.2 1.1 U *Robert R. Chapman, Registrar F.3 3.4 397. Ohio University, Athens 378. North Carolina College at Durham Dir., Learning CenterA 2 E *Stanley A. Huffman, Jr., *James E. Parker, Dir., AV-TV Re3ources CenterA B F.3 L Pfeiffer College, Misenheimer 379. 398. Ohio Wesleyan University,Delaware *Hoyt Bowen 3.1 Sam Ganis, Dept. ofMathematicsJ.2 Joseph Wetmore, Dept. ofEduc. P 380. The University of North Carolina,Chapel Hill George Cryder, AV Center F.3 Kenneth M. McIntyre, Dir., Bureauof AV Educ. E E E 399. Otterbein College, Westerville *Sister Elizabeth O'Bray, Chr.Dept. of Foreign Lang. E

400. Saint John College of Cleveland =Ili DANIA Sister Mary Luanne, Dept.of Arts and Reading EGLT Dept. of Music 381. Mayville State College *Sister M.-Caniance, 0.S.U., A. B. Holm, AV Dir. F.3 G 3.4 L G H L Iiitir Winfred, S.N.D., Dept. ofMathematics Forks H L 382. University of North Dakota, Grand of Phil Jacoby, Chr., Sociology Dept. B ffiZter Mary Clareanne, S.N.D., Dept. G. H. Voegel R Social Studies EGLT Leonard Jacko, Hga3,-AV Dept.EGHL Rt. Rev. Msgr. Moriarty,Dept. Ef-TEeiilogy 383. Valley City State College E G L *Rnger Ludwig, Dir., Instr'lAids Center g 401. University of Akron William Mavrides, TV Coord. BCEGL D. J. Guzzetta, Sr. Vice Pres.& Provost-H J.4 M *Niel Doverspike B 384. Antioch College, Yellow Springs Steven Perry, Coord., RemoteControl TV 402. University of Cincinnati 3.3 B C *Neal Wandmacher, Dean Facility Fred Lundberg, Dir,,urSia Bata Service 3.3 385. Bowling Green State University *Glenn Daniels, AV ServicesB L Michael Flys, Romance Lang. F.3 403. University of Dayton SpegEE Dept. B *George BiersackB C D F.3 3.4 Duane Tucker, Channel 70, B C-D F.3 3.4 Richard Neumann, ComputationalServices *Simon Chavez 3.4 F.3 Paul Kennedy, School of Music 404. Western College for Women,Oxford Wiley Warr, Dir. of PublicRelations F.3 386. Capital University, Columbus G L Frank Bretz, Vice Pres. forAcademic Affairs E 405. Wilmington College *Philip L. Bayless C 1.2 387. Case Institute of Technology,Cleveland Adrian E. GoryC I.7-- William F. Schneerer, Dir., Dept.of Instr'l Support q 406. Wittenberg University,Springfield Betty Powelson, Chr., Dept.of Biology F.1 388. Central State University,Wilberforce Francis A. Thomas, Dir., Instr'lServices F.2 E 1.1 3.3 magma 389. The College of Wooster *W. L. Logan, Dept. of SpeechE 407. Central State College, Edmond 390. Defiance College Ralph Borah, Dir., AV ServicesB C *Harry Miller E F.2 2 408. Langston University 391. Findlay College Mrs. Mamie Slothower G *Mrs. Jean Nye F.3 409. Northeastern State College,Tahlequah 392. Kent State University Tom Johnson, Dir., AV Services E G L Philip A. Macomber, Dept.of SpeechA 171 410. Oklahoma Baptist University, Shawnee 430. Hahnemann Medical College and Hospital, *Richard Mitchell, Prof. of Educ. F.3 L Philadelphia *Dr. Osterholm, Neurosurgery, Biological 411. Oklahoma Christian College, Oklahoma City Institute B C *O. B. Stamper, Assoc. Dean H 3.1 *Henry Schnerdir, M.D., Biological Institute *Stafford North, DeanG 1.1 B C *Ruih D. Bennett, M.D., Assoc. Dean R 412. Oklahoma State University, Stillwater *Lawrence McGowen, M.D. S *Walter Hanson, Botany Dept. F.1 G L *J. C. FitzgeraldF.1 G L Q 431. Juniata College, Huntington *Mrs. Connie Hurley, Secretary to the Pres. 413. Oral Roberts University, Tulsa C E F.3 _G _H J.4 L *Paul I. McClendon, Dir., Learning Resources BCEF.2HJ.3KLM2 432. Keystone Junior College, La Plume *John A. Hertz, Dean F.3 414. Southwestern State College, Weatherford *Marko Zuzic F.3 *Cedric Crink, Dir., General College Program 433. King's College, Wilkes-Barre *Jay A. Young C E H 3.1 415. University of Oklahoma, Norman *W. R. Fulton, Prof. of Educ. E 1.2 Q 434. Lafayette College, Easton *J. Marshall Brown, Psych. Dept. A

435. Lebanon Valley College, Annville OREGON *Howard A. Neidig, Chr., Dept.of Chemistry

416. Lane Community College, Eugene 436. Lincoln University A B 1.1 3.1 Q U *Dale Parnell, Pres. *James Frankousky S *Roy Queenan S 417. Lewis and Clark College, Portland *Keith Acheson, Prof., Dept. of Educ. C D 437. Lycoming College, Williamsport *David G. Mobberley, Chr., Dept. of Biology 418. Linfield College, McMinnville a *J. C. Conaway, Prof. of Educ. A G 438. Mansfield State College 419. Oregon College of Education, Monmouth *Thomas EshelmanE *A. Kenneth Yost, Dir., Educ. Media Center B C _E F.3 _G _H 1.2 J.4 L_ 0_ Q_ 439. Marywood College, Scranton *Sister M. Michel, Chr., Graduate DivE 420. Oregon State System of Higher Education, F.3 S Monmouth *Nritgr M. Constance, Chr., Dept. of *Paul Twelker, Dir., Instel Variables Pro- Librarianship F.2 gram0 *Bert Y. Kersh 2 440. Melton Research Center, Philadelphia *Rabbi David MoezluerF.3 G 421. Oregon State University, Corvallis *Harold Livingston, TV Coord. B 441. Mount AloysiusJunior College, Cresson *Robert Reichart 1.2 *Sister MaryUrsula, Pres. E F.3 E *Sister MaryCecilia 2 LI 422. University of Oregon, Eugene *Sister MaryAlphonsus T *John Shepherd A *Fred Andrews J.4 442. Muhlenberg College, Allentown *Glenn Starlin, Assoc. Dean A *Roland Dedekind J.4 *William M. Frencha 423. University of Portland *Harold M. Stauffer, Dir., Teacher Educ. 443. The Pennsylvania State University, University F.2 Park *Leslie P. Greenhill, Dir., Instr'l Services BCEJ.1 J.2 3.3KPQR *RaFoId E. Ritzgr- 5.T *c. Ray carpenter PENNSYLVANIA rt_ 2 E J.1 E Q E 444. Philadelphia College of Textiles & Science *G. L. Marvin, Jr., Dir., AV Educ. B E 424. Bloomsburg State College *Thaddeus Piotrowski, Dir., AV Materials 445. Shippensburq State College Center E F.3 *Paul Smay, Dean of Academic Affairs A 1.1 J.4 425. Carnegie Institute of Technology, Pittsburgh *A. Perlis 1,1 446. Temple University, Philadelphia *E. M. WilliamsE *Warren S. Owens, Dir., University Libraries

426. Chatham College, Pittsburgh *deorge J. Edberg, Chr., Lang. Lab. *Doris Crozier, Asst. to the Pres. F.3 a Committee F.3 J.4 E *Thomas B. Stone, College of Educ. H 1.2 *Thomas W. Evaul, College of Educ. H 427. Cheyney State College *John B. Roberts, School of Cummunications *Samuel L. Curtis, Dir., CCTVE 2 F.2 and Theatre ADEK *Val Udell, DiF.7 WV-Center K L S 425. Duquesne University, Pittsburgh *William H. Siebel, Dir., InstrT1 TV A B C *Francis Kleyle, School of EducationE F.3 G J.4 L_ S_ *Leonard J. Garrett, Dir., Computer Center B J.4 429. Gannon College, Erie *Charles Alcorn, Dept. of Educ. B 447. Thiel College, Greenville *Richard W. Solberg, Academic Dean E F.3 L 172 IOW DAISQ1A v4 Philadelphia 48. University of Pennsylvania, *Hugh M. Shafer, Assoc.Prof. of Educ. F.2 H 1.1 3.1 465. Augustana College, SiouxFalls *Tom Kilian, Vice Pres.for DevelopmentA F.3 449. University of Pittsburgh *G. Schmutterer *C. Walter Stone,Dir., UniversityLibraries *J. D. ThompsonET 1.1 J.1 *Oscar Oksol B C O. IC-Roore, Dept. ofSocial Psych. P *Edwin L. PetersonL 466. South Dakota StateUniversity, Brookings *W. P. Wentzy, Supervisor,Instel TV A B University of Scranton 450. Academic Vice Pres. University of South Dakota,Vermillion *Joseph A. Rock, S.J., 467. Educ. Media Center E F.3 J.4 k *D. M. Colwell, Dir., B C 1.2 451. Villanova University *Rev. John M. Driscoll,0.S.A., Vice Pres. for Academic AffairsE TENNESSEE 452. West Chester StateCollege *William Leeds, Asst.Academic Affairs E Academic Affairsa *Arnold Fletcher, Dean, 468. Belmont College, Nashville *Edward Nipper, Chr., BusinessAdmin. C E Westminster College, NewWilmington 453. Coord., AV Aids F.3 J.1 *Robert F. Galbreath, Jr., *Mrs. Evelyn B. McCulloh,Speech Dept. C E E F.3 G L- F.3 J.1 *iniga M. Chaney, Chr., ForeignLang. 454. Wilson College,Chambersburg Dept. C E F.3 J.1 *Martha Church, DeanB E F.3 G J.4 L University, Johnson City 469. East Tennessee State *Ted C. Cobun A H

