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`JOURNAL OF EDUCATIONAL TELEVISION and other media
`A Publication ofthe Edit carlomtl Televislotr Association (formerly NECCTA)
`
`ADMINISTRATOR:
`PATRICIA KELLY
`Sllfirlcklegate. York T0! N2
`T¢l'fplt0l'I.£.'
`(0504) 3970}
`
`I‘
`
`_I‘l
`
`‘
`EDITOR
`Dr D K Roach Centre for Educational Technology,
`University College. Cardiff.
`
`EDITORIAL BOARD
`
`ASSOCIATE EDITORS
`
`Dr J R Moss (chairman). Audio Visual Service. University
`of Leeds.
`
`for Research in Human
`Dr .I P Baggaley. Institute
`Abilities. Memorial University. Newfoundland. Canada.
`H Creaser. Audio Visual Centre. University of York.
`SC I-tutchison. Lothian Regional Council. ET & AV
`Resources Centre. Belford Road. Edinburgh-
`L .I Lawler, Audio Visual
`Service. University
`Manchester.
`Dr A R Wiliam. Audiovisual Media Centre. University 01
`Salford.
`R H Willtinaott. Educational Television Service. West
`Bromwich College of Commerce & Technology.
`
`of
`
`The Journal offlducattonol llivlevulon is published three times annually
`by The Educational Trlet't'.rt'on Assrtctlttlon and is prime
`y
`o rt
`Prestwich ol York. The Editor welcomes contributions. ttom members
`and from non-members. on the educational use ot television and other
`media. and on related research In the communications media in general.
`General principles. In common with most other British puhlicuttons in the
`held of educational technology. our aim is to publish clear. concise papers
`and reports ranging [tom the theoretical to the applied in topic. To this
`end. simple language is preferred to obscure: statistical e\'idr.'I't¢c should
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`headings and sub-headings within the contributions at ~
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`'”5P“"""'."=
`
`S Sltllebeclt. Sveriges Radio ab. Swedish Broadcasting
`Corporation. $105 10 Stockholm. Sweden.
`Dr A W Bates. Institute of Educational Technology. The
`Open University. Milton Keynes. MK? 6AA.
`Professor G Coldevin.
`Department
`of Education.
`Concordia University. 1455 De Maisoneuve Boulevard
`West. Montreal. Quebec H43 1R6. Canada.
`C Mayo.
`Independent Broadcasting Authority.
`Erontpton Road. London. SW3 IEY.
`H Perraton. International Extension College. 131 Hills
`Road. Cambridge. CB1 IPD.
`.
`M J Pilsworth. Lecturer in Adult Education. Departrnent
`of Adult and Higher Education. University of Manchester.
`Oxford Road. Manchester M13 9PL.
`J Scupham. 26 Crabtree Lane. Harpenden. I-lens.
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`‘lo
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`BLACKLOCK. 5. (I9?6) Workload. Open University Survey Research
`Department. mimengruph.
`CONNORS. B. U972) Testing Innovations in Course Design. British
`Jotmtal of Educational Technology, 3. L 43-52.
`TYLER. ILW. (I949) Basic Prinetplcs o_l Curriculton and lttstruction.
`Chicago. University of Chicago Press
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`PMC Exhibit 2121
`ézlillleg lgrc éE&1;¢?;': |t 2121
`Apple v. PMC
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`V- PMC
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`
`TELESOFIWARE FOR BEGINNERS
`
`L.T. Mapp, Brighton Polytechnic
`
`Leslie Mapp is a Research Fellow in the Faculty of Education Studies at_Brigl_1ton Polytechnic. presently running the
`Telesoftware and Education Project for the BBC. IBA and the Polytechnic. Originally trained in the fine ans. he spent
`several years in teacher education in the Midlands before taking up his present post.
`
`ABSTRACF
`
`This article serves as an intnoduction to the Telesoftware
`and Education Project being run at Brighton Polytechnic. it
`describes the recent history ofrelesofnvareas an idea. and its
`development as a cornbination of television and micro-
`computer engineering. The article then moves to the research
`project itself. outlining the project‘: organization. intentions
`and educational aspects. The author provides exarnpies of
`how telesoftware may be ofuse in clnssroonts and speculates
`on the potential of the telesofnvare idea. Finally, the article
`mentions some present d for tnicro-electronics in
`education and the move towards a more coordinated
`
`approach.
