VOLUMEVII, ISSUE NO.1, SPRING ha ine
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`JOURNAL OF EDUCATIONALTELEVISIONandother media
`A Publication ofthe Educational Television Association (formerly NECCTA)
`
`ADMINISTRATOR:
`PATRICIA KELLY
`86 Micklegate, York YOI 11Z
`Telephone:
`(0904) 29701
`
`oat@ t*
`
`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 J P Baggaley, Institute
`Abilities, Memorial University, Newfoundland, Canada.
`H Creaser, Audio Visual Centre, University of York.
`S$ C Hutchison, Lothian Regional Council, ET & AV
`Resources Centre, Belford Road, Edinburgh.
`LJ Lawler, Audio Visual
`Service, University
`Manchester.
`Dr A R Wiliam, Audiovisual Media Centre, University of
`Salford.
`R H Wilkinson, Educational Television Service, West
`Bromwich College of Commerce & Technology.
`
`of
`
`The Journal ofEducational Television is published three times annually
`by The Educational Television Association and is printed
`by
`Robert
`Prestwich of York. The Editor welcomes contributions. from members
`and from non-members, on the educational use of television and other
`media, and on related research in the communications mediain general.
`Generalprinciples. In common with most other British publicationsin the
`field of educational technology, our aim is to publish clear, concise papers
`and reports ranging from the theoretical to the applied in topic. To this
`end, simple language ts preferred to obscure; statistical evidence should
`be presented clearly and simply. and only when it contributes directly to
`the argument; papers linked toarticles already published in this Journal
`and related Journals are specifically welcome: and reports of failures are
`of as muchinterest to our readers as reports of successes, and reports of
`workin progress.
`Copyright, In respect of anyarticle published in the Journal the author
`grants to the Journalone of the following options:
`a) the full and complete copyright in the article;
`b) the right
`to publish the article in journals in the
`U.K./Europe;worldwide:
`¢) as at (b) plus the right to permit reprints to be made tor
`educational purposes,
`to reproduce or authorise
`d) as at
`(c) plus the mght
`publication in textbooks or other works published in the
`U.K./Europe/ worldwide.
`Authors warrant that. in respect of any article submitted, they hold the
`rights necessary to enable the Journal to exercise its rights as detailed
`above. Authors are responsible for acquiring the rights to reproduce any
`extract, table, chart, illustration or other material, the copyright of which
`is held by third parties
`Composition. Contributions should be in English and should be between
`1500 and 4000 words. They should be presented in Ad double-spaced
`typescript. with wide margins. Two copies should be sent, although one
`copy of contributions from outside the U.K. is acceptable.
`Format. It would be most helpful if author(s) would prepare contributions
`to follow the format and order hsted below:
`the uitle, preterably not longer than 1U words:
`author(s) name(s) and organization(s) in the form—
`J.R.Moss, University of Leeds;
`an abstract of the contribution, in not more than
`the
`200 words, summarising the main points of
`contribution, and emphasizing the likely readership;
`an introductory paragraph, sevung the work in its context;
`headings and sub-headings within the contributions are
`welcome and should appear in upper and lower case,
`respectively:
`
`|
`
`|
`:
`
`!
`
`SS Allebeck, Sveriges Radio ab, Swedish Broadcasting
`Corporation, $105 10 Stockholm, Sweden.
`Dr A W Bates, Institute of Educational Technology, The
`Open University, Milton Keynes, MK7 6AA.
`Professor G Coldevin,
`Department
`of Education,
`Concordia University, 1455 De Maisoneuve Boulevard
`West, Montreal, Quebec H4B 1R6, Canada.
`C Mayo,
`Independent Broadcasting Authority,
`Brompton Road, London, SW3 IEY.
`H Perraton, International Extension College, 131 Hills
`Road, Cambridge, CB1 1PD.
`i
`M J Pilsworth, Lecturer in Adult Education, Department
`of Adult and Higher Education, University of Manchester,
`Oxford Road, Manchester M13 9PL,
`J Scupham, 26 Crabtree Lane, Harpenden,Herts.
`
`70
`
`eachillustration or table (see below) should appear on a
`separate sheet but
`its preferred position should be
`markedin the text, thus -
`
`TABLE 1 ABOUT HERE
`
`
`references should be to readily available works and should
`appearat the end of the contribution (see below) but be
`referred to in text thus -
`(Smith, 1976, 25)
`where thefinal figure is a page reference,
`the contribution should end with a concise paragraph of
`conclusion(s),
`siating any major
`findings,
`and
`suggesting
`further
`research work
`or
`practical
`application of
`the ideas
`raised or
`tested in the
`contribution,
`a brief autobiographical note should be supplied, on a
`separate sheet, including in particular full name,title,
`qualifications, post held. organization and address.
