This RFC is in response to Tom O'Sullivan's probe for comments
- on Computer Based Instruction. MITRE is currently doing some pre-
-
- liminary work in the area,at the present time limited to use of CAI-
-
- related network resources.
-
The most expedient way for me to respond is by attaching excerpts
- taken from a recent status report prepared for internal MITRE use,
-
- intended for staff not generally familiar with the ARPANET. Comments
-
- directed at specific items in Tom's attachment will follow in a future
-
- RFC.
-
We welcome comments on our activities and would like to partici-
- pate in any CBI dialogs that take place.
-
[Page 1]
-
ARPA NETWORK STUDIES AND EXPERIMENTS
- 1.0 OBJECTIVES
-
MITRE/Washington became a node in the ARPA computer network in
- September 1971 when a Terminal Interface Message Processor (TIP) was
-
- installed. Since that time MITRE's use of the network has largely
-
- been supported by IR&D funds. The objectives of the IR&D Network
-
- Studies are:
-
(a) to promote the use of the network resources in an
operational mode within MITRE to increase the computer
capabilities available for supporting sponsor's work;
(b) to use the ARPANET itself as a research tool for
conducting computer networking experiments; and
(c) to demonstrate the use of ARPANET resources to extend
the capabilities of existing systems.
Specifically, the proposed objectives are:
(1) to select ARPANET resources that can be used to support
identified MITRE projects and to demonstrate how these
resources can be used;
[Page 2]
-
sharing experiments to study techniques for data handling
on a computer network; and
(3) to demonstrate the feasibility of using remote
resources on the ARPANET to augment the capabilities
of the TICCIT* system.
- *The principle use of the TICCIT (Time-Shared Interactive Computer
-
Controlled Information Television) system has been for Computer
Assisted Instruction (CAI). A TICCIT/CAI system is currently being
developed by MITRE under a National Science Foundation (NSF) grant.
[Page 3]
-
The IR&D Network Studies and Experiments project requires soft-
- ware development on selected ARPANET Host computers and extensive
-
- exercising of network resources. The approach taken to fulfill the
-
- project objectives involves effort in three areas.
-
Task area I is designed to build up ARPANET usage by MITRE.
- Task II involves conducting data sharing experiments on the network
-
- utilizing software being built by MITRE at several network sites.
-
- Task III is intended to demonstrate the use of CAI-related network
-
- resources to augment the TICCIT/CAI system.
-
The specific activities involved in each task area are discussed
- below.
-
- 2.3 Task III - Demonstrate Extensions to TICCIT System Capabilities
-
---------------------------------------------------------------
That Are Possibly by Drawing on ARPANET Resources
-------------------------------------------------
The structure of the ARPANET is such that it is technically
- possible to combine resources on the network to form a "distributed
-
- system." A first step in this direction would be to use network
-
- resources to augment a special-purpose system connected at one of the
-
- nodes. The special-purpose system would serve as the vertex of the
-
- distributed system, dynamically drawing on network resources to
-
- perform specific functions.
-
[Page 4]
-
- feasibility of the concept of a distributed system. However, rather
-
- than initially connecting TICCIT to the network, resources on the
-
- network will first be used to demonstrate how they could augment the
-
- capabilities of TICCIT
-
Task III is organized as three subtasks to demonstrate that the
- range of curriculum material can be extended, to demonstrate that the
-
- TICCIT/CAI system can be supplemented with specialized CAI systems
-
- that use AI techniques, and to demonstrate that TICCIT system resources
-
- and capabilities can be augmented by using computing and storage
-
- resources available on the network.
-
(a) Demonstrate that the range of curriculum
material can be extended.
- The range of curriculum material offered by the TICCIT/CAI system can
-
- be extended by using network resources. Two areas that were selected
-
- for the demonstration are mathematics and computer science.
-
The Culler-Fried On-Line Graphics-Oriented system available on
- the IBM 360/75 at the University of California at Santa Barbara (UCSB)
-
- was selected for use in mathematics courses. A collection of diverse
-
- systems and languages will be selected to demonstrate how they can be
-
- incorporated in a computer science curriculum.
-
The following tasks are necessary for demonstrating that the
- range of curriculum material can be extended:
-
* learn the use and structure of the Culler Fried system.
