Xl-PERIAL Cf.)LLEGE AND 1.1.....ONNOLOGY 11-1PERTij. COL1' A RATIONALE AND DESIGN OF A MICROCOMPUTER SYSTEM FOR SCHOOLS OD COLLEGEZ by FREDERICK ES1!OND JOHN SHELLEY A Dissertation Submitted for the Master of Philosophy Degree Nownribe*. 1979 CONTENTS Section Page Number ABSTRACT 1 Acknowledgements 2 Note on Assistance from others 3 Acronym List 4 1. INTRODUCTION 5 2. THE IMPERIAL COLLEGE 'COMPUTING IN SCHOOLS PROJECT' 7 2.1. A Brief History of the Schools Project 7 2.1.1. History and Purpose 7 2.1.2. The Computer Systems 8 2.1.3. Methods of Access 9 2.1.3.1. A Batch Service 9 2.1.3..2. A Time Sharing Service 10 2.1.40 Supporting Activities 11 2.1.5. Financial & Personnel Support 13 2.1.6. A Decade of Developments 15 2.2. Comparison with Other Projects 15 2.2.1, Similar Work on a Regional Basis 16 2.2.1.1, ILEA 16 2.2.1.2. Birmingham Schools Computing 17 2.2.1.3. Merseyside Schools Computing Project 17 2.2.1.4. The Hertfordshire AUCBE 18 2.2.1.5. Durham Project 18 2.2.1.6. Conclusions on Regional Centres 19 2.2.2. Single Institutions 20 2.2.3. The Unique Position of the ICSP 20 2.3. The ICSP during 1977 to 1979 20 2.4. Conclusions 21 3. A RATIONALE FOR A MICROCOMPUTER SYSTEM FOR SCHOOLS 22 3.1. Availability of Cheap & Personal Systems 22 3.1.1. The Components of the Traditional Computing System 22 3.1.2. What is Available 24 3.1.3. What has become Cheap 25 3.1.4. The Classes of Microcomputers 26 3.1.5. Implications & Conclusions 27 3.2. The Microprocessor Revolution within Society 28 3.3. Microcomputers within Secondary Education 29 3.3.1. Within Computer Studies 29 3.3.2. Within Computer Science 30 3.3.3. Within Subjects other than Computer Studies/Science 31 3.3.4. Within Remedial Training 33 3.3.5. Within Schools Administration 35 3.4. Official Attitudes 35 3.5. Overall Conclusions 37 4. PREVIOUS WORK 38 4.1. MUSE 38 4.2. The British Computer Society Schools Committee 39 4.3. Literature & Courses 39 5. DESIGN OBJECTIVES 42 5.1. General Requirements from a System 42 5.1.1, Primary System Requirements 42 5.1.2. Primary System Uses 42 5.1.3. Software Compatibility 43 5.1.4. Maintenance 43 5.1.5. Summary 43 5.2. Project Requirements from the System 43 5.2.1. A System for Secondary Education 44 5.2.2. A system for Developing CAL 44 5.2.3, A System for University 44 5,3e Specific System Choice 45 6. EVALUATION OF THE COMPUTER WORKSHOP N6800 46 6.1. Specification of the System 46 6.1.1. Hardware 46 6.1.2. Software 47 6.2. Experience with the System 48 6.2.1. ICSP Project Experience 48 6.2.2. Pupil Experience 50 6.3. Conclusions 51 6.3.1. Specific Conclusions on the Ccs M6800 51 6.3.1.1. Technical Expertise Required 51 6.3.1.2. Documentation 52 6.3.1.3. Transportability 52 6.3.1.4. As a Stand-Alone System 53 6.3.2. General Conclusions on Micro Systems for Schools 54 6.3.2.1. Administrative Leader 54 6.3.2.2. Manufacturer's Documentation 54 6.3.2.3. Management of the System 54 6,3.2.4. Hardware Considerations 55 6.3.2.5. Accomodation & Mobility 56 6.3.2.6. Software Maintenance 58 6.3.2.6.10 Individual Users 58 6.3.2.6.2. The Group Schools 59 7. EVALUATION OF RESEARCH MACHINES OF OXFORD 61 7.1. Specification of System 61 7.1.1. Hardware 61 7.2.1. Software 62 7.2. Experience woth System 62 7.2.1. Project Experience 62 7.2,2. As a Secondary Level System 64 7.3. Conclusions 64 Be SELECTION CRITERIA & REQUIREMENTS FOR A SECONDARY LEVEL MICROCOMPUTER SYSTEM 66 8.1. The Purpose of a Microcomputer System 66 8.2. Language Requirements 66 8.3. Minimum System Requirements 68 8.3.1. Hardware Specification 68 8.3.2. Additional Software Facilities 70 8.3.3. Recommended Sample Configurations at June 1979 70 8.4. Requirements of an Administrator 72 8.5. Management of the System 73 8.6. The ICSP Guidelines 78 9. REQUIREM•MENTS & DESIGN OF A MICROCOMPUTER COURSE FOR TEACHERS 82 9.1. ICSP Course Objectives 82 9.1.1. Provision of a High Level Course 82 9.1.2. Hands-on Experience 83 9.2. Design Considerations 83 9.2.1. Practical Considerations 83 9.2.2. Questionnaire 84 9.3. Implementation of Course 85 9.3.1. Lectures & Timing 85 9.3.2. Equipment 87 9.4. Conclusions & Critque of Course 88 10.CRITICAL ANALYSIS 91 10.1. Objectives 91 10.2. Comments on Project Achievements within Time-Scale 91 10.3. Comparison of Project with other projects 93 10.3.1. With LE.A s 93 10.3.2. Comparison between MUSE & ICSP Guidelines 93 10.3.2.1. MUSE Guidelines 93 10.3.2.2. Comparison with ICSP Guidelines 91 10.3.3. Comparison with DUMP 95 11. FUTURE DEVELOPMENTS 96 11.1. Further Hardware Investigation 96 11.2. Future Software