CALL related to teaching 2

5. CAI Toolkit: A New Authoring System For Teaching Languages

Vardell Lines
Dennis Martin

Abstract:
CAI TOOLKIT was developed to provide computer assisted instruction capabilities to those teachers without a technical background. Commands for the UCSD Pascal system are given in English, thus simplifying learning the system. It consists of six Tools: AUTHOR, CHED (Character Set Editor), SHPED (Shape Editor), LPRINT, UTIL, and LEARN. In beta sites with five instructors, it was found the system works well with languages as diverse as Chinese and Arabic, with storage capabilities for building up extensive character fonts.

In CALICO's first edition, James Pusak, author for DASHER, was quoted as saying, "Successful foreign language CAI requires that a proven teacher's learning strategy reach language instruction in a flexible and adaptable form."

Among other criteria Pusak mentioned for the ideal system were:

1. It should not make assumptions about users, such as foisting color or sound effects or blinking lights on them unless the user wants them.
2. Changes in lessons should be easy to make, sequences should be alterable, and praise and criticism responses easily modified.
3. Above all, Pusak insisted that such a system would not be language specific. That is, it would be suitable for many languages.

CAI TOOLKIT was developed to meet the needs of scholars and teachers without much technical background. These needs seemed to be threefold: (a) a powerful easy-to-use answer analysis that would at least approach rudimentary artificial intelligence (b) a system simple enough so that users could create not one lesson, but several lessons in one day (c) powerful, easy-to-use graphics that would create virtually any shape a user could imagine.

One-Day Learning Curve?

The resulting CAI TOOLKIT is a kit of specialized tools used to develop and present Computer-Assisted Instruction courseware. Of course, most language instructors have little desire to spend the hundreds of hours often necessary to become skilled programmers with complicated systems. So although the CAI TOOLKIT system uses Pascal (Apple-Pascal 1.1 and IBM-Pascal), an instructor creates the lessons using English commands, thus simplifying the learning process.

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In preliminary tests with six educators - three familiar with computers and three novices-each was able to productively create lessons in one day following the tutorial guide provided in the manual. They did not gain total mastery, of course, but adequate skill levels were attained that made the system immediately useful.

Further alpha site testing showed that the system needed a shape library, arc graphics, and frame copy capability for those who wanted to save a frame for another part of the same lesson. When these were added and the usual bugs ironed out, beta site testing was begun. The objectives, apart from developing a system to offer design capability to those unskilled in computers, were to: (1) test functions of the software to be sure it worked properly and was documented clearly and accurately, and (2) test to see if it fulfilled the intended purpose — it did what teachers wanted it to do.

Five instructors were selected as beta test site instructors, three experienced micro-computer buffs and two relative novices. They tested the six software tools that make up CAI TOOLKIT: AUTHOR, CHED (Character Set Editor), SHPED (Shape Editor), LPRINT, UTIL, AND LEARN.

At one of the beta sites-a language instructor at Ft. Bliss, Texas-found occasional troubles with word wraparound. This as well as a documentation problem in setting the left margins were corrected. It was in dealing with the shapes produced by the SHPED tool that the biggest problem emerged. The objectives of the beta sites in this regard were to be sure all shapes would draw clearly, to be sure the user could get the correct shapes from the shape library he had created, and to be sure that animation worked correctly. One tester found that the limit of 16 shapes in the library was not enough for his language instruction purposes. Changes were therefore made that now allow hundreds of shapes in the shape library.

In the LEARN tool, answer analysis using words and characters provide a major element of the system. The tool does conversion of each answer of a question, so that more than one answer can be correct or an answer may be partially correct. Thus if a correct answer to a question asking for the nation's largest state was Alaska, partial credit would be given for the right answer which failed to capitalize the word. In addition, if a student should answer Texas, he would receive the response, No, but Texas was the largest state until Alaska was admitted.

In the CHED tool the beta sites pointed out that the documentation was not clear on which keys to press to get obscure characters such as the upside down question mark in Spanish. After the documentation was changed, a language training expert noted that the character editing function was much easier than the system he was accustomed to.

Obviously, in teaching a foreign language, special characters are often needed. To meet this need, an overstrike capability was added to the system. It may be used in the answers as well as in the text.

As for the UTIL tool, one beta site found the need to copy one frame for use in another lesson. This feature has been added.

The printing function, LPRIN, was criticized by the beta site testers because it worked only with Apple dot matrix printers. The program was consequently adapted for Epson and C.ITOH brand printers.

Not Language Specific

What were the results after the changes recommended by the beta test sites were effected? It has been suggested - in line with Pusak's suggestion that a system not be language specific - that the ultimate test of a powerful authoring system is its ability to create oriental language characters. with the AUTHOR tool in the graphic mode, Chinese characters were easily drawn to develop a Chinese character font at the rate of more than one per minute.

At one of the beta sites, a language instructor, said that this feature allows him to (a) show three Chinese characters with potential meanings for drill and practice and/or testing, and (b) using the animation feature, he can show the sequence of strokes for drawing characters. Using special versions of this system, it can create lessons in Arabic and Hebrew, languages which must be read from right to left. This ability allows it to accommodate almost any language and the language teacher can store hundreds of special or foreign characters on a floppy disk - thousands if a hard disk is available. When a graphics tablet is added, the creation of foreign language characters becomes extremely easy.

This is reminiscent of what Pusak may have had in mind when he wrote, "The ideal authoring system must provide tools which are specifically designed to support the production of foreign language CAI materials."

Six Basic Tools

The six tools in the CAI TOOLKIT include the following:

TOOL 1: AUTHOR

The primary tool used to enter courseware into the computer. Prompt lines are always displayed at the top of the

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CRT to help select the functions needed in authoring a course. All functions are selected by a single key stroke. Functions include:

A. Text

1. Two character fonts can be used in each lesson.
2. Variable spacing easily added between characters or between lines.
3. Highlighting can be done either by underlining or using reverse video or both.