* use the Culler-Fried system over the network using an
[Page 5]
-
* design sample courses for demonstration of the use of
the Culler-Fried system in a mathematics curriculum.
* develop software to incorporate the use of the Culler-
Fried system in the sample courses and demonstrate.
* prepare a sample computer science curriculum and demonstrate
how the wide range of systems on the network can be utilized
in a typical computer science curriculum.
* determine and document the technical specifications required
for a TICCIT/CAI system interface.
(b) Demonstrate that the TICCIT/CAI system can be supplemented
with specialized CAI systems that use AI techniques.
- There are two network resources utilizing AI techniques that have been
-
- applied to computer assisted instruction tasks: SCHOLAR and LOGO.
-
- SCHOLAR is a mixed-initiative rather than a frame-oriented CAI system.
-
- LOGO is a LISP-based programming language designed to study whether
-
- notions and skills of formal reasoning and problem-solving can be
-
- taught. We will investigate if these systems can be used to supple-
-
- ment the TICCIT system and, if possible, will demonstrate their use.
-
The following tasks are required:
* investigate the use of SCHOLAR on the TENEX system
at BBN over the network.
* investigate the use of LOGO and the "turtle" over the
network from the PDP-10 at MIT/AI and/or from TENEX at BBN.
* demonstrate the use of the systems over the network.
[Page 6]
-
with the TICCIT system.
(c) Demonstrate that TICCIT system resources and capabilities
can be augmented by using computing and storage resources
available on the network.
- It should be possible for the TICCIT/CAI system to substantially in-
-
- crease its capacity by using large data storage devices on the ARPANET
-
- for storing student records and curriculum and by using some Host
-
- computer to run complex statistical analysis programs to analyze and
-
- evaluate student progress and course content.
-
In order to demonstrate that such a scheme is possible, the
- following tasks are necessary:
-
* determine format and requirements for curriculum
material and student records.
* develop a method to store and retrieve data on a
demand basis.
* select a Host on the network and develop software
for a demonstration.
* determine and document requirements for an interface
with the TICCIT system.
- 3.0 PROGRESS OF WORK
-
In this section the progress of the work associated with each
- task is presented. Both achievements and problems encountered are
-
- discussed. The manpower expended thus far for each subtask is given
-
- in graphic form, together with a proposed schedule for completing
-
[Page 7]
-
- 3.3 Task III - Demonstrate Extensions to TICCIT System Capabilities
-
---------------------------------------------------------------
That Are Possible by Drawing on ARPANET Resources
-------------------------------------------------
Many of the resources on the ARPANET were designed as stand
- alone systems not intended for use over the network nor for facile
-
- interfacing with other systems. Thus we have found that more work
-
- than initially was estimated is needed to use the selected CAI-related
-
- systems over the network. Therefore we plan to fulfill the goals of
-
- each subtask by demonstrating the use of selected resources over the
-
- network but will not attempt to interconnect the systems in any
-
- fashion during FY1972. A proposal to investigate the notion of a
-
- distributed CAI system using ARPANET resources is under preparation.
-
The status of our progress in using CAI-related resources over
- the network is presented below.
-
(a) Demonstrate that the range of curriculum material
can be extended.
- The Culler-Fried (C-F) On-Line Graphics-Oriented system at UCSB was
-
- selected to demonstrate its use in mathematics curriculum. The system
-
- has been used successfully in a variety of courses at UCSB, including
-
- chemistry, mathematics, and economics(30,31,32,33,35).
-
The Culler-Fried system's normal mode of operation is with two
- keyboards and a Tektronics graphics display device. The keys on the
-
- second keyboard are "function" keys; for example, by pressing a single
-
- key the user can initiate complex actions such as displaying a plot
-
[Page 8]
-
- online access to the 360/75 system to remotely control the execution
-
- of programs. The latter service is currently available on the network
-
- through TELNET. Access to the system was made possible by defining a
-
- mapping from ASCII characters (sent as the "network virtual terminal")
-
- to characters expected by the OLS. Thus it is often necessary to type
-
- a sequence of characters on a TTY-type device to invoke the action of
-
- a single function key. Under the current implementation, graphics
-
- output to the network is suppressed.