`Illustrations, including diagrams. tables and photographs, should appear
`on separatesheets, clearly labelled, with an explanatory legendatthe foot
`of the sheet. Photographs, diagrams, graphs or charts should be of high
`enough quality to permit immediate photographic reproduction.
`References should be gathered at the end of the contribution and should
`follow the style set out below -
`BLACKLOCK, S.(1976) Workload. Open University Survey Research
`Department, mimeograph.
`CONNORS, B. (1972) Testing Innovations in Course Design, British
`Journal of Educational Technology, 3, |, 48-52.
`TYLER, R.W. (1949) Basic Principles of Curriculum and Instruction.
`Chicago. University of Chicago Press
`Editorial procedures. Manuscripts accepted for publication may be
`subject to copy-editing and editorial abridgementor other alterations as
`necessary. Proofs may be sent to authors if there is sufficient time to do so
`and should be returned within three days of receipt. In generalit is the aim
`of the Editor to publish contributions not morethan three issues after the
`date of acceptance, but this cannot be guaranteed. Copy deadlines are
`currently the first of January, May and Septemberin each year. Authors
`receive two complimentary copies of the issue in which their paper
`appears.
`Enquiries concerning subscriptions advertising rates,
`numbers, etc., should be addressed to the Administrator.
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`reprints, back
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`TELESOFTWAREFOR BEGINNERS
`L.T. Mapp, Brighton Polytechnic
`
`Leslie Mapp is a Research Fellow in the Faculty of Education Studies at Brighton Polytechnic, presently running the
`Telesoftware and Education Project for the BBC, IBA andthe Polytechnic. Originally trained in the fine arts, he spent
`several years in teacher education in the Midlands before taking uphis presentpost.
`
`INTRODUCTION
`
`ABSTRACT
`This article serves as an introduction to the Telesoftware
`and Education Project being run at Brighton Polytechnic. It
`describes the recent history oftelesoftware as an idea, and its
`development as a combination of television and micro-
`computerengineering. Thearticle then moves to the research
`projectitself, outlining the project's organization, intentions
`and educational aspects. The author provides examples of
`howtelesoftware maybe ofuse in classrooms and speculates
`on the potential ofthe telesoftware idea. Finally, the article
`mentions some presentdifficulties for micro-electronics in
`education and the move towards a more coordinated
`approach,
`
`Elsewhere during the 1970s micro-techniques in electronic
`engineering wrought changesin the capabilities ofcomputers. 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-handiing
`routines. The basis of these routines were special languages, which
`enabled interaction to occur between user and machine on a
`friendly and useful
`level. The mainframe ‘number cruncher’
`rapidly reduced in size, giving rise to the portable micro-
`computer; and in a parallel setting word and information
`processing equipment developed from the sameelectronic source.
`Thesilicon chip, heart of this change, quickly passed into folklore.
`Whatthe chip introduced was a convenient method for adding
`‘intelligence’
`to machines. Wrist watches became able to
`rememberthe time while acting as a lap timer; typewriters could
`remember a letter and reproduce it on instruction; computer
`Whatever one’s point of view, there can be no doubting the
`memories could be made smaller, enabling them to remember
`influence ofTV-it has passed into the language and culture ofour
`more routines -
`thus adding more intelligence without a
`society on manyfronts. But television itself also exists on several
`corresponding increase in size.
`levels: it is an entertainment,it is an informer,it is a set of social
`Contemporary intelligent machines are capable of many tasks.
`andpolitical issues for these involved in making television; and it
`Each task requires a set of instructions but writing these
`is also work- creative, interesting, dull and demanding in turn.
`instructions (software) demands skilled authorship and a simple
`Televisionis also a technology, andit is technology which has
`method of storing,
`transporting and loading them into the
`given rise to the subject of this article - telesoftware.Literally,
`machine. Tape cassettes and discs have become standard methods
`telesoftware means ‘software at a distance’ and, as the name
`of storing software, and machines are programmed to read andact
`Suggests,
`it
`is a combination of broadcast and computer
`ontheinstructions they contain. The proliferation of small micro-
`engineering.
`computers has caused poblems with this method of instruction.
`Technology does not exist in a vacuum, though;it arises from a
`Recording thousands of copies of a particular software item,
`social background.This first article acknowledges the existence of
`ensuring their accuracy and robustness, and making them small
`much wider issues but is centrally concemed with introducing
`enough tostore easily and cheapto obtain is a daunting task. Each
`telesoftware - its recenthistory,its capabilities andits place in the
`of the manydifferent types of machines which are manufactured
`TELESOFTWARE AND EDUCATION PROJECT being run
`requires its own instructions in its own language (ordialect) in
`by the BBC,ITV and Brighton Polytechnic.