B. Graphics

1. Rectangles
2. Line Drawings
3. Ellipses or circles and arcs
4. Any shape can be stored in shape library for retrieval issue in any part of lesson
5. Animation
6. Color

C. Audio Capacity

1. Notes can be created controlling both pitch and duration.

D. Events

1. Time-allows ability to pause a given number of seconds during presentation of a frame.
2. Keys - learner response to continue

E. Background Color

1. Author may set background color of all or part of the screen
2. Block Erase

F. Answer Analysis

Powerful answer analysis techniques allow any subject to be taught. Answer analysis techniques allow the following:

1. Numeric answers with tolerance
2. Numeric answers that ignore commas and or dollar signs.
3. Text answers in which words are ordered or not, extra words are allowed or not, spelling to be exact or not.
4. Selection from a set of answer options using the cursor.
5. Optional spaces or characters in the answer. Example: 6AM, 6 am and 6 A.M. could all be accepted for 6AM.

SPECIFIC ANSWER ANALYSIS OPTIONS INCLUDE;

6. Correct, incorrect, neutral and unexpected answer types.
7. Word, Character, Numeric and Cursor Position answer analysis techniques.
8. Answer analysis modifiers (Extra, Ordered, Subset and Spelling).
9. Left-to-right or right-to-left learner input to allow for foreign languages of math/engineering needs.
10. Up to twenty answer fields available for any single question or problem.

G. Feedback to learner

1. May use text or audio tones or both

H. Branching Capability

1.Unconditional

2. Call and return
3. Repeat
4. End of lesson

TOOL 2. CHED

Used to create additional character sets or fonts for use in courseware. Characters are created using a simple, easy to use on-screen grid. It takes only seconds to create a new character.

TOOL 3. SHPED

Used to create original graphic shapes that can be stored in libraries for use at any point in courseware. Can also be animated within the lessons.

TOOL 4 LPRINT

Tool needed to print lessons, including graphics, to provide hardcopy documentation.

TOOL 5 UTIL

A subset of tools used to copy, delete, and rename lessons, character fonts, and shape libraries.

TOOL 6 LEARN

This tool allows the author to present the lessons to students. It is on a separate diskette that will automatically start LEARN when the computer is turned on. Student needs only this one disc to operate the learn tool. also, the computer need only have one disk drive.

Summary

CAI TOOLKIT was developed for those in language teaching who want to design their own CAI courseware, even though they may not have computer experience beforehand. In beta site testing it was found the six tools gave versatility to the system and allowed handling even of such diverse languages as Chinese and Arabic. The graphics capabilities of the system allow for animation, for innumerable shapes, and for extensive storage of the shapes. 

 

 

6. Technology and Language Learning At BYU

Harold Hendricks
Junius L. Bennion
Jerry Larson

Abstract:
This article summarizes the efforts to apply high technology to the teaching and learning of languages at Brigham Young University. These efforts are largely centered around three separate departments. These are: 1) The Learning Resource Center which in addition to the normally expected audio and visual equipment, courseware and other resources also offers courses on the TICCIT Computer System; 2) the David O. McKay Institute of Education which did pioneer research work in the area of videodiscs and associated technology; 3) and the Humanities Learning Resource Center which offers several facilities for the benefit of the language student and which provides an Apple Language Lab for those students.

During the past decade, educational technology has developed at such a rapid pace that some feel it has nearly outrun the teacher. This may be particularly true of language teachers, since second-and foreign-language educators generally have not been considered innovators in the use of technology. However, this is rapidly beginning to change. Many language programs throughout the United States and in other countries are experimenting with and utilizing in their curricula the most recent types of audio and visual media equipment available. Appropriate use of these new resources has been effective in upgrading language instruction and learning.

In an effort to improve language training at Brigham Young University, a considerable amount of time, effort, and money has been spent during the past decade on research with and implementation of new and existing technology. Language educators and instructional technologists at BYU feel that the time is at hand when the combination of text, tape, microcomputer and video will offer the highly motivated learner an efficient and flexible means of attaining a basic communicative competence in a target language (p.8). At BYU three support programs are primarily involved in developing and providing technological learning aids for student use in foreign language learning: TICCIT, the videodisc research program of the David O. McKay Institute of Education, and the Humanities Learning Resource Center.

TICCIT

In order to understand TICCIT and its role in language training at BYU, it is useful to know a little of its unique history and development. A great deal of Brigham Young University's experience with computer-assisted instruction began with the National Science funded TICCIT Project. TICCIT, which stands for Time-shared Interactive Computer Controlled Information Television and is now a trademark of the Hazeltine Corporation, was an interactive television system first conceived by the MITRE Corporation. MITRE had been investigating computer-television technologies for several years when it received a grant from the Office of Technological Innovations to further define the TICCIT system and apply it directly to education. To assist in this task, MITRE chose as subcontractors the University of Texas at Austin CAI Laboratory and the Instructional Research Development Department of Brigham Young University. Both these subcontractors had notable backgrounds in applying instructional science principles to educational media.

IN 1972 personnel from both Texas And BYU combined at BYU to form the Institute of Computer Uses in Education (ICUE), whose role for the remainder of the MITRE-NSF TICCIT Project was to design and develop instructionally-sound mathematics and English courseware. For the next three years MITRE molded the TICCIT hardware and software around the design

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developed by ICUE instructional scientists and subject matter experts. A group of technicians was added to the team and large amounts of courseware were produced. This team effort culminated in a year-long demonstration of computer-assisted instruction in a public school setting at two junior colleges: Phoenix College at Phoenix, Arizona; and Northern Virginia Community College in Alexandria, Virginia. The MITRE Corporation, having developed a usable product, sold the TICCIT concept to the Hazeltine Corporation for commercial development.

The TICCIT Instructional Design

The TICCIT project contributed a number of innovative ideas to the philosophy of computer-based education. For example, TICCIT is one of the few CAI systems to be designed by both educators and computer technicians. Together, they developed a system abased on the philosophy of learner control, as inspired by Pask's model for student machine communication and Merrill's taxonomy of instructional variables. This instructional design was formed to answer the divers needs of a college freshman population and help ensure a certain quality in the courseware developed.