RIME MANI 470. Fisk University, Nashville *Rutherford H. Adkins, ActingChr., Dept. of Physics J.1 J.3 Providence College 455. Academic Vice Pres. *Paul van K. Thomson, for Teachers, Nashville E F.2 J.1 471. George Peabody College *Curtis P. Ramsey, Dir.,Learning Resources Center Eg2 EJ.21E211 456. Rhode Island College,Providence *Anthony Giardino B Knoxville College 472. E 2 E College, Providence *Christopher M. Reynolds, AVDir. 457. Roger Williams Junior *Walter R. Hobbs, Jr. F.1 H S H S 473. Memphis State University *Ralph E. Gauvey, Pres. Public Information F.1 *Ronald S. Alford, Asst. *Absalom F. Williams A B E F.3 G J.4 L M U *Edwin F. Hallenbeck,Me Pres. for Dir. - - - _ Financial AffairsF.1 H 474. Milligan College Island, Kingston *Donald R. Shaffer E F.3 2 458. The University of Rhode *Peter J. Hicks, AV Dir. ABKQ *Glen Owen E F.3 G *Guy Oakes, Deig-K University, Cookeville 475. Tennessee Technological *James S. Brown, Dean !A =Ili CALCIUM *Edell M. Hearn, Dean E

University of Chattanooga 459. The Citadel, Charleston 476. Prof., Dir. of AV Center *Earl 0. Kline, Prof.,Political Science *Allison v. Slagle, Dept. J.1 J.2 _BF3GHJ31CL Civil Engineering Dept. - *L. K. Hiffiglfrght, South, Sewanee J.1 J.2 477. The University of the *Donald B. Webber F.3 L 460. Claflin College, Orangeburg *H. M. Owen *Ernest A. Finney, DeanA *Ralph Penlana J.4 University of Tennessee,Knoxville 461. Clemson University 478. Resources Center B H *Arthur K. Jensen, Schoolof Educ. L *Ohmer Milton, Learning

462. Morris College, Sumter *James L. Solomon, Jr.,Chr., Div. of Natural SciencesE F.3 L TEXAS Voorhees College, Denmark 463. DeanA B F.3 H Abilene ChristianCollege *H. I. Fontellio-Nanton, 479. Dept. of Educ. B *Mrs. Mildred B. Ford A B F.3 Orval Filbeck, Head, Amarillo College 464. Wofford College, Spartanburg 480. *L. P. Jones E F.3 G L *Hardy Stevens, Dean 4G. C. S. Adamg EF73-G L Arlington State College 481. Department a *Bill Meacham, Biology J.4 *Thomas Reim, Dean,Academic Affairs a

173 -10,071,09C4.4q7,470.WAitrrf

482. Austin College, Sherman 503. The University of Houston *Dan T. Bedsole J.1 *Edward G. Holley, Dir. of Libraries 1.1 J.3 483. Cooke County Junior College, Gainesville *C. Dwight Dorough, Dept. of English H *Mrs. Ona Wright G L *Joe B. Wyatt, Dir., University Computer *Charles Smith F.T J.4 CenterJ.1 *James Crump G L Mrs. DorFay Sinclair, KUHT-TV A *Mrs. Charlotte Davis F.3 J.4 *Richard I. Evans, Prof. of Psych. A E *John Blevins G L 504. 484. Del Mar College, Corpus Christi The University of Texas, Austin *Frank D. Hankins, LibrarianE F.3 G L *Howard Rase, Chr., Dept. of Chemical Engr. F.1 G U 485. Lee College, Baytown *Page-KEeton, Dean, School of Law *Walter Rundell, DeanF.3 L *Wayne Holtzman, Dean, College of aucation 7.1 486. Midwestern University, Wichita Falls *NOTert Schenkkan, Dir., Radio-TV A *N. W. Quick, Vice Pres. B J.2 *John W. Meaney, Radio-TV-Film A B U *C. T. Eskew, Dir., Div. or Mences and *C. Victor Bunderson J.1 MathematicsB J.2 *William R. Muehlberger C

North Texas State Untversity, Denton 505. University of Texas, Texac Western College, 487. El Paso *Darrell DunhamC *Richard W. Burns, Office of Institutional StudiesA H P 488. Our Lady of the Lake College, San. Antonio *Sister Frances Jerome WoodsA J.2 *Virgil C. Hick's, Head, Radio-TVB C

489. San Antonio College *Paul R. Culwell, DeanA VIM 490. Southwest Texas Educational TV Council, Austin *Harvey Herbst, Station Mgr. KLRN C D 506. Brigham Young University, Provo *E. J. Glade 491. Southwest Texas State College, San Marcos A B *Joe H. Wilson, Vice Pres. A *D. J. Monson -F72 c *Irwin Goodman E k 492. Stephen F. Austin State College, Nacogdoches *J. N. Gerber, Dean B C J.4 L 507. College of Southern Utah, Cedar City *Carl Keul, Head, Dept. of Modern Lang. F.3 *Harl E. Judd B M *E. L. Miller, School of Sciences and 508. University of Utah, Salt Lake City MathematicsA *Dail Ogden, Dir., Instel TV E *George Hardin, Dir., Data Processing Center *W. Donald Brumbaugh, Dir., Educ. Media J.4 CenterQ E *David C. EvansJ.4 493. Sul Ross State College,Alpine *Rex L. CampbellaE *Bob W. Miller, Prof.of Educ. *Gabriel Della-Piana E

494. Tarleton State College,Stephenville 509. Utah State University, Logan *Paul A. Cunyus, DeanB H J.1 *Lester C. Essig, Head, Dept. of Instr'l MediaE E F.3 1.2 E E 495. Texas A & M University, College Station *Lee Martin, Educ. TV *R. M. Hedges, Chemistry Dept. A E

496. Texas Christian University, Fort Worth *A. A. J. Hoffman, Dir., Computer Center J.1 *Herbert F. LaGrone, Dean S 510. Green Mountain College, Poultney 497. Texas Lutheran College, Seguin *Lawrence W. BoothbyH *William C. Sherwood F.3 *Mrs. Elaine Parsons 17.3 1.2 L 511. 498. Texas Southern University, Houston Middlebury College - *A. N. Thompson S *James M. Watkins F.3 512. Vermont College, Montpelier 499. Texas Technological College, Lubbock *William L. Irvine, Pres. *Harley Oberhelman A F.3 H *D. M. McElroy, Statron KTXT A F.3

500. Texas Woman's University, Denton VIRGINIA *A. Wallace Woolsey, Chr., Dept. of Foreign Lang. F.3 *Ivan L.-Fanulze, Librarian Q 513. Bridgewater College *Josh P. Roach, Chr., Dept. of Speech B *John White J.4

501. Trinity University, San Antonio 514. College of William & Mary, Williamsburg *Jess G. Carnes, History Dept. B F.3 H J.4 *C. H. Reeder, AV Dept. B C E F.3 J.4 L 515. Longwood College, Farmville 502. Tyler Junior College *Charles H. Patterson, Chr., Educ.& Psych. *E. M. Potter, Vice Pres. F.2 J.3 Dept. B 516. Lynchburg College *Donald J. McCants, Dir., Educ. Computer CenterJ.4

174 WEST VIRGINIA

1 . Madison College, Harrisonburg *Walter Heeb, Jr., Coord., ETVB 537. Bethany College Biology Dept. 18. Medical College of Virginia, Richmond *Gary E. Larson, Acting Chr., *W. Shaffer, Dir., Visual Educ. Dept. A B H State College . Norfolk Branch, Virginia Fairmont State College 1 A 538. *Stanley McIntosh, Exec.Dir. *James LaRue L *Stark Wilmoth- L 20. Randolph-Macon College, Ashland *Billy G. Dunn3.4 *Gerald L. Engel3.1 *Gerald McClurg3.4 *Wade J. Temple J.1 *James A. Hales B *Richard E. Grove, Dir., ComputerCenter 3.1 539. Marshall University, Huntington *Walter Felty S Charlottesville 521. University of Virginia, *Alan BatsonT 540. Morris Harvey College, Charleston *Roger P. BristolB *Clarence TamplinA West Virginia 522. The Virginia MilitaryInstitute, Lexington 541. Potomac State College of *Gabriel G. Balasz, Dir.,Computer Center University, Keyser H 3.4 3.4 *James T. Handlan, AcademicDean Blacksburg 542. Salem College 523. Virginia Polytechnic Institute, *Robert FlorianM *Willis G. Worcester, Dean N 543. West Virginia University,Morgantown Virginia State College,Petersburg 524. B C E *John Luchor L *Harry A. Johnson, Dir., AVCenter *Ernest Jones3.4 HLMQT *Robert Stillwell- F.3 *C. Gregory Van Camp A E Wesleyan College,Buckhannon 544. West Virginia 1.2 *Walter L. Brown, Asst.Dean A_ E F.3 G_ H_ --- WASHINGION J.4KLNQ