`order to cope with its own operating idiosyncrasies. Ensuring that
`The chief innovation of telesoftware is its provision of an
`software is available for the thousands of micro-computers that
`interactive capacity - the ‘intelligenttelevision’. It is this feature
`have come
`into use
`is a major problem for computer
`which is of particular interest to education and which formsthe
`manufacturers. The initial research impetus into hardware design
`core of the research project; but
`first an explanation of
`has now turned someofits attention to methods of disseminating
`telesoftware itself.
`software.
`
`THE BACKGROUNDTO TELESOFTWARE
`
`In thelater 1970s, television was joined by teletext and the TV
`becamethe source of a considerable range of topical and up-to-
`date information. Teletext broadcasting introduced a degree 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 onthe screen for as long as required. Access
`to this information is available at any time via a simple control
`method which incorporates the TV's on/off switch into a remote
`controlunit 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 is 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 broadcastinformation.
`
`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 time-consuming problems of
`distributing pre-recordedsoftware.
`TELESOFTWARE
`
`The link betweenteletext and micro-computers is their use of
`text. CEEFAX and ORACLE information is written in English,
`and computerinstructions 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 haveto rely on intermediate movements of cassettes or
`discs (given that equipmentcould be designed to capture and use
`such signals).
`W.G, Overingtonis credited with the initial idea of combining
`the cathode ray tube, the semi-conductor memory, the key pad
`input and digital interface (a standard remote centyel EY)witho 154
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`enough intelligence to use it as a micro-computer, Overington'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 conceptoftelesoftware was
`takenupby thetelevision companies, and in 1979 ITCA published
`SOFTWARE FOR TELESOFTWARE. This set out to consider
`the language, broadcasting and equipmentdesign 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
`PRESTELto initiate a system with telephone lines replacing
`broadcasting signals. Connecting slave terminals to a central
`computer produces asituation with similar potential.
`The television companies have continued the development of
`broadcast telesoftware using the experience that their teletext
`services have provided. Although other countries have such
`services, UKteletext is an established system with a proven track
`record, and CEEFAX and ORACLEhave gained a wealth of
`technical knowledge. The stage has now been reached where
`telesoftware has been defined enoughto enable the construction
`of telesoftware receivers containing a decoder capable of
`capturing broadcast
`software,
`a micro-cassette system for
`recording andstoring it, and an interpreter capable of acting on
`the instructions.
`
`Standard television/teletext receivers already contain seventy-
`five per cent of the circuitry necessary for constructing a micro-
`computer. They use a television screen which can act as a display
`monitor, and provide remote controlfacilities via a keypad and
`alpha-numeric input. These are the most expensive items on any
`micro-computer budget while the intelligence - the silicon chip- is
`relatively cheap. By addingintelligence the telesoftware set is
`capable of receiving teletext andtelevision, and also ofacting as a
`‘stand alone’ micro-computer. But the integrated design of the
`equipment also enables it to provide a range of information
`processing skills alongside these capabilities.
`Prototype equipmentis currently being built along these lines
`and both
`the manufacturers
`and broadcasters
`consider
`telesoftware to form the next developmentstage for television
`technology. Several innovations are built into the telesoftware
`concept. Perhaps the key innovation for the actual useris that of
`interaction, and it
`is this interactive capacity that suggests
`telesoftware could be extremely useful in education.
`TELESOFTWARE AND EDUCATION
`Theintegrated tele-vision/text/software design - the intelligent
`television - offers to become a more active participant in learning.
`Just exactly whatthe uses of telesoftware in educational settings
`could be are being investigated by the TELESOFTWARE AND
`EDUCATION PROJECT at Brighton Polytechnic. The research
`is a collaboration between the BBC,ITV and the Polytechnic, and
`follows on the TELETEXT IN EDUCATIONresearch that the
`same bodies conducted in 1978/79, The projectis 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
`companies. Mullard, as manufacturers of prototype telesoftware
`equipment, are supplying the project with ten sets to be used in
`trials with secondary schools during the Spring Term 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.
`
`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 somedifficulties that telesoftware
`could help overcome. Currently, using a micro-computerto assist
`in teaching effectively demands a good knowledge of computer
`programming. Finding a suitable programme,transferringit to a
`computer's memory and then checking its reliability are often
`daunting tasks. Telesoftware programmestandards are currently
`being discussedby all the interested parties and this should result
`in a commonstandardfor 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 volumeoflikely sales.