One of the concepts developed by the TICCIT project was the idea of a mainline instruction mode. Using the computer in this way called for a major re-thinking of the traditional teacher-student relationship. Under the mainline concept, the computer (TICCIT) would become the instructor, combining both textbook and routine classroom lecture into one presentation. Class time could be focused on higher levels of interaction and the instructor would become more of an information resource manager as well as a personal tutor, giving individual attention to those students having trouble with the computerized instruction. The net benefit, in this way of thinking, was not to replace teachers with machines, but to give the instructor more effective control over the education of a larger number of students.

The ETS evaluation of TICCIT vindicated the mainline concept. ETS indicated that according to their evaluation Mainline instruction was far more effective than using TICCIT as an adjunct to the classroom. However, most courses developed for the TICCIT system have elected to use it as an adjunct.

TICCIT at BYU

At the close of the NSF-funded TICCIT project, it became apparent that the comprehensive goals of the Institute for Computer Uses in Education would be too broad for the funds avail able at BYU. As a result, a much smaller organization was created to integrate the TICCIT system into the BYU curriculum, to conduct research on TICCIT's effectiveness, and to advise the university administration on the possible applications of new technology in education. This organization, know and the Computer Teaching Research Center, studied a number of factors influencing the effectiveness of TICCIT courseware and experimented with different teaching methods.

During the period of research, Brigham Young University instituted a curriculum change that greatly aided acceptance of the TICCIT system into the BYU academic system. Recognizing the national problem of basic skills deficiencies and noting the fact that in today's shifting job market a good general education is of increasing importance, the university moved from the traditional system of required general education is of increasing importance, the university moved from the traditional system of required general education classes to a system of required general education competency examinations. Under this new general education program, a student could prepare for required competency examinations in such subjects as mathematics, English grammar, reading, and writing in a number of ways. Instead of taking a preparatory class, the student was able to elect to prepare for an examination on his won by working in a tutored laboratory setting, by using the TICCIT system, or by combing any of these resources. Given the impetus from this student-managed preparation program, the TICCIT system at BYU made a relatively smooth transition from being only a research system to being a fully implemented academic support service.

To better perform this service role, the Computer Teaching Resource Center was reorganized in 1977 as a Computer Teaching Services (CTS) to provide existing TICCIT courseware to the students and to assist

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faculty with the development of new materials. For the past six years CTS has worked to increase student utilization of the TICCIT system by cultivating faculty support and advertising adjunctive CAI tutoring services to the student body at large. As utilization grew and successful student experiences with the original TICCIT English courseware were noted by other language teachers, CTS assisted the College of Humanities in developing large courses in English as a Second Language, French, German, Spanish and Italian.

Facilities and Services

Currently, the BYU TICCIT system consists of a 28 terminal work area with in the Learning Resource Center of the University library. In this setting it is available to any interested user, including non-students. CTS provides student assistants or proctors to introduce the system to new users and help the students as they work through the course wear. CTS provides weekly reports to instructors showing the number of lessons each student has passed, total time on-line and the last day the student used the system.

Using TICCIT

Student acceptance of the TICCIT system has been extremely positive. In a survey conducted in 1981, well over 80% of the students queried felt that TICCIT was a useful and effective tool. The major complaint received from the students is that that learner-controlled design of the material is hard to understand in the beginning, and that many of the features of the system need to be more completely introduced to the new users.

The difficulty in immediately grasping the learner-controlled approach becomes apparent when TICCIT is seen from the student's point of view. After a student has logged on to the TICCIT system, his is shown a series of diagrams representing all of the units, lessons in a selected unit, and segments in a selected unit, and segments in a selected lesson with their relationship to each other. These diagrams are called MAPS and each one becomes a dynamic status display showing the student's progress through the course. As the student begins each instructional segment, he has a choice of accessing four primary instruction files: OBJECTIVE, RULES, EXAMPLE, or PRACTICE.

The OBJECTIVE display give the student a behavioral adjective statement followed by a sample problem with the correct answer given, thus showing the student what he should be able to do to master the segment. The student can use the OBJECTIVE as a decision point to determine what instructional sequence to follow, or, in other words, the branching decision as to which instructional sequence to see next is placed in the ands of the learner instead of the computer. The student's choice of RULE, EXAMPLE, PRACTICE, or doing an entirely different segment will depend on his previous understanding of the task to be performed and his particular learning strategy.

If the student feels he already knows the material, or if the material is too hard, he may press the MAP key and go on to something else. (The student may press MAP at anytime except when taking a test.) On the other hand, if the concept is new to the student he could press the RULE key to see a concise presentation of all definitions or procedures needed to accomplish the objective; or he could press the EXAMPLE key to access a file of items showing the objective applied to specific instances. Upon pressing the PRACTICE key, the student is given a file of problems upon which he will perform the task defined by the OBJECTIVE display.

In addition to the four primary instructional files mentioned above, three supporting files exist: HELP, HARD, and EASY. When viewing the RULE file, the student may elect to press HELP for an expanded version of the RULE, HARD for a more abstract form of the RULE, or EASY for a more simplified version. While seeing the examples of while doing the practice problems, the HELP key will access a step-by-step explanation of the specific time the student was viewing. The HARD and EASY keys access harder or easier problems if the authors have provided them.

A final component that should be mentioned is the ADVISOR. Because the student was given almost complete control over his own learning sequences, the TICCIT designers felt that the computer should watch over the student's shoulder and advise him as to

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what he should do if he performs poorly or does something unexpected. Therefore, in addition to automatic displays that may prompt the user to see the HELP or to move on to the next segment, the student may also press the ADVICE key at any time to see the computer's suggestion as to what to do next.

TICCIT users

The majority of TICCIT users fall into six language groups: English, ESL, German, French, and Italian. Each of these TICCIT courses ere developed under different circumstances and for different purposes.