525. Central Washington StateCollege, Ellensburg *Charles Vicek, AV Center 11 WISCONSIN 526. Clark College, Vancouver *Elmer Drevdahl, Dean ofOccupational Educ. 545. Beloit College E " g E 3.4 14 *William Bentsen, Assoc. Dean ofthe College A E F.3 G 1.2 3.4 L 527. Eastern Washington StateCollege, Cheney *Thomas Keith Midgley, Dir.,Instr'l Communi- cations Center E 1.2 x L 546. Lawrence University, Appleton *John Church3.4 528. Everett Junior College and Adult *Michael Baker a E 1.1 J.4 547. Milwaukee Vocational Technical *C. Alan TuckerA H 1.1 3.4 Schools ArReT A E IA 3.4 *Francis Zvolanek 1.1 *G. Harvey Van *Marian Madigan E *Otto Schlaak a 529. Pacific Lutheran University, Tacoma *Frank H. Haley, Librarian a! 2 1.2 3.3 k 548. St. Norbert College, West DePere Seattle *Neil J. Webb, Psych. Dept. 2 530. Shoreline Community College, 2 1: *Stephen Gerhardt, Dir.,Instr'l Resources *Thomas F. Grib, Psych. Dept. F.3 549. Stout State University,Menomonie 11. E E Vernon *D. P. Barnard, Chr., AV Dept. k531. Skagit Valley College, Mt. B E E *Hendrik Sliekers, Librarian &AV Dir. E *Larry K. Sedgwick *Harlyn T. MisfeldtB E E F.3 G L Seattle 550. University of Wisconsin,Madison 532. University of Washington, Articulated Instr'l *Boyd F. Baldwin, Coord., AVEduc. M Q R *R. E. Najem, Dir., *Walter P. Dunn, Coord., CCTV BH Media 2 T *Ralph E. Pearson, Chief,motioN Ficture *Lee DreyfUs, Radio-TV A e *James Robertson, Radio-TVDir. 8 Production E the Chancellor *Thomas A. StObbins, Dir.,Health SciencesE *Mrs. Barbara Newell, Asst. to Educ. H *G. M. Torkelson, Prof. of and *George Buck, Dir., Lang. Lab. F.T F.2 F.3 *Raxine E. McDivitt, Dept of Foods Nutrition E *Gerald McVey, Mgr., MultimediumInstr'l 533. Walla Walla College *Dale WagnerB C Lab. *Robert E. StaHlneckerB C 551. Wisconsin State University, EauClaire *Richard Beckman, Dir., AVServices A L 534. Washington State University,Pullman Educ. B *Robert Grunewald, College of Crosse *Gerald R. Brong, Asst. Dir., AVCenter R 552. Wisconsin State University, La *P. Sparks F.1 College, Bellingham *Dwan T. WicE--A 535. Western Washington State E C *Donald L. Nichalas *Will Riddles *V. B. Rasmusen, Dir., AVCenterB F.3 3.3 536. Whitworth College, Spokane Oshkosh Center E 1.2 553. Wisconsin State University, *Jasper H. Johnson, Dir., AV *Frederick J. C. Mundt A F.2 3.1 L S 175 CALIFORNIA 554. Wisconsin State University,Platteville *Glenn G. Brooks, AV Dir. 8 X-2. Foothill College, Los Altos Hills 555. Wisconsin State University,River Falls *Frederick Kritchfield, AV Coord.B C E F.3 *Alton Jensen E H 1.2 3.4KL0 PO *Ernst Jurgens F.3 *Robert Krueger E 2 E X-3. University of California at Itvine *William J. Stead, Dir., AV Communication Point 556. Wisconsin State University, Stevens B C F.3 H 1.2 3.3 K 2 R *Frederich A. KrempleE F.2 L Services *R. S. Lewis, Dir., /nsfrTT-Maia X-4. University of California at Los Angeles B F.2 P *Frank E. Hobden, Dir., Academic Communica- tions Facility B C D E 1.2 0 557. Wisconsin State University, Superior *John Guckin, Dir., AV Educ. E E F.3 2 E *Cleo Cassidy, Dean J.4 *Gayle Marrion, Dept.-a Speech A ILLINOIS

Wisconsin State University. Whitewater 558. X-5. Northwestern University, Evanston *Rolland P. Schlieve 1.2 M *Charles Hunter, Prof. of Educ. _B C_ E- F.3_-- G 1.2 3.3 3.4 L 0 0 U

WYOMING MARYLAND

559. University of Wyoming, Laramie X-6. Anne Arundel Community College, SevernaPark *John D. Alford, Coord., AV Services S *James D. Forman, Dir. of EngineeringTech. _C G- 1.2 _K _0 X-7. Towson State College, Baltimore WASHINGTON, D.Q. *David Cornthwaite, Coord. of AV Materials B E F.3 H 1.2 3.2 K L 0 Q RaiTTerr7-PRA%-oT Duic. E E F.3 H 1.2 3.2 K L 0 Q 560. District of Columbia Teachers College *Paul Cooke, Pres. E F.3 G H 1.1 L *Mrs. Juanita D. Fletcrei, Asst.Prof. A MISSOURI 561. Dunbarton College of Holy Cross *Sister Mildred Dolores, Pres. H 1.1 X-8. Central Methodist College, Fayette *Virgil A. WarrenF.3 562. The George Washington University *W. H. Ausman, Dir., Lang. Lab. F.3 G H 3.4 L Q NEW JERSEY 563. Howard University *Joseph R. Applegate F.3 S X-9. Montclair State College, Upper Montclair *Charles G. Hurst, Jr., F.3 S *Emma Fantone, Dir., AV CenterC E F.3 L *J. Edwin Foster F.3 S MNOR 564. Immaculate College of Washington *Sister Marie Agatha, Pres. A E F.3 G L NEW YORK

565. Mount Vernon Junior College *Flora Harper, Asst. to the Pres. E F.3 L X-10. Fordham University, New York William K. Trivett, S.J., Chr., Communica- 566. Canal Zone College, Balboa Heights tion Arts Dept. E G U *Gary T. Peterson, AV Coord. G L Q *John J. Culkin, S.J7, Dir., Film Study CenterA E PUERTO RICO X-11. State University of New York at Stony Brook *Richard F. Hartzell, Exec. Producer, I.R.C. 3.1 567. University of Puerto Rico, Rio Piedras 0 *Teofila G. de la Luz, Dir., AV Center E F.3 L NORTH CAROLINA *Ethel Rios de BetancourtA F.3 *Aida VergneA Fe3 *Lorna AbbottA F.3 X-12. The University of North Carolina at Charlotte *Frank R. Whittacre, AV Coord. L R * * * * * * * * * * * * ** * * * * * * TEXAS

ADDENDUM X-13. Texas Educational Microwave Project, Austin *Eugh Greene, Coord. and Co-Dir., TEMCON STUDY A C

ALABAMA VIRGINIA Maxwell Air Force Base (Department of the Air X-1. X-14. U. S. Naval Weapons Laboratory, Dahlgren Force) *Gerald L. Engel, Programming Systems *Wendell A. Hammer, Colonel, USAF, Dir. of Branch3.1 Academic Instr. B C

176 C. INDEX OF ACTIVITIES

218, 220, 222, 223, 225, 236, 237,238,243,244, 272,275,278, (UNSPECIFIED AND OTHER): 246, 248, 258, 261, 262, 267, 271, TELEVISION 281, 283, 294, 301, 302, 304, 305,313,316,321, 23, 24, 25, 324, 328, 336, 341, 342, 346, 347,348,350,357, 1, 5, 9, 15, 17, 21, 22, 55, 56, 380,390,396, 30, 32, 33, 36, 37, 42, 50, 359, 361, 364, 371, 374, 376, 378, 26, 83, 424,428,431, 64, 65, 66, 69, 72, 80, 82, 399, 400, 401, 409, 413, 415, 419, 60, 63, 453,454,455, 85, 88, 89, 95, 97, 98, 101, 104, 105, 106, 433, 441, 443, 444, 446, 447, 450, 109, 115, 118, 119, 120,121, 124, 138, 145, 146, 462, 464, 468, 473, 474, 484,503, 509,514,525, 155, 157, 160, 169, 173,183, 187, 194, 195, 196, 526, 531, 532, 536, 543, 544, 545,549,556,557, 197, 198, 201, 202, 209,212, 218, 220, 227, 229, 560, 564, 565, 567, X2, X5, X9,X10 231, 234, 236, 242, 243,244, 246, 247, 250, 252, 256, 260, 264, 266, 277,283, 284, 285, 290, 293, 295, 299, 303, 304, 305,307, 315, 316, 320, 325, 345, 347, 348, 352, 353, 326, 330, 339, 340, 341, LABORATORIES 359, 361, 362, 363, 364,365, 367, 369, 373, 375, F. LANGUAGE AND LISTENING 378, 392, 395, 396, 397,416, 418, 422, 434, 437, 442, 443, 445, 446, 458,460, 463, 465, 466, 469, F.1 AUDIOTUTORIALS: 473, 480, 481, 488, 489,491, 492, 495, 499, 503, 159, 184,225,231, 519, 528, 529, 540, 543, 107, 125, 140, 145, 155, 504, 505, 506, 508, 518, 245, 248, 333, 406, 412,457, 504,532,552 544, 545, 547, 550, 551,552, 553, 554, 557, 560, 564, 567, X40, X13 F.2 DIAL ACCESS UNITS:

22, 29, 42, 49, 54, 73, 93,128,139, 144, 155, 166, 167, 183,194, 216,220,266, CLOSED CIRCUIT TELEVISION: 279, 280, 300, 307, 315,337, 338,362,372, 427, 439,448,455, 37, 48, 51, 388, 390, 396, 413, 423, 2, 5, 9, 11, 12, 14, 16, 67, 68, 69, 502, 506, 532, 553, 556 55, 56, 58, 59, 61, 62, 63, 80, 81, 82, 89, 90, 94, 71, 72, 73, 76, UNSPECIFIED AND OTHER: 98, 101, 102, 104, 117, 120,122, 123, 126, 127, Fe3 152, 165, 166, 167, 170, 28, 32, 48, 128, 129, 132, 137, 148, 3, 7, 13, 15, 16, 18, 204, 205, 212, 214, 215, 72, 80, 172, 191, 192, 193, 196, 54, 56, 58, 63, 66, 67, 69, 229, 234, 236, 237, 238, 106,108, 218, 219, 220, 222, 224, 84, 87, 97, 98, 102, 103, 104, 244, 250, 254, 255, 263, 264,266, 268, 269, 270, 123, 128,130,134, 292, 294, 295, 296, 300, 111, 114, 116, 117, 120, 273, 274, 276, 277, 283, 136, 139, 140, 142, 149,151, 152,155,156, 301, 305, 308, 310, 319,320, 328, 329, 334, 335, 179, 185,186,189, 360, 361, 364, 370, 375, 162, 163, 164, 171, 176, 341, 344, 350, 354, 357, 199, 200, 201, 202,212, 216, 218,222,226, 382, 384, 385, 389, 394,396, 397, 401, 403, 407, 247, 249,252,254, 427, 429, 430, 438, 439, 235, 236, 237, 238, 240, 413, 416, 419, 421, 423, 257, 258, 260, 267, 270,271, 272,275,278, 443, 444, 446, 448, 451,454, 456, 458, 463, 465, 305, 306,308,313, 475, 476, 478, 479, 486, 286, 292, 301, 302, 304, 466, 467, 471, 472, 473, 316, 318, 320, 323,327, 328, 329,341,350, 492, 494, 500, 501, 504,505, 506, 507, 508, 509, 374, 376,377,381, 525, 529, 532, 533, 534, 357, 360, 361, 364, 369, 514, 515, 517, 521, 524, 385, 391, 396, 397, 398,403, 404,410,419, 556, 557, k..1, X3, 537, 538, 549, 552, 555, 424, 426, 428, 431,432, 439, 440,441,446, X-4, X--5, X7 447, 450, 453, 454, 462,463, 464,465,468, 473, 474, 476, 477, 483,484, 485,492,497, 499, 500, 501, 509, 510,511, 514,526,530, 531, 532, 543, 544,545, 552, 555,557,560, 562, 563, 564, 565, 567,X-2, X3,X5, C. VIDEOTAPES AND KINESCOPES: X-8, X.-9 55, 60, 5, 10, 12, 15, 16, 20, 48, 51, 69, 76, 78, 80, 90, 97, 98, 102, 104, 106, 150, 157, 178, 179, 109, 121, 124, 126, 129, 135, G. AUDIO RECORDINGS: 184, 188, 203, 213, 217, 218,220, 222, 224, 236, 237, 243, 247, 254, 260, 265,267, 272, 273, 277, 3, 5, 13, 16, 22, 32, 33, 38, 39, 41, 283, 285, 292, 297, 301, 305,308, 313, 320, 328, 48, 54, 56, 58, 69, 72, 80, 81, 84,102, 329, 332, 341, 343, 347, 350,357, 361, 362, 364, 103, 104, 105, 111, 117, 120, 128, 130,131,136, 375, 378, 384, 394, 401, 403,405, 407, 413, 414, 141, 151, 154, 156, 157, 163, 168,176,178,179, 417, 419, 430, 431, 433, 443,446, 465, 467, 468, 181, 189, 205, 212, 218, 220, 222,223,225,236, 471, 487, 490, 492, 496, 504, 505,514, 524, 525, 237, 238, 241, 246, 248, 253, 262, 263,267,271, 533, 535, 555, X....1, X2, X6, 272, 273, 275, 278, 281, 283, 301, 305,313,316, X-13 318, 320, 332, 336, 341, 342, 350, 357,360,361, 364, 371, 374, 376, 381, 390, 393,400,401,404, 408, 409, 411, 412, 418, 419, 426, 428,431,440, 441, 446, 453, 454, 464, 471, 472, 473,474,476, 545,548, EXPERIMENTAL TELEVISION ANDMOBILE TELEVISION 483, 484, 504, 506, 526, 529, 531, 544, D. 557, 560, 562, 564, 566, X5, X6, X..10 UNITS: 82, 104, 126, 184, 220, 5, 69, 73, 80, 81, 222, 236, 237, 273, 301,320, 341, 348, 357, 360, H. PROGRAMMED INSTRUCTION: 403, 417, 427, 439, 446,490, X-4 3, 5, 6, 18, 20, 25, 31, 35, 36, 37, 38, 43, 44, 46, 47, 48, 51, 55, 56, 57, 69, 70, 72, 73, 75, 79, d3, 84, 89, 95, 97, 100, 102, 128, 140, 146, 148, 149,150,154, E, FILMS: 155, 157, 165, 168, 170, 179, 186, 198,201,218, 248,252, 27, 31, 37, 41, 48, 56, 63, 220, 222, 234, 235, 237, 239, 244, 246, 3, 5, 7, 318,323, 64, 69, 72, 80, 81, 84, 89, 96, 102, 103, 269, 273, 283, 285, 305, 307, 308, 313, 104, 106, 111, 112, 116, 117, 120, 128, 130,136, 325, 336, 341, 350, 352, 354, 355, 356,359,360, 142, 146, 151, 154, 155, 156, 157, 162, 163,165, 362, 363, 364, 368, 369, 372, 374,380,388,398, 168, 175, 176, 179, 181, 186, 189, 205, 207,212, 400, 401, 411, 413, 419, 425, 431, 433,435,441, 177 -

446,448,457,463,469,471,472,476,478,494, 243,244,248,257, 258, 259, 260, 261, 262, 264, 501,503,505,508,510,512,524,526,527,528, 267,271,272,273, 275, 278, 281, 282, 283, 286, 532,537,541,544,547,549,550,552,560,561, 289,301,302,304, 305, 313, 316, 318, 320, 323, 562,X-2,X-3,x-7 328,336,341,342, 348, 350, 357, 360, 361, 364, 371,374,376,381, 385, 395, 397, 400, 401, 404, 409,410,412,413, 419, 426, 428, 431, 441, 446, I. SELF-INSTRUCTION (OTHER THAN PROGRAMMEDINSTRUC- 447,449,450,453, 454, 461, 462, 464, 471, 473, TION) PROCEDURES ANDLABORATORIES 474,476,477,483, 484, 485, 492, 501, 506, 509, 510,514,524,526, 527, 529, 531, 536, 538, 543, 1,1 CARRELS: 544,545,551,555, 556, 557, 560, 562, 564, 565, 566,567,x-2,X-5, X-7, X-9, X-12 19, 23, 42, 54, 112,146,149,157,183, 210, 220, 228, 244, 248,279,300,352,365, 366, 388, 396, 411, 416,445,448,449,503, M. TELE-LECTURES: 528, 547, 560, 561 5, 9, 40, 69, 73, 80, 104, 139, 145, 161, 162,164,166,207, 218, 222, 271, 283, 284, 287, 1,2 UNSPECIFIED AND OTHER: 288,301,309,317, 319, 329, 341, 361, 380, 386, 401,413, 13, 20, 36, 50, 56, 69, 446,473, 507, 509, 524, 532, 542, 558, 5, 8, 9, X-9 73, 80, 84, 97, 102,126,127,143,151, 152, 154, 165, 174, 188,189,218,220,222, 236, 237, 244, 247, 253,260,267,273,283, 285, 305, 316, 341, 360,364,366,405,415, M, TELE-WRITERS: 419,-421, 446, 467, 509,510,527,529,536, 544, 545, 558, X-2, X-3,X-4,X-5,X-6,X-7 69, 73, 110, 206, 287, 288, 471, 495, 523, 544, X-9

J. COMPUTERS O. SIMULATION: J.1 COMPUTER ASSISTED INSTRUCTION: 5, 53, 69, 117, 147, 236, 238, 241, 259, 283, 16, 30, 42, 50, 60, 72, 86, 99,108, 285, 357, 419, 420, 446, 536, X-2, X-5, X-7, X-9 120, 145, 147, 149, 155,190,202,207,220, 221, 244, 248, 251, 252,255,269,279,312, 322, 326, 343, 346, 352,366,379,411,416, 425, 433, 443, 446, 449,455,459,468,470, P. SYSTEMS: 482, 494, 496, 503, 504,520,553,X-11,X-14 4, 5, 45, 49, 52, 69, 72, 83, 90, 97, 98, 157, 237, 248, 304, 341, 352, 362, 366, 443, J.2 DATA PROCESSING: 449, 505, 556, X-2 68, 77, 112, 133, 163,289,291,351,357, 366, 376, 398, 443, 459,471,486,488,X-7 Q. SPECIAL FACILITIES: J.3 INFORMATION STORAGE AND RETRIEVAL: 3, 4, 14, 18, 19, 23, 40, 44, 55, 69, 54, 101, 169, 194, 255,315,320,352,362, 72, 82, 83, 84, 97, 98, 102, 105, 106, 115, 388, 402, 413, 443, 470,476,502,503,529, 119, 120, 121, 139, 152, 153, 155, 158, 175, 211, 552, X-3, X-5 214, 218, 233, 247, 248, 257, 269, 299, 304, 305, 313, 316, 341, 348, 355, 358, 362, 366, 383, 387, Jol UNSPECIFIED AND OTHER: 402, 412, 413, 415, 416, 419, 443, 458, 471, 500, 508, 524, 532, 544, 562, 566, X-2, X-3, X-4, X-5, 1, 2, 3, 5, 9, 11, 24, 54, 56, X-6, X-7 57, 63, 64, 66, 69, 90, 91, 92, 95, 97, 102, 104, 110, 113,117,139,142,156, 164, 177, 186, 187, 199,212,218,233,235, R. ADMINISTRATION: 240, 256, 258, 260, 266,267,271,283,286, 296, 298, 301, 304, 306,308,313,316,320, 4, 14, 18, 55, 69, 72, 80, 97, 105, 106, 323, 328, 339, 343, 349,352,353,360,363, 115, 153, 155, 158, 266, 269, 271, 299, 301, 341, 364, 367, 369, 377, 381,385,401,403,419, 348, 366, 382, 387, 430, 443, 471, 508, 532, 534, 422, 426, 428, 431, 442,443,445,446,450, x-3, X-9, X-12 454, 465, 473, 477, 481,483,492,501,508, 513, 514, 516, 522, 526,528,538,541,543, 544, 545, 546, 557, 562,X-2,X-5 S. GENERAL ("ADVANCED AUDIOVISUAL A:DS" AND THE LIKE):

1, 4, 14, 24, 61, 64, 74,137,138,180, 183, 205,258,284,311,314,331,428,430,436, 439, 446,452,457,481,498,527,536,539,550, K. MULTI-MEDIA UNITS: 559, 563 5, 19, 29, 44, 50, 52, 58, 69, 72, 80, 83, 88, 97, 102, 115, 126,127,143,152,155, 183, 208, 212, 218, 220, 222,230,232,237,247, T. MISCELLANEOUS: 248, 271, 283, 286, 316, 341,348,355,357,364, 366, 367, 396, 413, 443, 446,458,476,506,527, 47, 252,287,290,352,354,400,441,493,521, 544, 550, 555, X-2, X-3, X-6,X-7 524, 548,550

L. TRANSWENCIES (INCLUDING 2" x 2" SLIDES, FILM- U. RADIO: STRIPS) AND OVERHEAD PROJECTION: 37, 80,115,157,267,286,380,396,416,473, 3, 5, 7, 16, 21, 33, 34, 37, 39, 40, 504, 508,X-5,X-10 41, 48, 56, 58, 63, 65, 69, 72, 80, 83, 84, 87, 91, 96,102,103,104,106,111,116, 117,120,126,128,134,136,151,154,156,157, 162,163,164,165,168,171,176,178,179,181, 182,185,186,189,197,201,205,210,212,218, 220,221,222,223,224,225,236,237,238,241, 178 - 4i