`Educational telesoftware would be part ofthe larger information
`services provided by the television companies, and would benefit
`from the educationalandtechnical expertise available.
`Asyet, telesoftware is in its infancy, but speculation on how
`telesoftware could be used in schools has provided a numberof
`potential uses, Edcational TV broadcasts could be accompanied
`by telesoftware as wel] as by written notes. These programmes
`could be designed to extend a broadcast’s information, or to
`simulate events described in the programme,or to providefollow-
`up exercises, or to build up overa series of broadcasts to provide a
`revision course.
`
`Software could makeuse of the constant up-dating that occurs
`in teletext information. For example, an economics simulation
`which involves the stock market could be written always to include
`that day’s figures from the relevantteletext pages provided as part
`of the normal
`teletext service.
`It would only require the
`telesoftware receiverto interrogate whatis 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 editedatwill, using colourorsize 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 programmes
`which introduce a degree of ‘movementinto charts andstatistical
`representations.
`Because of teletext’s status as an information provider,
`telesoftware 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. TV/VCR equipmenthas
`given rise to the concept ofTV asa 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 information. Eventually, software should be
`available to interrogate these informationservices, and any others
`that may become available, such as PRESTEL,which uses the TV
`as a terminal.
`
`For example, oneof the difficulties with a micro-computeris its
`small memory for data. Storing the data on teletext and
`interrogatingit on site could broaden the range of data searching
`applications. Suitably connected, PRESTEL would also be
`available to be interrogated by the telesoftware receiver,
`For education,
`telesoftware should satisfy the demand for
`reasonably priced equipment capable of operating across a range
`sonnenatiatsad televisions, peestownee sets woulnsexR 21
`of classroom conditi
`nlike
`of subjects and in a variety
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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 of a school'sfirst entry into
`the use of computers, or it may slot
`into already developed
`systems.
`Actual educationaluses of telesoftware are, in thefirst 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, Lothian, Shropshire, Strathclyde and West Midlands. A
`telesoftware 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
`sets.
`
`Project staff are developing software for thefirst 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 aninitial relevance to educational settings, and
`also provide a range of applications in a short time. Completely
`new software demands large amountsof developmenttime - 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 aimsis to investigate the potential for machine use in other
`curriculum areas. Telesoftware clearly offers much in this
`direction. One of the programmes under developmentis to enable
`users to write and save pagesof teletext underinstruction from the
`set itself. The user will still have to know how toplace a cassette
`into the machine and how to load a programme into memory, but
`these tasks areliterally child’s play compared with the difficulties
`of originating the whole process. Such a text/diagram writing
`programmecould bevery usefulto teachers of any subject.
`CONCLUSION
`
`The use of technological aids in education has always been
`fragmented. Some LEAs, someschools and someteachers have
`originated 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,
`personalinterest and luck appearto have governedthe entrance of
`micro-electronic technology into education. Someareas, such as
`Hertfordshire and the Midland Consortium, have developed wide
`ranging supportive structures at LEA level. Other areas are still
`debating theissue.
`The appearance of Micro-electronic Development Programmes
`in the United Kingdom shows the movementthatis now occurring
`towards a coordinated approachin educational micro-electronics.
`Whateverthe outcomeofthese 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 relationshipthatis 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 Union 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 minimize the risk of technicalveto,
`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.
`
`D.M. Lee, Independent Broadcasting Authority (Manchester)
`
`FIST, S., FOSTER, P., FURLEY, D., &
`GOODALL,P.. (1979)
`
`Basic Video
`
`London: Centre for Advanced TV Studies,*
`pp 44, £1.80 A4 pb.
`
`This Australian Film and TV Schoolpublicationreally is, as the
`title implies, video for beginners. It mayalso be slightly out-dated,
`in so far as it deals exclusively with Portapak. Within this remit,
`however,it is comprehensive, covering in some detail operational
`and production procedures from hand-holding the camera to
`scriptwriting, editing and technical trouble-shooting.
`Here and there oneis reminded of Antipodeanorigins - ‘making
`a watchabletape requires a cetain amountofplanning’ and ‘even a
`documentary has to be particularly professional and interestingif
`it’s to keep the audience involved for more than 15 minutes’.
`But my favourite section is “Video Enemies’ where the useris
`exhorted notto dropbiscuit crumbs into his VTR andto beware of
`‘uninformed people’. Personally I always do.
`
`D.M. Lee, IBA (Manchester)
`
`*
`
`available from: Centre for Advanced TV Studies
`42 Theobald'’s Road, London WCLX 8NW
`
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