1. English-Originally this course consisted of thirteen units comprising rules of grammar and composition.

During the NSF funded project, the TICCIT English course was considered to be a true pioneering effort as the underlying assumption was that mathematics could easily be taught by a computer, but a successful marriage between and computer and English composition was at best tentative. It is ironic that at BYU the mathematics program was never accepted while the experimental English course proved to be more effective than may had hoped, and , in fact, saved the TICCIT system ant BYU from being completely rejected. It was the successful implementation of this original English course that created interest among other language instructors to begin work on additional language material.

There is a wide diversity of acceptance among the English instructors with the majority considering TICCIT as an adjunctive resource that maybe utilized as the student sees fit. A small number of graduate students instructors have understood the potential of the course and have experienced remarkable success when they have integrated TICCIT instruction with the regular course work in a manner approaching the mainline concept.

The following list of unit titles represents about 56 hours of instruction available in over 280 instructional segments:

CRITICAL READING-Finding the Main Idea, Reasoning, Interpretation, Other Concepts.

GRAMMAR-Basic Elements of the Sentence, Analyzing Sentences, Expanding the Sentence, Multilevel Sentences, Spelling Verbs and Pronouns, Punctuation Capitalization, Sentence Faults, and Effective Writing.

COMPOSITION-Structure of Writing, Writing Paragraphs, Organizing Essays.

During the 1982-83 school year, 609 students were registered for the TICCIT English course, representing 9% of all freshman English students. They spent a total of 2,731 hours on the system, which averages to 4.5 hours per student.

2. English as a Second Language-Soon after the TICCIT English course was fully implemented, graduate students of Dr. Frank Otto of the BYU ESL Department began developing instructional segments for TICCIT as student projects. Soon after this, Dr. Otto received a research grant from the university to develop a complete English grammar review specifically for intermediate to advanced ESL students. Over a four-year period a thirteen unit course was developed that is now used by 96% of the ESL students. In 1982-83 290 students averaged 10.8 hours on TICCIT for a total of 3,138 hours making the ESL students the most dedicated of all the student users. Most of these students are enrolled in an intensive program to prepare for the TOEFL test, the examination that they must pass to be admitted to the university. The titles of the ESL units are: Diagnostic Tests; Verbs; A Basic Overview; Verbs: Tense, Mood, and Aspect; Nouns; Pronouns; The Determiner System; Adjectives; Adverbs; Spelling; Conjunctions; Prepositions; Sentence Types; and Sentence Sense. These units are divided into 296 segments representing over 40 hours of on-line instruction.
3. French - This course was designed by Dr. Don Jensen of the BYU French Department as a general grammar review.

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4. Students who are found to be deficient in grammar areas through diagnostic testing, departmental examinations, or teacher interaction are sent to TICCIT for remediation. In addition, firs and second year student use the material as supplemental exercise to the regular workbooks. Last year 364 students representing 61% of all first and second year students used the system for a total of 917 hours, or 2.5 hours per student. The three units, Beginning Drills, Intermediate Drills, and High Intermediate Drills, comprise 52 segments or about 8 hours of instruction.
5. German-Dr. Randall Jones made good use of the experiences of other courseware developers when he developed the BYU TICCIT German course. By training a small number of graduate students in the art of instructional design and having all of the material reviewed by a German native, he was able to produce a course of over 240 segments without the major design changes that had typified earlier TICCIT courseware development. The German course also makes good use of many of the TICCIT system capabilities that earlier authors were unsure of. In addition to the standard RULE-PRATICE type of segments, the course also includes language games to sharpen the student's vocabulary and help with memorization.

Last year 302, or about 30% of the target population, spent an average of 5.1 hours each for total 15,33 hours on the system. While the core grammar portion of the course is complete, parts of the material are still being written. The unite titles are: Nouns, Case, Verbs 1, Verbs 2, Pronouns, Modifiers, Determiners, Prepositions, Word Order, Rechtschreibung, Culture, and Allerlei.

6. Spanish-The TICCIT Spanish course was designed to meet a different need from the other foreign language courses developed for the TICCIT system at BYU. Instead of emphasizing grammar for the beginning to intermediate language student, this course was developed by Dr. James S. Taylor and is used in conjunction with a departmental diagnostic test that pinpoints deficiencies along with the appropriate review material on TICCIT. Currently this is the most highly used course on the TICCIT system at BYU with 641 students registered for the course during the last year, representing 63% of all third year Spanish students. The average student spent 9.8 hours totaling 6,274 hours overall. The seven units are titled: Nouns, Pronouns, Modifiers, Basic Verb Tenses, Subjunctive Verbs, Special Verbs Usage, and Miscellaneous Grammar Points. The 201 available segments represent about 50 hours of instruction.
7. Italian- The Italian course was first begun as a series of drills for the first year student. The original courseware was written several years ago by senior students in Italian. Currently the courseware is being completely rewritten by Dr. Sante Matteo and Joseph Ganci and will be expanded to a complete grammar review course for all levels. The three units now being developed include a short review of the basic parts of speech in English, a unit of vocabulary and basic grammar drills aimed at the beginning student, and the comprehensive review unit. Students are just beginning to use the courseware recently developed. The course should be completed by 1985.

Brigham Young University's year of experience with the TICCIT CAI System has been of great value to further research into other CAI systems and other high technology-based applications such as videodisc training and microcomputer development. All of these experiences are being added to each year with the avowed objective of helping the language learner learn the language.