-
We plan to demonstrate the use of the C-F system on an IMLAC
- graphics device attached to our TIP. During the first phase of our
-
- implementation, we will not simulate the C-F function keyboard but
-
- will enter our graphics input using the procedures defined for use
-
- via TELNET. For output, UCSB agreed to provide a new output processor
-
- which will no longer suppress graphics output, but will map it into
-
- the remote graphics capabilities as provided by IMLAC (Figure 3).
-
- Such a system was implemented in early February but due to the
-
- character-oriented nature of the IMLAC device available to us, the
-
- resolution was unsatisfactory. We have now defined a low-level
-
- graphics protocol. UCSB has agreed to send graphics output to us
-
- using this protocol. We have had to program new processes for the
-
- IMLAC and are now debugging the new programs. Due to the limited
-
- core available on the particular IMLAC that we are using (4K 16 bit
-
- words) which limits the size of internal display lists, we will not
-
[Page 9]
-
- developed is general and can be moved to an IMLAC with larger core
-
- capacity. We currently send alphanumeric input from a TTY or 3300
-
- and divert the graphics output to the IMLAC.
-
When we can access the Culler-Fried system for graphics output
- successfully via the network, we plan to modify the IMLAC programs to
-
- permit alpha input from the IMLAC keyboard. We also plan to investi-
-
- gate the possibility of attaching a function keyboard to the IMLAC.
-
- Lastly, we intend to investigate the use of TICCIT display devices
-
- with the TIP. A sample mathematics course will be designed to assist
-
- in demonstration of the CAI applications of the Culler-Fried system.
-
- We are currently studying the past uses of the system in a CAI mode.
-
We have not yet investigated computer science curriculums. We
- plan to get inputs from the ACM Committee on Computer Science Educa-
-
- tion(36,37) and to visit universities in the Washington area. This
-
- activity is scheduled to commence in April.
-
(b) Demonstrate that the TICCIT/CAI system can be supplemented
with specialized CAI systems that use AI techniques.
- The two network resources selected for demonstration are SCHOLAR and
-
- LOGO. Both systems are implemented in LISP and are currently avail-
-
- able over the network on the TENEX system at BBN. A version of LOGO
-
- with a "display turtle" is available on the PDP-10 at MIT/AI, however,
-
- they do not yet have their NCP implemented and thus are not currently
-
- accessible over the network. There is also a version of LOGO on the
-
- TENEX system at SRI/AI. They also are not currently connected to the
-
[Page 10]
-
We used SCHOLAR over the network in January with a data base
- provided by BBN to review the knowledge of a student in the geography
-
- of South America(38,39).
-
The LOGO system at MIT/AI is perhaps the most impressive system
- for use in a demonstration due to the availability of a "display
-
- turtle". The system is currently being used remotely by the Bridge
-
- School in Lexington, Massachusetts. We visited the school and observed
-
- a class in session. We also attended an undergraduate class in Applied
-
- Math at MIT that was learning turtle geometry.
-
Seymour Papert of MIT expects the MIT/AI PDP-10 to be up on the
- network by the middle of April(40). He has agreed to modify his system
-
- to interface with our IMLAC via the network using the low-level graphics
-
- protocol that we specified. He has developed many courses and games
-
- using LOGO(41,42,43,44,45) that provide sufficient material for use
-
- in demonstrating the system. A real turtle may be available in early
-
- summer to run from our TIP.
-
We have used the LOGO system at BBN via the network. Since the
- system is continually being modified, Dr. Feurzeig agreed to put a
-
- clean version on the RAND TENEX for our use. BBN's LOGO does not
-
- currently have a display turtle, however, they are willing to imple-
-
- ment one. Even without the display turtle, courseware that has been
-
- developed for teaching mathematics provides sufficient material for
-
- us to work from(46,47). A radio controlled turtle has been designed
-
[Page 11]
-
- built at MITRE to run from our TIP.
-
(c) Demonstrate that TICCIT system resources and capabilities
can be augmented by using computing and storage resources
available on the network.
- Work has not begun on this subtask. However, much of the software
-
- developed for the data sharing experiments can be used to store and
-
- retrieve data on a demand basis.
-
We have received preliminary curriculum material from TICCIT
- personnel. We expect to interact with them to determine more speci-
-
- fically the format and requirements for curriculum material and student
-
- records.