RESPONSIBLE FORMEDIA ACTIVITIES D. INDEX OF PERSONNEL

Chimino, D. F. F.1 245 379 169 A Bowen, Hoyt3.1 Christensen, G. C. A 3.3 252 Christiansen, K. A. BCDEF.3 Bowen, Mrs.Rhoda A 104 567 H 273 G J.4 L M bott, LornaA F.3 Boyer, Roscoe 546 -C D 417 B F.3 152 Church, Jan- 3.4 cheson, Keith Boyle, James 334 Church, Martha B E F.3 G 3.4 L dams, G. C. S. E-F.3 G L 464 Brandstetter, F.X. B 70E 454 dams, Mrs.Thelmi N Braun, L. E J.1 346 E F.3 G L 111 H. J.1 J.3 A C F.2 H3.3 Clark, Ann dkins, Rutherford Brennan,Thomas C. Clark, R. S. G I. -253 47 470 13 Q 362 Clearman, LeeE. H T gnello, Sam A. A B C 375 F.T d H L 318 E 479 Bretz, Frank M 386 Clemmons, John Alcorn, Charles 9 Cobun, Ted C. A H TO f H L 374 Brewer, WillisR. 1.2 Alcorn, William A E 3.4 S Cochran, C. M.-B-F.2 M 166 4aexander, Mrs.'taxi' -G 141 Bridgman, CharlesF. E Q174 Stanley -J.4 187 Cochran, Lee W. Alexander, R. 64 Cofell, WilliamU E F.3 G 1.2 Alford, John D. S 559 B 521 A B E F.3 G Bristol, Roger P. 3.4 L U 267 /Alford, RonaldS. Brong, GeraldR. R 534 ColaW,-TEOmas S. S 331 3.4 L M U 473 Brooks, Glenn G. X 554 Collins, Edwin M.,D.D.S. H 35 C 60 A 3.4 339 ;Allen, Diajht A Brother AdelbertJ.imes Colwell, D. M. 23 C 1.2 467 TOO 339 'Allen, Eliot H Brother JamesElliott A-J.4 Conaway, J. C. K d -4TO -0 R 299 J.4 Allred, J. D. Brother Leo Quinn,C.S.F. Conklin, ShirleyE 27 B C E F.3 560 lAlmstead, Francis-E. 349 Cooke, Paul E F.3-G H 1.2 L G H L 350 Steven McGarryA K 208 Brother Patrick Cooper, D. Chary F.2 338 Ammetmin, Howard K. 3.4 339 Andersen, L. Bryce B 310 Zimny E F.3 G Cooper, George L U 233 BrotEgF Richard DavidB E F.3 H 1.2 Anderson, Clarence 130 Cornthwaite, Anderson, GeraldH. -J.2 77 ABCEF.3GLM J.2KLOQ X-7 477- Brown, Foster A C F.2 H 3.3 Andrews, FredJ.4 361 Crain, AiitEoRy-J. F.3 S 563 B 192 P Q 362 Applegate, JoseR. Brown, James 286 Armstrong, VernonL. A E F.3 G B 475 CraiK,-William F.3 Brown, James S. P. A C E 347 H 1.2 J.4 L 56 Brown, J.Marshalr A 434 Crawford, Robert Ausmin, W. H. -F.3 GH J.4 L E G M 80 Crink, Cedric C 414 Brown, Louis 266 p Q R S 4 562 Brown, Luther-A B F.2 J.4 R Croslin, Kenneth 426 L. -A E F.3G-H 1.2 Crozier, Doris F.S G 3.4 L Brown, Walter 481 J.4 K L N Q 514 Crump, James GL P 45 Cryder, GeorgeF.3 398 Brubeck,-Hawira R. A E X-10 528 Bruff, Stephen C. E 27 Culkin, John J. A H 1.1 J.4 Q R 508 Culwell, Paul R.-A- 489 Baker, Michael 522 Brumbaugh, W.Donala Kenneth A C F.3 Balasz, GabrielG. J.4 532 532 Buck, George F.1 F.2-F73 Cumming, William Baldwin, Boyd F. M Q R B C E F.3 GH H 1.2 J.4 KP Q R 97 255 Bucknell, John R. _ 494 Bangsberg, Harryf 3.1 Cunyiis, PatiTA.-B-H-J.1 E. F.2 F.3 216 L 48 L. g D F.2 427 Barbera, Raymond Bundirson, C. Victor 3.1 504 Curtis, Samuel Bardwell, John A P Q 304 304 Bundy, Jean C 203 Barlow, RobertK 3.4 M 284 W E H 549 Burkhart, JamisA. Barnard, D. P. W. A-H P 505 9 Burns, Richard Barreca, FrankK W. B-H-J.1 269 FS 274 Burris, Russell Barron, Bennie Bussey, Henry B 137 B L 385 Barson, John P -244 E F.3 L 7 Daniels, Glenn A F.3 G 32 Buswell,Arthur-S. Daugherty, R. H. C 10 Leonird H. 207 F.3 J.4 Bathurst, Butler, James C. E David, Mrs.Charlotte Batson, AlanT 521 -A 3.1 30 F.3 G 1.2 13 Byrne, J. Stanley 483 Baxter, Norman Rafael R. F.3 L L. U Y72 405 Davila, Rev. Bayless, Philip F.3 3.4 M Q Beaney, WilliamD. 134 Davis, Everet B 204 139 B D F.2 H 1.2M Beckman, RichardA L 551 Davis, Preston 3.1 482 B E F.3 GJ.4 N 73 Bedsole, Dan T. Caldwell, HarryH. M 319 Beeman, S. D. F77- 139 117 Daw,-Harold A. 430 L 0 W 1 Bennett, HughD. R Caliinaro, Bruno L. E 324 Dawson, Marvin A F.3 A-E F.3 G 1.2 306 Ethel Rios Bentsen, William Campbell, EdwardF.3 J.4 de Bentacourt, J.4 L 545 Campbell, Rex L. A U 508 567 0. B D F.3 G E F.1 G H DeBoer, Delmer3.4 177 Bergeson, Clarence Canfield, AlbertA. 3.4 442 H 1.2 J.4L 360 74W-- Dedekind, Roland A T 252 1.1 J.1KLPQ Degani, M. H. A 171 365 Bergima, Stuart K. Canfierd, RotettK C F.2 H J.3 396 De Groot, Jack-L 65 Bernard, C. K P Q 362 J.2 133 E F.1 G L 225 DeHaan, Robert H 239 Betting,Harold Carlion, Florence F.3 K L R U 80 ABEHLU 37 B F.3 H J. L de Kieffer, R. Beuseng, Alice J.4 Carnes, Jess G. Teofiri-G7 -E-F73 L Biersack, GeorgeB C D_ F.3 de la Luz, 501 Q 403 Ray A C E J.1 P 567 J.1 145 Carpenter, C. Della-Piana, Gabriel H 508 Bitzner, DonaldL. R 443 F.3 171 234 Delmez, AlbertJ. M 284 Bjerkness, Odell Cartir, Robert M. A B H 143 B 56 Denzel, Harry1.2 K Blaustone, H. R. Cassidy, Cleo3.4 -5-57 777 G L- 483 Chester F. ABDQ Deppe, DavidB C Blevins, John 328 Caton, Major Diamond, Robert M. A E H 359 Blum, Lester B C-E F.3 82 Diaz-Carnot, RaulF.3 778 Boal, Dean A -2159 A B H 234 20 11 Cenko, Steve Dieal, Adam E. C H 1.2 Boatman,Jamgs W. 3.4 Chance, ClaytonW. L 282 D 348 C E F.3 3.1 Dietmeier, Homer B 219 Boguslavsky, G. W. Chaney, VirginidM. 320 E G L-342 Diuett, Robert3.3 Bond, Keener 468 A H 3.4 363 C. E F.3 G H R. F.3 3.4 377 Dodge, WilliamR. Boner, Major M. Chapman, Robert A 348 J.4 Q 3 Chatburn, A. H. E F.3L--r16 Dohrenwend, C. O. W. H 510 A Q 119 L 395 BootEgi, Lawrence Chausow, HymenM. Dome, John E. 22 B C 407 B C D F.33.4 403 Donatelli, A. DonA F.2 G Borah, Ralph Chavez, Simon F.T Boswell, John-M-N 288 Chen, Wen Chao F.3 3.4 240 Dooley, John B. B-C E F.3 G H 1.2 9 Bouwsma, Frank _ Childs, RichardF. 1.2 3.4 K L 0 102 179