   

THE VIDEODISC RESEARCH PROGRAM

The David O. McKay Institute of Education at Brigham Young University has sponsored a videodisc research program since 1979, but several members of the organization have been investigating interactive videodiscs since 1973. Interest in videodiscs technology arose from work being done with the TICCIT project described above. The TICCIT project, with its individualized, interactive deliver strategy and its learner control

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keyboard, was nevertheless restricted to a clumped arrangement (128 terminals connected to neo computer) and could not show random access audio visual material in motion. The videodisc system appeared to overcome these two limitations. From 1974 through 1979 proposals and presentation were prepared to illustrate how the new videodisc technology could be used to provide individualized, interactive instruction. With the introduction of microcomputers in 1976 and their unbelievable increase in capabilities coupled with dramatic reductions in cost, it was readily apparent that these two technologies (videodisc and microcomputers) could be combined to provide low cost, high quality delivery systems for a wide variety of instructional materials. Videodisc research by the McKay Institute personnel was delayed several times because of the delay in bringing the videodisc hardware to the market. First promised in 1976, then in 1977, and finally brought out in very limited quantities in December 1978, the videodisc/microcomputer combination finally became a reality.

But, even after convincing the university to purchase pre-production prototype videodisc player (an MCA model PR7800) in order to get a year's head start, it took several weeks to design an interface to allow a microcomputer to control the player. Finally in late 1979 several demonstrations were ready. Using existing videodiscs, mainly the old U. S. Demo, we were able to provide illustrations of branching video programs coupled with textual presentations on the computer terminal. The four-minute sequence of Columbo, used by almost every group dabbling with videodiscs, provided an early video game under our Detective software program. The user was told that "You are Columbo. What you see on the screen is your clone. You can direct him to do any of several choices present." The viewer could then make a choice and the program would branch him/her to the appropriate sequence on the videodisc. On this early demonstration videodisc, choices sometimes branched the viewer to unrelated sequences. These programs were exhibited to a few faculty and students who were always asked to extrapolate what they were seeing to envision what could be if we were able to create our own material. However, even this short piece of video became a valuable resource for one teacher of Japanese who used the second sound track to test comprehension of Japanese. A short program was developed to allow students to repeat each phrase until they had mastered the content. After three years, this same program is used every semester by this instructor.

After demonstrating the feasibility of computer control of videodisc material, funds were obtained to press a videodisc using an existing 35mm film called MACARIO. A copy of this 87-min film was obtained and rights to press to disc were granted. With the help of the Spanish department hundreds of splices were made to shorten he motion sequences to 27 minutes. Single frames were selected and spliced in to represent the scenes that were discarded. A new audio cassette player that could be computer controlled within a half second accuracy was added to the delivery system to play the sound track for the missing video. A Spanish instructor divided the newly pressed videodisc into 29 scenes and produced about eight questions and answers for each scene. These questions related to cultural themes as well as to language.

A computer program was developed that provided control over the videodisc and permitted the student to stop the program at will and to present the questions for each of the 29 scenes. This computer program was designed with files for the frame numbers and questions relating to each scene. The advantage of this type of programming is that other films or videotapes committed to videodisc could be used in a similar manner without having to develop new computer programs to make them operate. Only the files need to be changed; a matter of a few hours of data input time compared to the weeks of time required to create the original computer program. The economy realized by such a strategy was recently demonstrated when a second interactive videodisc was created at a cost of about one-tenth of the MACARIO budget.

Having demonstrated computer control of videodiscs, we challenged ourselves to use these technologies to simulate a visit to

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a foreign country. The search time that occurs when interactive branching moves to a new location on the video disc was shortened from five seconds on our PR7800 prototype videodisc play to a two and a half seconds, the PR7820. Several scenarios were tired out on paper. Scripting techniques were refined, and finally a script of sufficient length to demonstrate the type of interaction we envisioned wad enveloped. Many of our ideas were discussed in book form. This script was included in several proposals for funding. Funds for video production were finally secured from the FIPSE (Fund for Improvement of Post Secondary Education) grants of the Department of Education and final scripting and production were accomplished from January to April, 1981.

A detailed history and description of this project (Montevidisco) was presented by Dr. Larrie E. Gale in the premier edition of the CALICO Journal (Vol. 1, No. 1, June 1983) and will not be repeated here.

In the Montevidisco program, after each encounter the student may call for a surrogate student to model his or here reply in Spanish or ask the actor to repeat the sequence. Such highly interactive sequences present the student with a light-hearted drama where he or she is immersed in the action and is expected to provide half of the Spanish conversation. Most students using this system become excited by the experience and express a very positive acceptance eof this mode of hearing and practicing Spanish. Because our system is best used as an individualized delivery system, we try to schedule each student for a 3-hour block of time. It is not possible for a student to explore all of the branches in that amount of time, so some students sign up for a second session.

A new videodisc program is now being prepared by the McKay Institute for the British Broadcasting Corporation (BBC). This program will permit a Japanese business executive to experience a tour of the United States. It will utilize the new Sony SMC-70 microcomputer, videodisc player, and color monitor and will reduce the hardware cost to one half of our two player research system. Other lower cost videodisc players and microcomputers could cut the cost of deliver y systems again in half. Progress towards re-edit our Montevidisco program and adapting it to these newer low cost videodisc/microcomputer systems will be reported as it occurs.

Conclusion

It has been very gratifying to see the excitement generated by student using these new technologies in a simulate visits to other foreign countries and to expand the level of use down to the lower levels of language ability. The repeat functions built into this interactive system permit a wide range of student abilities to be accommodated. But, because these delivery systems are so new, very little research data has been accumulated at this point. We need to know much more about a lot of parameters related to individualized interactive instruction in order to maximize the impact of these marvelous new technologies.

THE HUMANITIES LEARNING RESOURCE CENTER

In order to provided readily available facilities for students to participate in meaningful language-learning and other humanities-learning resource center for its specific needs. Faculty members throughout the college were consulted to determine as completely as possible the immediate and projected needs of the college with respect to technology and media that would be required, the university's Electronic Media Department, which would ultimately install and service the equipment, was consulted in order to ensure that electronically and mechanically reliable equipment would be purchased. In some cases actual samples of some of the machines under consideration were brought in and tested by both faculty members, who would be using the equipment, and by technicians from the Electronic Media Department. Final purchasing decisions were made based upon input form these persons.