-
[ This RFC was put into machine readable form for entry ]
[ into the online RFC archives by BBN Corp. under the ]
[ direction of Alex McKenzie. 12/96 ]
[Page 12]
-
- 30. Ewig, C. S., Gerig, J. T., and Harris, D. P., "An Interactive
-
On-Line Computing System and Its Use in Chemistry Education",
Department of Chemistry, UCSB.
- 31. Howard, J. A., and Wood, R. C., "Computer Assisted Instruction
-
in Engineering Using On-Line Computation", _Journal_of_Engineering_
_Education_.
- 32. Sullivan, J. J., "Computer Based Instruction in Economics: A
-
Report on Facilities and Applications at UCSB", paper presented
at a conference on Computers in Undergraduate Curricula,
University of Iowa, Iowa City, Iowa, 1970.
- 33. Wood, R. C., and Bruch, J. C., Jr., "Teaching Complex Variable
-
with an Interactive Computer System", article submitted for
review and publication in _IEEE_Transactions_on_Education_, July
1970.
- 34. Wood, R. C., and Howard, J. A., "An Interactive Computer Class-
-
room, _Educational_Research_and_Methods_Journal_, Vol. 2, No. 4,
June 1970, pp. 29-31.
- 35. "UCSB On-Line System Manual", NIC #6502, September 1971.
-
- 36. "Curriculum 68", _Communications_of_the_ACM_. Vol. 11. No. 3.
-
March 1968, pp. 151-197.
- 37. Teichroew, D., ed., "Education Related to the Use of Computers
-
in Organizations", _Communications_of_the_ACM_, Vol. 14, No. 8,
September 1971, pp. 573-588.
- 38. Carbonell, Jaime R., "AI in CAI: An Artificial Intelligence
-
Approach to Computer-Assisted Instruction", _IEEE_Transactions_
_on_Man-Machine_Systems_, Vol. MMS-11, No. 4, December 1970,
pp. 190-202.
- 39. Carbonell, Jaime R., "Mixed-Initiative Man-Computer Instructional
-
Dialogues", BBN Report No. 1971, 31 May 1970.
- 40. Williams, R. W., "LOGO Manual", MIT/AI, Draft memo, 9 April 1971.
-
- 41. Papert, S., and Solomon, C., "Twenty Things To Do with a Computer",
-
MIT Artificial Intelligence Laboratory internal report, June 1971.
- 42. Papert, S., "A Computer Laboratory for Elementary Schools",
-
MIT/AI Memo No. 246, LOGO Memo No. 1, October 1971.
[Page 13]
-
LOGO Memo No. 2, October 1971.
- 44. Papert, S., "Teaching Children to be Mathematicians vs. Teaching
-
About Mathematics", MIT/AI Memo No. 249, LOGO Memo No. 4,
July 1971.
- 45. Papert, S., and Solomon, C., "NIM: A Game-Playing Program",
-
MIT/AI Memo No. 254, LOGO Memo No. 5, January 1970.
- 46. INFORMATION PROCESSING MODELS AND COMPUTER AIDS FOR HUMAN
-
PERFORMANCE
Final Report, Section 3: Feurzeig, W., and Lukas, G., "Program-
ming Languages as a Tool for Cognitive Research", BBN Report
No. 2187, 30 June 1971.
- 47. PROGRAMMING-LANGUAGES AS A CONCEPTUAL FRAMEWORK FOR TEACHING
-
MATHEMATICS, BBN Report No. 2165, 30 June 1971.
Volume 1, Part 1: Feurzeig, W., Lukas, G., "An Introductory
LOGO Teaching Sequence".
Part 2: Lukas, J. D., and Lukas, G., "LOGO
Teaching Sequence on Logic".
Part 3: Feurzeig, W., Lukas, G., and Grant, R.,
"LOGO Reference Manual".
Volume 2, Part 1: Grant, P., Falflick, P., and Feurzeig, W.,
"LOGO Teaching Sequences on Numbers".
Part 2: Feurzeig, W., Lukas, G., and Grant, R.,
"LOGO Functions and Equations".
Volume 3, Part 1: Lukas, G., Falflick, P., and Feurzeig, W.,
"LOGO Strategy in Problem-Solving".
Part 2: Lukas, G., and Feurzeig, W., "LOGO
Story Problems in Algebra".
Volume 4: Weiner, W. B., Morgan, C. R., and Feurzeig, W.,
"The LOGO Processor, A Guide for System Programmers".
[Page 14]