`
`INTIIODUCTION
`
`Whatever one‘s point of view. there can be no doubting the
`influence ofTV - it has passed into the language and culture of our
`society on many fronts. But television itself also exists on several
`levels: it is an entertaimnent. it is an informer. it is a set of social
`and political issues for those involved in making television: and it
`is also work - creative. interesting. dull and demanding in turn.
`Television is also a technology. and it is technology which has
`given rise to the subject of this article - telesoftware. Literally.
`telesoftware means ‘software at a distance‘ and. as the name
`suggests.
`it
`is a combination of broadcast and computer
`engineering.
`Technology does not exist in a vacuum. though; it arises from a
`social background. This first article acknowledges the existence of
`much wider "series but is centrally concerned with introducing
`telesoftware - its recent history. its
`and its place in the
`TELESOFIWARE AND EDUCATION PROJECT being run
`by the BBC. ITV and Brighton Polytechnic.
`The chief innovation of telesoftware is its provision of an
`interactive capacity - the ‘intelligent television’. It is this feature
`which is of particular interest to education and which ions the
`core of the research project; but
`first an explanation of
`telesoftware itself.
`
`THE BACKGROUND TO TELESOFTWARE
`
`In the later 1970:. television was joined by tolerant and the TV
`became the source of a considerable range of topical and up-to-
`date information. Teletext broadcasting introduced avdegree of
`choice for its viewers. From the hundreds of numbered pages that
`CEEFAX. ORBIT and ORACLE transmit. any single page can
`be selected and held on the screen for as longas required. Ame
`to this information is available at any time via a simple control
`method which incorporates the 'I'V's onioff switch into a remote
`control unit capable of choosing numbers as well. For the viewer.
`knowledge of the sophisticated encoding. decoding and control
`technology which is built into the system is no more a requirement
`for using teletext than it E for using television. News headlines.
`financial information. horoscopes and recipes accompany film
`reviews.
`engineering
`information
`(and,
`on ORACLE.
`advertisements) - all available when required from the wide range
`of broadcast information.
`
`Elsewhere during the 19105 micro-techniques in electronic
`engineering wrought changes in the capabilities of computers. The
`large-scale calculators that had constituted computer science in
`the early days gave way to micro-circuitry. It became possible to
`incorporate into small units
`sophisticated symbol-handling
`routines. The basis of these routines were special languages. which
`enabled interaction to occur between user and machine on a
`
`level. The mainframe ‘number c-runcher'
`friendly and useful
`rapidly reduced in size. giving rise to the portable micro-
`computer: and in a parallel setting word and information
`processing equipment developed from the same electronic source.
`The silicon chip. heart of this change. quickly passed into folklore.
`What the chip introduced was a convenient method for adding
`‘intelligence’
`to machines. Wrist watches became able to
`remember the time while acting as a lap timer; typewriters could
`remember a letter and reproduce it an instruction; computer
`memories could be made smaller. enabling them to remember
`more routines -
`thus adding more intelligence without a
`corresponding increase in size.
`Contporary intelligent machines are capable of many tasks.
`Each task requires a set of instructions but writing these
`instructions (software) demands skilled authorship and a simple
`method of storing.
`transporting and loading them into the
`machine. Tape casettes and discs have become standard methods
`of storing software. and machines are prognunmed to read and act
`on the instructions they contain. The proliferation of small micro-
`computers has caused poblerns with this method of i.nstl1.Iction.
`Recording thousands of copies of a particular software item.
`ensuring their accuracy and robustness. and making their: small
`enough to score easily and cheap to obtain '5 a daunting task. Each
`of the many different types of machines which are manufactured
`requires its own instructions in its own language (or dialect) in
`order to cope with its own operating idiosyncrasies. Ensuring that
`software is available for the thousands of micro-computers that
`have come
`into use
`is a major problem for computer
`manufaculrers. The initial research impetus into hardware design
`has now turned some of its attention to methods of disseminating
`software.