Large Screen Video Projector

Some of the facilities and equipment in the HLRC are designed for group use, while others are more suited for assisting in individualized study. In one of the group-use areas (a 35-seat student capacity room) is a 72-inch screen video projector. The projector may be connected optionally to either a VHS or Beta video cassette player or to the campus closed-circuit television network. This allows professor to show any of the target-language video tapes from the HLRC of from their department, reviewing and replaying portions as needed. Or they may order a particular film or video tape in advance through the campus cable office and send their students to the lab room to view it at a designated time, thus saving in-class time for other language-use activities.

Teacher Training

This room has also been designed to function as a teacher training station. Four microphones installed in the ceiling of the room are connected to speakers in an observation hall, which is separated from the main room by a one-way glass window. A separate entrance to the observation hall allows observers to enter and exit without interrupting the activities of the teaching session. In addition to being useful for foreign language certification programs, the language departments in the college use this facility in training their teaching assistants. A video recorder and camera are available so that teaching sessions can be recorded for later viewing and evaluation.

Language Lab Facilities

Another room designed for group use houses 40 student carrels, each equipped with Tandberg 5600 audioactive-record cassette decks. Each of the decks is connected to a Tandberg IS-9 control console. The console has a dual control panel that allows

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two teachers to monitor and assist their classes independently. Teachers have found that his facility provides much more than traditional language labs have offered in the past. Creativity and initiative are perhaps two of the biggest limitations with this system.

One of the popular features of the IS-9 lab system is the automatic test mode. Several hundred have been administered for FL instructors by HLRC lab assistants using this flexibility. Test tapes can be prerecorded by the instructor and then administered by a lab assistant. The console automatically controls the student decks, stopping and starting them according to when the student is supposed to respond to questions from the master test tape. This saves time for the teacher, not only in administering the test, but also in scoring them, since the scorer does not have to listen to instructions and questions repeated on each of the student tapes. It was also decided to install quarter-track decks so that teachers could listen to and score the student test tapes in their office or at home using a standard cassette player. (A half-track audio-active-record machine records the student's responses on a track that cannot be read by a standard player, making it necessary for the instructor to listen to the test tapes made on a half-track machine in the lab.)

External program sources such as radio, video, and synchronized slide programs can be played through the console to the student positions in addition to the four internal program sources. If desired each of the student decks can be programmed from the console to operate independently in a free-study library mode.

Carrels

In addition to group-oriented facilities, a large portion of the HLRC was designed for individual use. The main room of the center has 32 multi-purpose carrels, each housing independent Tandberg TSR 514 audio-active-record cassette decks. Tapes stored in the closed-stack area of the HLRC can be checked out and listened to using these machines. (there are approximately 10,000 language tapes available for student use.) Twenty of the carrels in this room are also equipped with 9-inch video monitors that are connected to the closed-circuit campus television network. Instructors are able to schedule films or video tapes to be played at different periods during the day when their students can go to the HLRC and tune in the required programs. In addition to the monitors connected to the campus cable, there are four carrels that are equipped with independently operated VCR players so that students can stop and replay certain portions of a video tape when necessary.

Slide-sound

To aid teachers who find that they do not have sufficient time to cover both the language and the culture in the limited class time available, sound-slide and sound-filmstrip projectors have been installed in some of the multi-purpose carrels. The instructor arranges a set of slides or obtains a desired filmstrip, narrates the picture presentation onto an audio cassette, and has the HLRC lab assistant insert impulses onto the tape at each point that the frames should be advanced. Students check out and view the slide filmstrip program on their own time outside of class.

Microcomputer Lab

An area of the HLRC that is constantly increasing in popularity and usefulness is the microcomputer lab. Ten Apple and tow IBM-PC computers are available to students working on CAI programs. Use of these computers is restricted to programs for classes in the College of Humanities. Although using microcomputers for language instruction is a relatively new idea, the HLRC does have several programs for use in various languages, including English, French, German, Italian, Spanish, Japanese, and Chinese. Among the most widely used foreign language-related programs are diagnostic tests, culture simulations, and vocabulary expansion games and exercises. Several students are also using word processing programs for writing FL compositions.

The popularity of the microcomputer lab has grown tremendously since its installation. Students are becoming more aware of the kinds of learning activities that are available to them in this lab area. Many hours during the day this facility is being used to nearly full capacity. (The HLRC is open from 8:00 a.m. to 8:00 p.m. Monday through Friday and from 9:00 a.m. to 1:00 p.m. on Saturday.) On the average, approximately 700-800 students per day use the HLRC.

Interpreter Facilities

During the current school year, additional facilities will be added to the center. Two interpretation booths will be installed, which will allow language departments to assign simulated and actual interpretation programs. In the booths will be equipment that will enable students to view and listen to video recordings while recording their interpretations onto a separate tape, which can then be evaluated by the instructor at a later time. The instructor will also be able to monitor the exercise on an intercom while the students are performing the interpretation exercises.

Recording Lab

A recording lab is being planned that will enable teachers to make sound recordings specifically for their classroom needs. The instructors will be able to make live voice recordings, or mix and dub music and other sound effects in order to add variety and amusement to their recordings. Plans are also being formulated to include satellite reception and interactive video capability in the near future.

Summary

We are convinced that the kinds of instructional media discussed in this report along with future developments in technology will be influential in improving instruction and facilitation learning of second and foreign languages. We believe it is important to

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seek new and more effective ways to use these resources in accomplishing the goal of language mastery. We also feel there is an urgent need for the development of courseware to use with present and future technology. While it is true that many foreign language teachers are involved in materials development, it is clear that much more needs to be done to develop useful courseware to keep pace with the growth in technology.

REFERENCES

¹Sheehan. Joseph H. The Language Laboratory. NALLD Journal 15, I(1980): 5-12.

²Davis, Norman F. Foreign/Second Language Education and Technology in the Future. NALLD Journal 16, iii,iv(1982): 5-14.

³An Overview of the TICCIT Program. The MITRE Corporation, McLean, Virginia, 1976.

⁴Alderman, D. L. Evaluation of the TICCIT Computer-Assisted Instructional System in the Community College. Princeton, N.J.: Educational Testing Service, 1978.