1,4 Dorough, C. Dwight H 503 Foster, J. Edwin F.3 S 563 Harby, Samuel F. Q R 105 Dotson, George E. 1.1 K Q 19 Fox, Maynard H 75 Hardin, George J.T 492 Doverspike, James B 401 Frankousky, James S 436 Harper, Flora E F.3 L 565 Drevdahl, Elmer E F.3 G H J.4 L Frazer, John W. J.1 190 Harrington, Robirt J.1 312 526 French, William M. A 442 Harris, James B 191 Dreyfus, Lee A T 550 Friedman, Donald W. B J.4 P 90 Hartford, D. L. J.1 99 Driscoll, Rev. John M. B 451 Frost, O. W. H 6 Hartley, WilliamB E F.3 H 1.2 Drought, A. BernardA B E F.3 G Frost, Reuben W. E G L 223 J.2KLOQ X=7 J.4 L 212 Fujimoto, JackG R 3W Hartzell, WiFhard F. J.1 X-11 Dunham, Warren C 487 Fulkerson, GlenB C H 51 Harvey, Gina H 75 Dunlop, John W. B 205 Fulton, W. R. E Y. 05 415 Hathorn, Muriel B. Q 105 Dunn, Billy G. J74 538 Haverkamp, Harold J. E F.3 G 1.2 Dunn, Seymour B. F.3 H J.4 L L 151 323 Haywird, Sumner B 263 Dunn, Walter P. B H 532 Hearn, Edell M. W 475 Dutton, Charles 0. F.3 L 87 Galbreath, Robert F., Jr., E F.3 Heaty, G. R. A F73 H L 201 G L 453 Hedges, R. M. -A N49W Ganii, Sam 3.2 398 Heeb, Walter, JF.- B 517 Garrett, Leonard J. B J.4 446 Heinz, JohnA 21 Garrison, Cecil B C 12 Heldrich, Frea J., Jr. M 207 Easley, J. A., Jr. J.1 145 Gassman, Morton C. Q 355 Heldt, Verlyn C 265 Edberg, George J. F.3 446 Gauvey, Ralph E. H S 457 Heller, H. H. E F.3 123 Edwards, Eugene ABCDEF.3 G Gentry, Castelle G. E G L S 205 Heller, Jack J74-143 H I.2KLMPQR 341 Genung, HarriettE G LTl Hempen, F. C._ _ABCDF.3GJ.4 _ _ EichHoTi7 Gary C. A C E F.3 L Q Gerber, FredB C F.3 292 L 320 R 106 Gerber, J. N. -B-c J.4 L 492 Hendirhan, Robert C. ABCEF.3 Elgei, Arthur J. BCDEF.3 G Gerhardt, Stephen F.3 530 G H 1.2 J.4 K L 3.64- H 1.2 K L P 217 Giardino, Anthony B 456 Henle, R. J. ABCEGHI.2 J.4 Elsnir, Paril 1.1 J.4 54 Gilbert, James E. BCDEF.3 G K L M O 283 Elwell, Walter J.T--298 H 1.2 K L M227 Hendgsiy7 Frank B 89 Ely, Donald P. 1.1 1.2 J.1 3.2 Gilei,-WicHaFd- A F.1 231 Hennigan, Thomas -A H 198 H P Q R 366 Glade, E. J. A ti 506 Heppe, Albert C. E -27 Ely,-Mir4otC 343 Goffredi, Alfrid H 79 Herbertson, James L 286 Engel, Gerald-L. J.1 520 X-14 Goodman, Irwin K E 506 Herbst, Harvey C D 490 Eppenstein, Walter L 348 Gordon, George N. E G H L 336 Herrick, Charles-A7 AHKLPQ Erbisch, F. H. F.1 245 Gordon, Sanford D. ABCEF.3 83 Erickson, CliffoFa- A 119 G L M 361 Hertz, John A. P.3 432 Erickson, C. C. J.1 251 Gormin, William E. B 122 Heyer, WarrenG L 39 Eshelman, Thomas B 438 Gory, Adrian E. C 1.2 405 Heywood, Robert-E. F.3 J.4 L M Eskew, C. T. B J.1486 Grabow, Wesley J. F. Q R 269 164 Essig, Lester U. B E F.3 1.2 L Green, Alan C. Q 348 Hicks, BruceJ.1 145 M 509 Green, EdwardA J.4 K 367 Hicks, Peter J7--A B K Q 458 Evani, David C. J.4 508 Greene, HughA C X-13 Hicks, Virgil C. -B-C 505 Evans, Richard I. A E 503 Greenfield, DoKald E 27 Hill, HaroldA B U W 80 Evaul, Thomas W. H- 446 Greenhill, Leslie P. B C E 3.1 Hill, Shirley -J74186 Ewing, John C. B R T 354 J.2 J.3 K P Q R 443 Hilleary, LouisA H 1.2 36 Eyer, Lester 1.1 -218 Grib, Thomas F. -G-T 548 Himelright, L. K. 5.1 J.2 459 Griffin, William R. C 213 Hinton, John R. B C F.3 G J.1 L Griffith, BartonA H- 285 16 Grochola, Chester -J.1 322 Hobbs, Walter R., Jr. F.1 H S Fantone, Emma CEF.3LMNO R Groscop, Mrs. Harriett F.1 159 457 Grove, Richard E. 3.1 520 Hobden Frank E. _B _C _D E 1.2 Q X-9 Grumbling, Henry M. F.2 K 29 X-4 Farber, Robert H. F.3 H 1.1 J.1 Grunewald, Robert B 534 Hoffman, A. A. J. J.1 496 149 Guckin, JohnB E F.3 G L 557 Holden, WilliamE F.3 G H 1.2 L Faris, GeneQ R 153 Gustayson, R. G. A B 9- Q 84 Felty, Walter W 539 Guzzetta, D. J. H-J74 M 401 Holder, Davis C. H 79 Filbeck, Orval -B 479 Holley, Edward G. 1.1 J.3 503 Finnegan, Owen E., S.V. C 217 Holm, A. B. F.3 G J.4 L 381 Finney, Ernest A. A 460 Holm, Lydia F.2 Firnberg, James W. -B i96 Holman, Mrs. Carol S. 1.2 S 188 Fishell, Kenneth N. -J.1 K 366 Haas, FredA F.2 J.3 194 Holmes, Richard G 278 Fiske, John A., Jr. A G -105 Hagglund, Oliver C7--A C F.3 1.2 Holtzman, Wayne J.1 504 Fiske, Mrs. Virginia -E F.1 G L J.4 L 260 Horner, Mrs. F.3--142 225 Hales, JiMes A. B 538 Hubbard, Robert J.3 252 Fitzgerald, James S. H K Q 44 Haley, Frank H. KB G 1.2 J.3 L Hudson, Benjamin F.3 108 Fitzgerald, J. C. F.1-G-L-Q 412 Hall, George L. I, II 71.4 95 Huffman, Stanley A., Jr. A B F.3 Flanagan, Rev. CypriaN -J.2 351 Hall, Robert O. U I -reT L 397 Fleming, Harold B J.1 255 Hall, William BEF3GJ4LO Huggins, WilliamJ.1 207 Fletcher, Arnold -S--T52 117 Huglin, M. L. H JTV 57 Fletcher, Mrs. JuaNita D. A 560 Hallenbeck, Edwin F. F.1 H 457 Hull, RichardK 396 Fletcher, Leon L M Q 40 Hambelton, Robert G. A J.T 30 Humbert, Herbert E. A E F.3 G 1.2 Florian, Robert -M 542 Hammer, Colonel Wendell A. _B _C J.4 K L Q 316 Floyd, AliceA H 1.2 36 X-1 Hunt, BuF1-13-CDGI.2L 273 Flys, Michael F.3 385 Hancock, John H 18 Hunter, CharTei -B-C E F73 G 1.2 Fontellio-Nanton, H. I. A B F.3 Handlan, James Y. H J.4 541 3.3 J.4 L 0 Q-U- R -5 H 463 Haney, John B. A E-H 1.1 146 HunyiFa, Robert -A-s 138 Ford; Franklin L. ABCEF.3 G Hankins, Frank D. -E-F71-G L 484 Hurley, Mrs. Connie- C E F.3 G H H 1.2 J.4 K L M-Q- 71W Hannon, Michael F. -A K18 J.4 L 431 Ford7 Mrs.-gilarid-B. A B F.3 H Hansen, Duncan J.1 -99 Hurst, aarles G. F.3 S 563 463 Hansen, Mrs. Helen H 79 Huxol, Robert L. K 237 Ford, P. L. A L 197 Hansen, Helge K 23-6 Forde, Nels E 171 Hanson, Rollin -H 25 Forman, James-D. C G 1.2 K QX-6 Hanson, WalterP.1 G L 412 Forman, SidneyA J.i K 37 Harbin, Calvin E. C-E F.3 G _H _L 'Poster, Eugene A -176 179

, it0 I.

A 481 E F.3 G L 111 LaGrone, Herbert F. C 496 Meacham, Bill ler, Henry B. Meaney, John W. A B U 504 A E H 89 Lally, Rita F.3 235 ngham, George J.4 P T 352 Medlin, Gene H ION odice, Donald F.3 249 Lambe, Edward Lane, WilliamJ.4 -24 Menefee, Mrs. XudreyA C F.3 15 rvine, William L. H 512 A65- A 345 Lange, PhilA J.4 K 367 Merrill, Irvin R. rving, Professor Langworthy, Stanton BCF. 3 H Meyer, Gary V. 0 759 J.4 308 Meyer, Harvey K. A B C F.3 P Q 1 Larson, Gary E. B H 537 98 LaRue, James L 538 Middendorf, Jack L. B E 294 Jacko, Leonard E G H L 400 LaVine, Eugene C 254 Midgley, Thomas Keith- R 1.2 K L c7acobs, Harvey C. B R -319 Lawrence, Paul R. A F.2 1.1 K S 527 pcoby, Phil B 382 183 Milei, James S. A 155 Jannace, M. J. J.2 83 Lee, Holman J.4 92 Millard, William -A F Q 348 antze, Dale S 180 Lee Patrick E. A T 290 Miller, Bob W. T -03 *Jenkin, T. P. -A B E F.3 J.4 L_ Lee, Robert0 53 Miller, E. L. A- 492 _ 390 63 Leeds, William S 452 Miller, Harry E F.2 G Jenkins, David M. E F.3 G L 103 Lewis, Richard B. A H g R 55 Miller, L. D. ti R 05 Jenovai, Mathias J.4 147 Lewis, R. S. B F.2 P 556 Milton, Ohmer E R 478 B E H 549 Jensen, Alton K 555 Lewis, Thurman E F.I G J.2 L Misfeldt, Harlyri Y. Jensen, Arthur R. L 461 376 Mitchell, RichardF.I E -410 A-C F.3 1.2 Jensen, James B 5 Leyden, RalphA M S 284 Mitchell, William G. Jimerson, Horace- E 142 Licht, Norman C. H 374 K Q 247 Johnson, Al B 68- Lidji, Marcel F.3 327 Mitz-el, Harold E. J.4 443 Johnson, ByroF O.S.B. C E F.3 G Liff, HenryA 25 Mize, Joe J.4 1 1.2 J.4 L U 267 Livingston, Harold B 421 Mobberly, DiTrid G. A 437 Johnson, Hari-y-A. BCEHLMQ Logan, W. L. B 389 Mocker, Donald W. M-N 288 T 524 Lorents, AldenB J.1 255 Monson, D. J. F.2 U -506 Johnion, Jasper H. E 1.2 _L 0_ S_ Lorey, G. E. M N -7E7 Montague, William E7J.1 145 2 536 Lounsbury, John -A F.1 231 Montgomery, Theron B .171- iJohnson, John S. M 317 Luchor, John L 543 Moody, C. B. A H 08 167 ,Johnson, Roger L.-J.1 145 Q 383 Moon, Donald K. B F.2 Ludwig, Roger 449 fJohnson, TomE G L 409 Luebbert, LTC W. F. A F.3 H J.4 Moore, O. K. P Mosley, Gene L. E F.3 G J.4 K L Johnson, Willa -A- 160 369 Johnston, Howard W. B H 170 Lundberg, Fred J.3 Q 402 M R 271 Jones, ErnestJ.4 53 J.1 145 MosvicR, RogerG 263 Lyman, Elisabeth R. A727 Jones, L. P. E F.3 G L 464 Lysaught, J. P. H 3WN- Mott, H. W. Jones, Robert d. F.I 1.1 J.1 Mount, John T. A B F.2 1.1 U 39 279 Mountain, Lloyd -H- 79 Jones, Walter D. E F.3 G L 111 Mc Muehlberger, William R. C 504 Jordan, Noel D 81 Mueller, Edward E. F.3 H-j.4 L Judd, Harl E. -B M 507 Macomber, Philip A. A 392 323 Jurgens, Ernst-F.3 555 Madigan, Marian H 547 Muir, Roy g G H 168 Mahan, Harry C. F 45 Mundt, FredaricR J. C. A F.2 J.1 Mahaney, David Q 18 553 Mandell, Lena F.3 226 Murphy, WilliamA 250 Mangiafico, S. C. F.3 114 Kallenbach, Walter C 55 Markavian, RobertE G L 223 Marr, Wiley F.3 G r 04 Keeton, Page B 504- S T 550 A- J.4 S 481 Marrer, Kenneth K -303 Najem, R. E. Keim, Thomas Nance, J. B. A F.2 1.1 J.1 42 Keldermans, Mri. Melia F.2 144 Marrion, GayleA- 557 Neal, Kenneth W. B C 76 Keller, Waldo F. E 244 Martenna, Mrs. CEnstance G 374 Martin, Mrs. Gaither Lee X B 55 Nearing, Charles B -62 Kelley, Gaylen B. B Q 214 _ 121 Martin, Jeanette H 75 Neeb, Martin J., Jr. A C Q Kelley, H. C. E L -2.61 H 435 30 Martin, LeeA N 495 Neidig, Howard A. Kelley, John G. A" J.1 A 293 F.3385 Martin, L. W. Y 287 Nelson, Edwin C. Kennedy, Paul Nelson, Robert I. F.2 G J.3 54 Kersh, Bert Y. 2 420 Marvin, G. L. N E 444 K -59 Neumann, Richard J7T- 785 F.3 492 Mathes, James Keul, Carl Mautz, Robert B. A B E F.3 104 Newell, Mrs. Barbara T 550 Kilian, TomA 465 Mavrides, William -B-C-E G L401 Nicholas, Donald L. H 552 Kimmel, ArthuF F.3 18 1.2 L R 80 Nicholson, W. S. F.1 107 E 348 McBride, Otis Kinner, Harold G. 516 Nickel, K. N. C 188 58- McCants, Donald J. -J74 Kirk, Harvey B J.2 291 Nipper, EdwardC E F.3 J.1 468 Kirkpatrick, Wiinona J. 2 2 L McCaslin, John G. McClendon, Paul I. B C E F.2 H Nolan, Ronald B 27T-- 178 J.3 K L M Q413- Norberg, Kennetii D. F.2 P 49 Kleyle, Francis E F.3 2 J.4 12 a McClurg,-Ge-rilaJ.4 538 North, Stafford G 428 McCoy, Donald E. F.1 H 140 Novak, Robert T.-B--144 Kline, Earl O. J.1 J.2 459 C E F.3 Novak, W. C 135- A 2 124 McCulloh, Mrs. Evelyn E. Knapp, Paul J.1 468 Nutt, Warren-C. S 314 g 358 Koch, Cyril McCullough, Edgar A B 9 Nye, Mrs. Jean F.3 391 Koetai, Leslie H 46 A 1.7 J.1 K 50 B E F.3 2 E McDaniel, J. W. Kolivesky, Michal _ McDivitt, Maxine E. H 550 .0 238 60 181 McDonald, Frederick X C Krabill, VincentE G L B 1.2 K Q 152 Oakes, Guy L 474 Kremple, Frederich-A7 -E F.2 L McDougal, Russell McElroy, D. M. A F.3--49-9 Oberhelman, Harley A F.3 499 556 430 O'Donnell, W. B. M -319 B 2 E F.3 McGowen, Lawrence- S Kritchfield, Frederick McIntosh, StanleyA 519 Ogden, Dail B 5011 H 1.2 J.4KLOPQ-X-2 A F.1 J.1 M Oksol, OscarB C 465 99 McIntyre, Charles J. _ _ Kropp, R. P. J.1 Olson, Roger 11 263 B 2 L 555 145 Krueger, Robert McIntyre, Kenneth M. E H M U 380 Osterholm, Dr. B C430 15 51 Kuisenga, Henry McKee, W. W. A C E L -23 Owen, Glen E F. U 474 McMenamin, Johll -H 43 Owen, H. M. L 477 McQuagge, Carl L. B 274 Owens, BlancheA S 138 McVey, Gerald K cro Owens, Warren S. G 446