`
`if a means could be found to introduce instructions directly into
`the machine's memory. the intelligent machines could become
`freed from the expensive and tirne-consuming problems of
`distributing pre-recorded software.
`TELESOFIWARE
`
`The link between teletext and micro-computers is their use of
`text. CEEFAX and ORACLE information is written in Engiish.
`and computer instructions use English alphabetical characters in a
`regular coded form. If teletext was used to broadcast pages of
`computer
`language
`rather
`than standard English,
`these
`instructions could be received and recorded directly at site and
`would not have to rely on intermediate movements of cassettes or
`discs (given that equipment could be designed to capture and use
`such signals).
`
`W.G. Overington is credited with the initial idea of combining
`the cathode ray tube. the semi-conductor memory, the key pad
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`enough intelligence to use it as a micro-computer. 0verington‘s
`first proposals in 1976 incorporated a high level language for
`broadcasting telesoftware. for transmission standards. and he
`described a network of geostationary satellites broadcasting to
`Third World countries. The general concept of rclesoftware was
`taken up by the television companies. and in 1979 ITCA published
`SOFTWARE FOR TELESOFIWARE. This set out to consider
`the language. broadcasting and equipment design issues involved
`in bringing telesoftware into the range of transmitted television
`services.
`
`Of course. other methods of introducing software directly into
`computer memory are possible. The Post Office is using
`PR.ES'I'EL to initiate a system with telephone lines replacing
`broadcasting signals. Connecting slave terminals to a central
`computer produces aeituation with similar potential.
`The television companies have continued the development of
`broadtztst telesoftware using the experience that their teletext
`services have provided. Although other countries have such
`services. UK teletext is an established system with a proven track
`record. and CEEFAX and ORACLE have gained a wealth of
`technical knowledge. The stage has rtow been reached where
`telesoftware has been defined enough to enable the construction
`of telesoftware receivers containing a decoder capable of
`capturing broadcast
`software. a micro-cassette system for
`recording and storing it. and an interpreter capable of acting on
`the instructions.
`
`Standard televisionlteletext receivers already contain seventy-
`five per cent of the circuitry necessary for constructing a nticro-
`computer. They use a television screen which can act as a display
`monitor, and provide remote control facilities via a keypad and
`alpha—nurneric input. These are the most expensive items on any
`micro-computer budget while the intelligence - the silicon chip — is
`relatively cheap. By adding intelligence the tclesoftware set is
`apable of receiving teletext and television. and also of actingasa
`‘stand alone’ nticro-computer. But the integrated design of the
`equipment also enables it to provide a range of infonnation
`processing skills alongside these capabilities.
`
`Prototype equipment is currently being built along these lines
`and both
`the manufacturers
`and broadcasters
`consider
`telesoftware to form the next development stage for television
`technology. Several innovations are built into the telesoftware
`concept. Perhaps the key innovation for the actual user is that of
`interaction. and it
`is this interactive capacity that suggests
`telesoftware could be extrerttely useful in education.
`TELESOFIWARE AND EDUCATION
`
`The integrated tele-visionltextlsoftware design — the intelligent
`television — offers to become a more active participant in teaming.
`lust exactly what the uses of telcsoftware in educational settings
`could be are being investigated by the 'I'El.ESOFI'WARE. AND
`EDUCATION PROJECT at Brighton Polytechnic. The research
`is a collaboration between the BBC. l'I'V and the Polytechnic. and
`follows on the TELETEXT IN EDUCATION research that the
`
`same bodies conducted in l9?8fl9. The project is initially a one-
`year study and has attracted widespread support. Funds have been
`provided by the Department of Industry; the Department of
`Education and Science; the Scottish Education Department: the
`Council for Educational Technology and the counterpart Scottish
`CET: and the Schools Council. as well as by the television
`cotripanies. Mullard. as manufacturers of prototype telesoftware
`Oil‘-|1P11'|¢-Ill. are supplying the project with ten sets to be used in
`trials with secondary schooh during the Spring Tenn of 1981.