Investigation 97 11.2.1. Languages 97 11.2.2. Packages 98 11.2.3. Text Processing 98 11.3. Schools Administration 98 11.4. Impact of Hicrotechnology upon Computer Studies/ Science Syllabi 99 11.5. Graphics 100 11.5.1. Low Resolution Graphics 100 11.5.2. High Resolution Graphics 100 11.5.3. Graphics Software 101 11.6. A Course Text for Teachers 102 11.7. Special Systems for the Handicapped 102 11.8. Teletext & Viewdata Systems 103 11.9. Conclusions 103 12. CONCLUSIONS 104 12.1. Results of Investigation 104 12.1.1. Rationale & Design 105 12.1.2. Guidelines for Teachers 106 12.1.3. Introductory Microprocessor Course for Teachers 106 12.1.4. Justification of the High Level Approach 107 12.1.5. Identification of Potential Study Areas 107 12.2. The Systems Analysis 108 12.2.1. An Administrative Project 108 12.2.2. Specific to ICSP 108 12.2.3. Specific to ICCC 109 12.3. Teacher Training 110 13. POST--SCRIPT 111 13.1. Some Hardware Changes 111 13.2. CAL 112 13.3. Publication of Course Notes 112 13.4. Miscellaneous Points 113 REFERENCES 114 APPENDICES 1. Initial Documentation for CW M6800 122 2. Teachers Microprocessor Course Notes 134 3. MUSE Guidelines 170 ABSTRACT 1. This dissertation reflects the results of a two year study between June 1977 and June 1979 into the impact a.nd ii::portance oz microcomputer systems for secondary level education. More specifically, it,discusaes the rationale for proposing a microcomputer system for schools and colleges, in particular, for those two hundred schools participating in the Imperial College 'Computing in Schools Project'; it evaluates two available systems specifically orientated towards secondary education; and, it looks at the possible future re-organisation of school life in the areas of administration, Computer Studies syllabi and examinations, and other disciplines. The resulting investigation forms a systems analysis of the uses to which a micro-. computer can be put and of the needs of the average teacher as a user of a micro- computer system and not of the needs of the machine level enthusiast. This high level approach was a serious deliberation in relation to this study and is reflected in the emphasis placed on the requirements for readable manufacturers' documentation, the development of a microcomputer appreciation course for teachers, as well as the presentation of a set of guidelines based upon both a personal experiment and a study of existing material up to June 1979. 2. ACKNOWLEDGEMENTS I should like to thank the following people for their assistance in the development of this dissertation. Mr. S.Nordanholt - the Director of the Imperial College Computer Centre for his permission to undertake the investigation of microcom- puters and thereby enabling me to develop this project for the Imperial College 'Computing in Schools' Project. Mr. K. Palmer - for his contribution in the construction of the Computer Workshop MG800. hr. H.Elgindi - for his contribution to the testing of software for the Computer Workshop MG800. Mr. E.B.James - my supervisor, for his enthusiasm when this project was first mooted and for his continual involvement since then. Mr. A.R.Hunt - for his continuing interest in the ICSP and the part that microcomputers could play in secondary education. 30 NOTE ON ASSISTANCE RECKINED FROM 0THERS The developments within microprocessors are such that no one person can hope to keep pace with its spectular growth. Therefore, although this dissertation is presented under my name, I acknowledge the assistance received from others and without which this project could not have been completed in time. Air. K. Palmer and Mr. H.Elgindi provided technical assistance for the Computer Work- shop M6800 microcomputer system. But in particular I owe my supervisor, Mr. E. B.James,a great deal who,in our many discussions throughout the investigation and during the development of microprocessor courses for internal students at Imperial College, provoked many of the ideas contained in this dissertation. 4. ACRONYM LIST The following acronyms are listed here for conveniences AUCBE (CEAU) - Advisory Unit for Computer Based Education CAL - computer assisted learning CDC - Control Data Corporation CEE - certificate of extended education CEG - Computer Education Group CET - Council for Educational Technology DES - Department of Education and Science Duc1P - Durham Microcomputer Project GAPE - Geographical Association of Package Exchange IC - Imperial College, London ICCC - Imperial College Computer Centre ICSP -- Imperial College Schools Project J.M.B.