181

0 Rich, Charles S 74 Sister Elizabeth O'Bray E 399 Richardson, O. Y. B H 148 Sister Firmin EscherF.3-L Q 2! Richardson, William-N. J.4 K Sister Frances Jerome Woodg -A 212 J.2 488 Paar, HenryE G L 223 Riddles, Will C 535 Sister Francesca, S.S.J. E G H Pahl, George B 768 Roach, Josh B 500 246 Pao, Richard H. F. E F.3 G J.4 Roberts, C. J. N 110 Sister Gertrude 1.1 157 L P 156 Roberts, John B. A D E K 446 Sister Ignatia L S 258 Parkgr, James E. A C E 378 Robertson, Forbes F73 140 Sister Jane de Cgagtal C 78 Parker, PhilipE U H 1.2 L 154 Robertson, JamesA T 550 Sister Jane Godfrey C 78 Parnell, Dale A-B 1.1 J.1 Q U Rock, Joseph A. E F.3 J.4 L 450 Sister Joan Sheil B -172 416 Roehl, Clayton A B 229 Sister Margaret Fligton 1.1 L Parsons, Mrs. Elaine F.3 1.2 L Rogers, Paul W. A C F.2 H J.3 P 210 510 Q 362 Sister Margretta Nathe O.S.B. Patterson, Charles H. B 515 Rogers, William R. A 55 F.3 L Q 257 Patterson, Gordon E. M 317 Roseman, George S 24 Sister Mirie Agatha A E F.3 G L Paulsen, F. RobertM 9 Rosen, Marvin J. B F.3 67 564 Paulson, RobertA 173 Rosenberg, Harry H 75 Sister Marie Inez J.4 258 Pearson, Ralph E. E 532 Rothhaar, E. R. A- 50 Sister Marie Philip F.3 258 Peck, A. Daniel K P 52 Rothrock, DaytonF.3 L 185 Sister Marie William H 157 Penland, Ralph J.4 477 Rowe, Robert Q 355 Sister Mary Alexander,-B.V.M. E Penn, James H. 77T 113 Rt. Rev. Msgr. MoriartyF G L F.3 G L 163 Pennington, Paul J. A 195 400 Sister Mircr Alphonsus T 441 Periman, Kenneth I. H 75 Rundell, WalterF.3 L 485 Sister Mary Boniface E F.3 L Perlis, A. J.1 425 Rupert, James F.3 254 302 Perry, Captaig-R. J.(USN) J.4 Russi, Bernard A., Jr. B C 394 Sister Mary Ce.zilia G H 441 L 91 Sister Mary Clareanne, N.N.D. E G L T 400 384 Perry, StevenB C Sistgr-Miry Gabriella A, 242 Peterson, Edwin-LT L 449 Sister Mary Josephine UEGL Peterson, Gary T. G-L Q 566 157 Pfitzer, John C. A- 777 Sager, Naomi J.1 343 Sister Mary Kenneth, B.V.M. J.2 Pfund, J. Richard -A C F.2 H J.3 Sala, Rex B Tn. 163 P Q 362 Sammartino,-P. A F.2 H 307 Sister Mary Luanne E G L T 400 Phillips, Murray G. H K 355 Sandefur, J. T. -C D184 Sister Mary Margaret FPagcis M Pierce, ScheffelA -1.9 Sanders, Brooks KITCEF.3GL 161 Pimsleur, Paul F.7 F.3 1.1 396 M 361 Sister Mary OliveA U 157 Piotrowski, Thaddeus E El" 424 Sandgrson, Richard K 115 Sister Mary Ursula -E F.3 L 441 Plummer, Charles H 70 Sapp, VirgilM N 288 Sister Maureen Browng E F73 18S Poletes, GeorgeE- 258 Sarenpa, Dennig E. A B L 264 Sister Mildred Dolores H 1.1 Porter, HaroldA-J.4 353 Schabacker, John F.T 7.4 306 561 Postlethwait, S.-N. F.1 155 Schall, R. L. G L 168 Sister M. Audrey Aaron, O.S.B. Potter, Donald G. B F.2 1.1 300 Schenkkan, RobeFt- A 504 F.3 L 186 Potter, E. M. F.2 5.3 502 Schlaak, Otto A 547 Sister M. Brendan, R.S.H.M. A Potter, George T. ABCDEF.3 Schlesser, GeorjeJ.4 L 328 340 G 1.2 L 0 236 Schlieve, Rolland P. 172 M 558 Sister M. ConstanceF.2 439 Pottgr, Wairgn F.1 159 Schmutterer, G. F.3 465 Sister M. Constance, O.S.U. G H Powelson, Betty F.1 406 Schneerer, William F. Q R 387 L 400 Prigge, William C. B C D 1.2 K L Schneider, HenryB CTgi Sistgr M. GilmaryG L 0 241 126 Schorow, Mitchell -J.1 0 147 Sister M. Helen SuliiTrag, O.S.B. Pritchett, JohnA 373 Schroeder, W. P. L 21 H J.4 186 Pritchett, John PgrryC E F.3 G Schuller, Charles Y. A E H 1.1 Sistgr M. Malachy Kennedy, O.S.B. H J.4 L Q 313 J.1 L 244 H J.4 18f Schultz,-Will:.tm A 17 Sistgr M. MichelB D F.3 S_439 500 Schulze, Ivan L. U Sister Olive Louise, C.S.J. E Schurdak, John J. -J.1 86 F.3 G L 275 G 393 Schwartz, Paul Sister SEagislaus MarieA 26 Schweitzer, John D. 2. F.3 G L Queenan, Roy S 436 Sister Winfred, S.N.D. H-L 400 136 Skinner, Hal B 59 Quick, N. W. B J.2 486 Scott, Sam U 286 Slamecka, Vladimir J.4 110 Quinn, Paul L. 571 K 212 Sedgwick, LaFry B E H 549 Sliekers, HandrikE F.3 G L 53 Quinn, Stanley C 90 Seibert, Warren FT -J71 155 Slothower, Mrs. Mamie c -408 Shafer, Hugh M. B F.2 H 1.1 J.1 Smagorinsky, MelvinP. BCDE 448 F.3 G J.2 K L 0 357 Shaffer, Donald R. E F.3 G 474 Smay, Pagl A Y.T. 7.4 445 Shaffer, J. F.3 200 Smith, Charlgs F.3-7.4 483 Shaffer, W. A 518 Rabbi David Moezluer F.3 G 440 Smith, M. Daniel C H 150 Shearer, John A B E F.3 G H J.1 Raiford, Mrs. Blanche F.3 374 Smith, M. J. J.2 68 Rainbolt, Mary Louise F.1 125 KLPQR 72 Smith, Seymour A. S 284 Shepherd, JohnA 422 Ramsey, Curtis Paul BCGHJ.2 Smith, William FlinEF.1 F.2 F. _ _ _ _ 497 L N Q R 471 Sherwood, Williarg C. F.3 155 Rankin, U.-F. F.2 H 372 Shipman, Paul R. F.2 280 Smith, Win F.3 G K L 58 235 Rasberry, CharlesE 11 Shroll, Wendell A. F.3 H J.4 Smither, Wiliiim-J. -F.3 199 Rase, Howard F.1 G-U 504 Shurtz, RichardB Q R S- 14 Snow, Carl B. G 1.2 253 Raskob, Robert B U F.3 M 329 Siebel, William H. -A-B-C D K M 0 Snyder, Ross C. Q R 158 Pasmusen, V. B. -B F.3 J73 552 446 Solberg, Richard W.- E F.3 L 44 Razik, Taher A. R 356 Siegel, LaurenceA 196 Solomon, James L., Jr:-E F73 L Reda, Anthony B -250 Simpson, Mrs. M. J. B 344 462 Reed, RobertA-U 115 Sinclair, Mrs. DorothT,A 503 Sparks, P. F.1 552 Singer, S. Leonard B 215 Reeder, C. H. -13_ _C _E F.3 J.4 L Spear, JamesB F.3 270 514 Sinnock, Donald L. E 344 Sperry, JohnE L 278 Reese, Mrs. Thomas W. L 221 Sister Anita Marie O.S.F. _A B_ E_ Spilios, Paul -A-E F.3 L 304 Reichart, Robert 1.2 421 F.3 G J.1 L Q 120 Stahlnecker, RobeFt E. -13 C 533 Reid, J. Christopher J.1 155 Sister DgCHgEtgl E G 1.2 L 189 Stamper, O. B. H J.1 411- Sister Elizabeth Mirie AIECE Reynolds, Christopher M. _B _G _H Stamps, Charles ff. B 1.2 K 127 472 F.3 G _H I .2 L Q 305 Starlin, GlennA 472