`The research project aims to investigate telesoftware in three
`broad areas: as an interactive teaching and learning medium. as a
`means of providing schools with educational software. and as a
`means of developing educational broadcasting.
`
`26
`
`Telesoftware extends the possibilities of micro-electronic
`technology for assisting in learning. The use of computers and
`associated equipment
`in education is growing. but more
`widespread use is hindered by some difficulties that telesoftware
`could help overcome. Currently. using a micro-computer to assist
`in teaching effectively demands a good knowledge of computer
`programming. Finding a suitable programme. transferring it to a
`computer‘: memory and then checking its reliability are often
`daunting tasks. Telesoftware programme standards are currently
`being discussed by all the interested parties and this should result
`in a common standard for software design in both educational and
`other applications. Commercial software houses have sometimes
`been reluctant to enter the education market because of the high
`level of expertise necessary and the low volume of likely sales.
`Educational telesoftware would be part of the larger information
`services provided by the television companies. and would benefit
`from the educational and technical expertise available.
`
`As yet. tclesoftware is in its infancy. but speculation on how
`telesoftware could be used in schools has provided a number of
`potential uses. Edcational TV broadcasts could be accompanied
`by telesoftware as well as by written notes. These programmes
`could be designed to extend a broadcasts infonnation. or to
`simulate events described in the programme. or to provide follow-
`up exercises. or to build up over a series of broadcasts to provide a
`revision course.
`
`Software could make use of the constant up-dating that occurs
`in telctext infonnation. For example. an economics simulation
`which involves the stock market could be written always to include
`that day‘s figures from the relevant teletcxt pages provided as part
`of the normal
`teletext service.
`it would only require the
`telesoftware receiver to interrogate what is already there.
`
`With a colour display unit available and a sophisticated
`computer interpreter. a telesoftware receiver can generate both
`teletext and medium resolution graphics. Pages of text can be
`created on the screen and stored for later playback. Such pages
`could eventually be mixed with existing teletext pages in a
`sequence which amounted to an electronic blackboard.
`Sequencing such pages could provide illustrations for a lesson.
`Text could be displayed and edited at will. using colour or size for
`emphasis. The colour graphics which are available on a
`telesoftware set are available to the user via the keyboard. It is
`possible to create accurate diagrams and to write progrartunes
`which introduce a degree of ‘rnovernenr into charts and statistical
`representations.
`Because of teletext's status as an information provider.
`tetesoftware programmes
`could be developed for other
`educational applications. Already the careers service and some
`social
`studies
`teachers have
`expressed interest
`in using
`telesoftware to provide up-to-date local services.
`
`Television is already extensively used in education. and many
`schools use video-recording techniques. TVNCR equipment has
`given rise to the concept of ‘IV as a resource with libraries of tapes
`being commonly available. A telesoftware set would extend this
`resource basis, CEEFAX and ORACLE giving immediate access
`to a wide range of inforrriation. Eventually. software should be
`available to interrogate these information services. and any others
`that may become available. such as PRESTEL. which uses the TV
`as a ternfmal.
`
`For example. one of the difficulties with a micro-computer is its
`small memory for data. Storing the data on teletext and
`interrogating it on site could broaden the range of data searching
`applications. Suitably connected. PRESTEL would also be
`available to be intenogated by the telesoftware receiver.
`For education.
`telesoftware should satisfy the demand for
`reasonably priced equipment capable of operating across a range
`’t'
`n ' e
`of subjects and in a variety of classroom co
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`
`outside broadcasting hours. while. as a micro-computer. they
`would be compatible with a range of peripheral equipment. A
`telesoftware set could form the basis ofa school's first entry into
`the use of computers. or it may slot
`into already developed
`systems.
`Actual educational uses of tclesoftware are. in the first instance.
`concentrated on those schools which are participating in the
`TELESOFTWARE AND EDUCATION PROJECT. Seven
`Local Education Authorities in England and Scotland are
`cooperating with this research - East Sussex. Hertfordshire.