⁵Pask, Gordon. The Control of Learning in Small Subsystems of a Programmed Educational System. IEEE Transactions of Human Factors in Electronics, 1967.

⁶Merrill, M.D. and Boutwell R. Instructional Development: Methodology and Research. Review of Research in Education. AERA, 1973. Also, Instructional Research Development and Evaluation Department Working Paper No. 44. Provo, Utah: Brigham Young University, 1973.

⁷Bunderson, C. Victor. Justifying CAI in Mainline Instruction. Computer Assisted Instruction Laboratory Technical Memo No. 4. The University of Texas at Austin, 1970.

⁸Bunderson, C. Victor. A Rejoinder to the ETS Evaluation of TICCIT. Technical Report No. 22. Institute for Computer Uses in Education (ICUE) Provo, Utah: Brigham Young University, 1977.

⁹Bradley, Bryan D. Student Opinions of TICCIT Computer Teaching Services. Provo, Utah: Brigham Young University, 1981.

¹⁰Rosaschi, Gaylene R. The TICCIT English Course ICUE Technical Report 16. Provo, Utah: Brigham Young University, 1976.

¹¹Bennion, J.L. Possible Applications of Optical Videodiscs to Individualized Instruction, Technical Report No. 10, Institute for Computer Uses in Education. Prove, Utah: Brigham Young University, 1974.

¹²Bennion, J.L. and E. W. Schneider, Interactive Videodisc Systems for Education, Journal of the SMPTE, 84(December, 1975): 949-953; Bennion, J.L., Instructional Systems-A Manual. Division of Instructional Research, Development and Evaluation. Provo, Utah: Brigham Young University, 1976.

¹³Schneider, E. W., and J.L. Bennion, Videodisc, Volume 16 of the Instructional Media Library. Englewood Cliffs, New Jersey: Educational Technology Publications, 1982; Merrill, P.F., and J.L. Bennion, Videodisc Technology in Education: The Current Scene, NSPI Journal, (November, 1979): 18-26. 

 

 

 

    7. USING COMPUTERS TO TEACH FOREIGN

 

LANGUAGES TO ADULTS 

 

Joan E. Cassidy

Abstract:
While it is generally agreed that foreign language education in the United States is in need of improvement, there has been little agreement on how to effect a positive change. Substantive innovations in language teaching methodology are relatively rare and frequently difficult to implement.

Where We've Been

Until the 1950's the almost universally accepted method of teaching languages was grammar-translation. Following the launch of Sputnik, there was a surge in language enrollment, along with a perceived need to improve the quality of language instruction and thereby facilitate or enhance learning. At that time audio-lingual methodology became very popular. This new approach focused on speaking and comprehension skills rather than on reading and writing (the primary focus of the grammar-translation method). Stanford University and the University of Michigan pioneered the use of language labs and soon most modern language programs in the country followed suit. Millions of dollars were expended to purchase and install sophisticated equipment; however, little attention was paid to preparing the instructors or the students in how to use the equipment. Since the 60's the audio-lingual approach has been revised or rejected due to an overemphasis on the technical aspect of it and the lack of training for users.

Suppes (1981) has reported that the early experiments with computers for foreign language instruction reflect the behavioristic views of human learning which prevailed during the audio-lingual period and he has concluded that the emphasis on stimulus-response techniques accounts for the misuse and eventual demise of the early language labs.

Since the heavy reliance on basic rote-memorization and response failed to address the basic problems of communication itself, a reaction followed in which mechanical aids were looked down upon. During the same period language enrollments suffered greatly. The decade of the 70's strongly influenced by humanistic psychology, saw more emphasis on communicative skills and of interpersonal linguistic action and reaction against a background of basic cultural awareness. Essentially, the new methodology became more humanistic. The techniques were simplified and a cultural component was added to foreign language teaching.

 

Where We're going

Recently, the technological explosion, the shrinking globe concept, economic crisis and renewed emphasis on defense activities have once again caused Americans to feel the need to learn foreign languages. The urgency of the situation calls for changes in educational practices that hold promise of providing better results in less time and at an acceptable cost level. According to many individuals in the field, the computer is key. The purpose of this paper is to discuss the pros and cons of using the computer as a mechanism to facilitate foreign language learning for adults.

How to Achieve Better Results

Before any attempt can be made to improve learning, one must first consider what the intended learner outcome is to be. For example, if improved communication (ends) is the primary focus, the learner needs to be exposed to learning conditions (means) that enhance that particular behavior. How (methodology) this is done is considered to be very important for maximum success. Hiemer (1982) describes it this way.

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Under learner circumstances RELEVANT CONDITIONS is teaching actions are taken METHODOLOGY (MEANS) learning outcomes will occur ENDS

In addition, he has identified three major sources of instructional error;

1. The failure or inability to take into account appropriate learner circumstances
2. The selection of inappropriate goals or outcomes.
3. The implementation of instructional strategies (teaching actions) that are inappropriate for achieving wanted learning outcomes under relevant, prevailing conditions(Heimer, p. 16)

Furthermore, he says that two of the most serious impediments

of learning programs grow out of a failure to meet time and/or requisite requirements of learners.

How to Tailor Learning Experiences

According to Heimer, the requisite requirements are easy to specify, but difficult to implement. Activities should exhibit three important qualities:

1. The learning experience must be on target in terms of an individual's profile of prior knowledge or skill.
2. The setting must provide a responsive learning environment-one that is abundant with feedback.
3. The setting must be adaptive-that is to say that if the instructional task that are being give are not succeeding, then adjustments in strategy should be made as quickly as possible (p. 17)

What Do We Know about Requisite Requirements of Learners?

Cognitive research through the years has documented the existence of different learning styles. Numerous studies also support the notion that the needs of adult learners can only be met by combining a variety of media and instructional approaches. computer-based instruction goes beyond a mixed media presentation; it also offers the benefits of self-directed learning with prescriptive placement and instant feedback. According to research, this tends to be the optimum learning environment for adults. (Hirschbuhl, 1982, p. 304).