182 rrotr

Winsor, Donald L. 1.2 K 143 Starmer, Garrett a 24 Wittich, W. A. 2 R--T13 423 Stauffer, Harold M. B F.2 Wolfe, JackJ.1 376 g g F77 E 1.2 Stead, William Woodby, Charlgg-M. B B G 81 J.3 K Q R X-3 Woolsey, A. WallaceF.3- 500 245 StebSigs7 0.-W. F.1 Van Arkel, G. Harvey A H 1.1 J.4 Worcester, Willis G. 11- 523 Stebbins, Thomas X7- E 532 528 Wright, Mrs. OnaG L -483 Stevens, HardyA 4135 Van Camp, C. Gregory A E 543 Wyatt, Joe B. 3.1- 303 543 Stillwell, Robert F.3 Van Deusen, John P. 8 74 Wyman, Raymond -g-C L 224 Stoker, H. W. J.1 -55 Vergis, John P. 1.2 -8 Stone, Thomas 137--H 1.2 446 Vergne, AidaA F77- 567 449 Stone, C. Walter7.1-5.1 Vicek, Charles B C 525 Storer, James A. X-F.7-7.1 202 Vigorito, Thomas g E H 1.2 L Stradley, W. J. A-G-E- IT- 165 Stunard, Arthur g g -137 Vincent, Stuart B S 137 Sullivan, Edward D. S 311 Voegel, George A B J.3 101 F./ 93 Sullivan, Frances Voegel, G. H. R- 787- Yauger, CharlesJ.4 11 Suppes, Patrick J.T--60 Vollmar, Naomi -J.4 233 Yoder, PatonE G-E- 181 Surdy, Ted F.1 TIT von Slagle, AllisonB F.3 G H Yost, A. Kenneth- C E F.3 G H Sutton, JoseFE-T. ABCDEGH J.3 X L 476 1.2 J.4 L 0 Q -419- 1.2 J.4 K L M 0-P- S Vorig7-C7 R. J.4 9 Young, Dgirid-B. C 60 swanTEFFoR -lc 17T Voth, JohnC 777 0 285 Young, Harding B. J.1 108 31 Swanson, A. L. -E H- Vreeland, RiEhga B. ABEHL Young, Jay A. C E H 3.1 433 Swanson, C. P. El 207 U 37 Yurkunski, Jameg R.- W--50 Sweeney, James W. J.4 199 Swett, Douglas B. F77 t140 Swise, Russell E. E c 129 1 Wade, R. G 131 Wagner, Al- 8 370 Zahler, Marilyn C G 332 Zapfis, VincentE G L 371 Tamplin, ClarenceA 540 Wagner, DaleB C 533 A H 325 Wagner, Nobert W. E 396 Zigerell, James X -119 Tanber, Abraham Zuzic, MarkoF.3- 432 B 197 Waldman, BruceM 709 Tant, Norman Zvolanek, Franai 1.1 547 Taras, ProfessorF.2 337 Wales, Charles E. H K 155 Taylor, Hubert V. A C 109 Walker, Cecil E. C- 797 Taylor, James W. A 795 Walker, Everette L. B E F.3 G H Temple, Wade J. J.1 520 L 128 Tendam, D. J. E -T55 Walkgr, John F.1 159 Thayer, Albert N. A 202 Walker, Richara--B 94 Theisen, George J. A 85 Wandmacher, Neal 3.3 2 402 Thibeault, Wilfred J. ABCDE Ward, J. 4.2 L2W5- F.2 G 1.2 K L 220 Warnke, Err:- E7%9 Thomas, Edgar U. A F.2 3.3 315 Warren, Virgil- A F.3 X-8 Thomas, Francis A. F77 H 1.1 J.3 Watkins, James M. F.3 511 388 Watson, J. B., Jr. BCDEF.3 G Thomas, RobertA H 1.1 J.1 3.3 J.4 L M R 301 352 WeatEgFfEra,-W. D. A J.4 256 Thomas, Vern B 3.1 255 Webb, Neil J. G T34W-- Thompson, A. N. S 498 Webber, Donald E. F.3 477 Thompson, J. D. 3.4 465 Weber, La VerneA P7I 231 Thomson, Paul van K. E F.2 3.1 Webster, Howard K -716 455 Wedberg, Desmond P. Q 211 Tintera, James B. A F.3 H J.1 Wegener, EdwardA 1 252 Weinberg, PhilipA 118 Titus, Richard E 96 Weldon, Lynn B 71 Todd, James E. 5 3.4 296 Wells, Lewis L 96 Tomlinson, A. DireA F.3 J.4 66 Wentzy, W. P. Th B 466 Tomlinson, William H. B ITT Werner, Edward C. E 321 Torkelson, G. M. H 537 West, R. E. ' 79 Tourtillot, Eleanor C G K L 237 Wetmore, JosephH 398 Townsend, E. A. A H 1.1 3.1 220 Weybright, V. H. L 34 Townsend, William I. C E F.3 G L Whalen, Paul A H 1.2 36 272 Wheeler, IanX -1W7- Trivett, William K. E G U X-10 White, John J.4 513 Trottenberg, Arthur D. -A B C E White, Lionel L. B 335 F.3 G H 1.2 J.4 K L Rg -218 Whiteside, DuncanB C D G 1.2 L Troyil7 RaW677.--1 S -117 273 Tucker, C. Alan A H 1.1 3.4 528 Whitney, Rae F.1 333 Tucker, Duane 3 385 Wbittacre, Fragr-R. L RX-12 Tweito, Thomas E. E G L 281 Wick, Dwan T. A 552- Twelker, Paul 0 470- Wiederanders, Richard E F.3 G L Tyrell, Philip -R 348 176 Tyrrell, Charles W. 1.2 175 Wignall, RexA 1.1 Q 23 'Tzrebiatowski, Gregory ABCDE Williams, Absalom F. F.1 457 F.3GHI.2 3.4KLMN0 PQ Williams, Don K 286 R 65 Williams, E. M. H 425 Williams, John P. E F.3 L M 162 Williams, Rev. R. C. A B- /95 Williamson, Kenneth L. 7.1 221 Wilmoth, Stark L 538 11 Wilson, H. E. E-G L 262 Wilson, Joe H. -A- T91 Windham, EulaE 1.1 3.2 112 Udell, Val K L S 446 Winslow, KennetEB S--S1

183 THE GEPARTIDENT OF AUDIOUSUAL INSTRUCTION

This book has been published as a contribution toAmerican educa- tion by the NEA's Department ofAudiovisual Instruction, an organiza- tion of 9,000 educators who are particularlyconcerned with educational technology in all areas of education. DAVI publishes the monthly magazine,Audiovisual Instruction, which is a major source of information oninstructional innovation in schools and colleges. DAVI also publishes the highly respected quarterlyjournal, Audio- visual Communication Review, which for the past 16 yearshas been a major source of information on research, theoreticaldevelopment, and criticism relating to all sectors of educationaltechnology. Readers of this volume will also be interested in the recentDAVI publications listed below: Language Laboratory and Language Learning, Second Edition,by Elton Hocking. (DAVI Monograph #2.) This well-known,nontechnical discus- sion in depth of the language laboratory as aninstructional device now features a completely newselected bibliography of 230 references. The second edition also features a descriptive listingof language tests, materials centers, and motion pictures relating to languageteaching methodology.1967.221 pages.$4.50.(071-02642) The State of Audiovisual Technology: 1961-66, by EleanorP. Godfrey. (DAVI Monograph #3.) This monograph includes twostudies of the amount, availability, and use of audiovisual equipmentand materials in public elementary and secondary schoolsdone by the Bureau of Social Science Research, Inc., for the U.S. Office ofEducation. A small part of this monograph was published inthe February 1967 issue of the DAVI magazine, Audiovisual Instruction, "The Roleof the Building Coordinator Fact and Potential."1967.217 pages.$6.(071-02872) A Survey of Instructional Closed-Circuit Television 1967.Provides comprehensive data on CCTV and ITFS programing and equipment in American education today, with a completecatalog of questionnaire responses.1967.196 pages. $3.(071-02890)

Through Cable to Classroom ...A Guide to ITV Distribution Systems, by William C. Lewis. Underscores the difference in "equippingfor" and actually "receiving" a television signal and is designed toprovide the school administrator with a desirable reference point fromwhich he might begin planning for the optimum distribution of aquality tele- vision signal throughout an educational plant.1967.44 pages.$2. (071-02870)