`ILEA. bothian. Shropshire. Strathclyde and West Midlands. A
`telesoitware set will be placed in secondary schools in each
`authority's area. in each of these schools. a teacher with some
`knowledge of computing techniques will be responsible for
`conducting day-to—day use of the receivers. encouraging as many
`other teachers as possible to experiment with the telesoftware
`SBLS.
`
`Project staffare developing software for the first transmissions.
`using the dialect of BASIC built into the prototype sets. Much of
`this is being developed from existing educational material. This
`should both ensure an initial relevance to educational settings. and
`also provide a range of applications in a short time. Completely
`new software demands large amounts of development time - time
`not currently available to the project.
`The available software obviously reflects the current bias of
`computer use towards the sciences. but one of the project's
`express aims is to investigate the potential for machine use in other
`curriculum areas. Telesoftware clearly offers much in this
`direction. One of the programmes under development is to enable
`users to write and save pages of teletext under instruction from the
`set itself. The user will still have to know how to place a cassette
`into the machine and how to load a programme into memory. but
`these tasks are literally child's play compared with the difficulties
`of originating the whole process. Such a tetttldiagram writing
`programme could be very useful to teachers of any subject.
`CONCLUSION
`
`The use of technological aids in education has always been
`fragmented. Some LEAs. some schools and some teachers have
`orignated schemes which have proved succesful and useful to
`their pupils. Apart from a general tendency towards more use of
`technological assistance.
`little pattern of development has
`emerged. Complex relations of economics. educational theory.
`personal interest and luck appear to have governed the entrance of
`micro-electronic technology into education. Some areas. such as
`Hertfordshire and the Midland Consortium. have developed wide
`ranging supportive structures at LEA level. Other areas are still
`debating the issue-
`The appearance of Micro-electronic Development Programmes
`in the United Kingdom shows the movement that is now occun-ing
`towards a coordinated approach in educational rnicro-electronics.
`Whatever the outcome of these programmes they should provide
`impetus for the important research that remains to be done. We
`hope
`that
`the TELESOFTWARE AND EDUCATION
`PROJECT will contribute to the debate over
`the future
`relationship between education and micro-electronic engineering.
`a relationship that is crucial to the future of ourselves.
`
`REVIEWS
`
`HERMAN. S. (1980)
`
`The Broadcasting of Low Gauge Video
`
`London: Centre for Advanced TV Studies,‘
`pp 16. £1.50 A4 pb.
`
`This is undoubtedly a carefully researched and helpful report.
`The broadcasting institutions‘ quality control requirements are
`well-documented. whilst the section on U nion practice must be of
`interest
`to a much wider
`readership than prospective
`‘Independent Producers’.
`I would simply question one relatively small recommendation.
`This suggests that. in order to
`the risk of technical veto,
`monochrome material be produced rather than colour. With the
`advent of so-called ‘new technology’. and bearing in mind the
`desire of the broadcasters to transmit as high a proportion of
`colour as possible (to prevent an outcry from colour licence
`holders]. sights should perhaps be set higher.
`
`DM. Lee, Independent Broadcasting Authority (Manchester)
`
`FIST, 5.. FOSTER. P.. FURLEY. D., 8:
`GOODALL, P.. (1979)
`
`Basic Video
`
`London: Centre for Advanced TV Studies.‘
`pp 44. £1 .80 A4 pb.
`
`This Australian Film and TV School publication really is. as the
`title implies. video for beginners. It may also be slightly out-dated.
`in so far as it deals exclusively with Portapak. Within this remit.
`however. it is comprehensive. covering in sortie detail operational
`and production procedures from hand-holding the camera to
`scriprwriting. editing and technical trouble-shooting.
`Here and there one is reminded of Antipodeanorigins - ‘making
`a watchable tape requires a cetain amount of planning‘ and ‘even a
`documentary has to be particularly professional and interesting if
`it's to keep the audience involved for more than 15 minutes’.
`
`But my favourite section is ‘Video Enemies‘ where the user is
`exhorted not to drop biscuit crurnbs into his VTR and to beware of
`‘uninformed people‘. Personally I always do.
`
`DM. Lee, IBA [Manchester]
`
`'
`
`available from: Centre for Advanced TV Studies
`42 Theobald's Road. London WCIX SNW
`
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