What is Computer-Based Instruction (CBI)?

While there are many acronyms to describe the various types of instruction that utilize the computer in one form or another, there are basically three major types of computer-based instruction; drill and practice, tutorials, and simulations. A CBI system without video and audio capabilities can be an effective and efficient medium for the first two types of CBI. However, such a system is usually limited in its ability to simulate events that elicit performance and provide informative feedback in terms of the real world experiences of learners. Videodiscs increase both the effectiveness and efficiency of traditional CBI by permitting students to practice new skills and knowledge in simulated environments.

Videodiscs not only increase the effectiveness of traditional CBI, they also foster new types of learning. The wide range of media characteristics of videodiscs, including color, motion and still video and film imagery, dual track audio still frame, and variable playback, permit unique types of instruction to be developed which more closely simulate the real world.

Advantages of Computer-Based Instruction

In a 1981 study, Zemke found that computer-based instruction (CBI), utilizing a variety of media intermixed with several instructional approaches, is ideally suited to the adult learner. The results of Zemke's study support the assertion that adults prefer self-directed materials. Adult students want the ability to control learning pace and prefer instruction presented via several media. CBI allows for such options and offers the adult learner the objective audience, such as prescriptive placement, he or she needs in order for learning to be most effective.

Another advantage lies in the fact that, by using computers, instruction may be individualized to allow for different learning rates.

It is a well-known fact that when you attempt to teach a group of people a set of ideas/skills in the same time frame, you are virtually certain to fail. In other words, all other relevant factors being equal, if learning time is fixed, achievement will vary; hence, if achievement is to be fixed, time must vary. The net effect of this circumstance is that teaching strategies must be capable of accommodating to individual rates-a situation that once again poses information handling requirements that outstrip conventional methodologies and procedures. One must not only be able to assess and monitor learning progress, but also to make the information that accrues from such functions available in a form that can be acted upon in a timely manner. (Heimer, 1982, p. 17)

Learning Management

These functions fall into a schema know as learning management. Essential characteristics of learning management are:

1. Achievement testing in all of its forms (placement, diagnostic and mastery).

2. Achievement record-keeping.
3. Achievement status reporting.
4. Assignment of appropriate learning prescriptions.

The line of reasoning suggests by learning management that has been most emphasized is the claim that perhaps the most important aspects of the instructional process require a magnitude of information and information handling that falls far outside our capability to handle on a manual basis. The great advantage of computers, therefore, is the ability to gather, handle and use the great amount of information acquired during and by the learning process and thereby increase teaching quality and teacher and student productivity.

Some Disadvantages of Computer-Based Instruction

Rowe (1983) points out several inherent

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disadvantages in the use of computer-based instruction. These include: the high cost of the hardware, lack of quality software, and the necessity of additional training both for instructors and users. A great deal has been said on these subjects and a great deal remains to be said. However, in addition to these problems, Rowe says that probably one of the most serious pitfalls would be, as he describes, "Teaching language for the sake of language." (p. 192). Essentially what he means is the overemphasis on reading and writing, the same type of problem that was inherent in the old grammar-translation methodology that was popular up until the early 50's. Instead, Rowe maintains that language is two-way communication: listening and speaking, reading and writing. Furthermore, the written language is not a separate reality independent of the spoken language:

Learning is doing and vice versa. Language is a skill not jus a body of knowledge. You can read for weeks about skiing and memorize all the rules, but you don't really start learning how to ski until you strap on the skis and head down a snowy slope. (p. 192).

If one is going to learn to communicate, then one must communicate. And if CBI is going to offer more than the language lab, it must help the learner to communicate.

Summary

While good computer-based instruction is self-contained, it is not intended to replace instructors. With it, learning for adults can be made easier and teaching more challenging and rewarding. Computer-based instruction offers another tool that addresses both the cognitive and affective domains (which is necessary in adult learning). When correctly used, it offers a high level of motivation, which includes tow-way communication. Furthermore, it offers individual and personalized instruction along with opportunities for simulation that would not otherwise be available. According to Rubin (1975), good language learning is said to depend on at least three variables: aptitude, motivation and opportunity. The computer can help to assess the entry level of individuals (part of their aptitude), provide an array of media to motivate them, and allow the learners to arrange their own learning experiences (opportunities) during a time that is most appropriate to them.

REFERENCES

Heimer, R. Designing computer-enhanced training. Access 82

Conference Handbook. Chicago: Deltak, Inc., 1982, 13-22.

Hirschbuhl, J. The business case for computer-enhanced training.

Access 82 Conference Handbook. Chicago: Deltak, Inc., 1982, 299-307.

Rubin, J. What the good language learner can teach us. TESOL

Quarterly. Vol. 9, No. 1, March, 1975.

Rowe, A. Cegolle: a new kind of language learning. Creative Computing

April, 1983.

Suppes, P. University-level computer-assisted instruction at

Stanford, 1968-80. Institute of Mathematical Studies in the

Social Sciences, Stanford University. 1981.

Zemke, R. Thirty things we know about adult learning. Training/Human

Resource Development. June, 1981, 45-53.

BIBLIOGRAPHY

Ballard, J. Justifying micro-based training. Access 82 Conference

Handbook. Chicago: Deltak, Inc., 1982. 191-199.

Jones, R. Microcomputer foreign-language CAI. Presented at the NASA

ET and High Technology Symposium. Maryland, 1983.

Lent, R. Intelligent videodiscs' challenge to the science and art of

instructional development. Presented at the NASA ET and High

Technology Symposium. Maryland, 1983.

Otto, R. Selection/Design and use of CAI. Presented at the NASA ET

and High Technology Symposium. Maryland, 1983.

Rubin, J. Using the educational potential of video and CAI. Presented at

the NASA ET and High Technology Symposium. Maryland, 1983.

Rubin, J. and Thompson, I. How to be a more successful language

learner. Boston: Heinle & Heinle Publishers, Inc., 1982.