`
`PMC Exhibit 2181
`
`pppppppp MC
`
`Page 1
`
`PMC Exhibit 2181
`Apple v. PMC
`IPR2016-01520
`Page 1
`
`

`

`‘
`JOURNAL OF EDUCATIONAL TELEVISION and other media
`A Publication ofthe Educational Television Assocratton (formerly NECCTA)
`
`ADMINISTRATOR:
`PATRICIA KELLY
`86 Micklegate, York Y0} IJZ
`Telephone:
`(0904129701
`
`EDITOR
`Dr D K Roach Centre for Educational Technology,
`University College, Cardiff.
`
`EDITORIAL BOARD
`
`ASSOCIATE EDITORS
`
`Dr J R Mos (chairman), Audio Visual Service, University
`of Leeds.
`
`for Research in Human
`Dr J P Baggaley, Institute
`Abilities. Memorial University. Newfoundland. Capada.
`H Creaser. Audio Visual Centre. University of York.
`SC Hutchison, Lothian Regional Council. ET & AV
`Resources Centre, Belford Road, Edinburgh.
`L J Lawlet', Audio Visual
`Service, University of
`Manchester.
`Dr A R Wiliam. Audiovisual Media Centre, University ot
`Salford.
`R H Wilkinson, Educational Television Service. West
`Bromwich College of Commerce & Technology.
`
`'
`
`S S Allebeclt, Sveriges Radio ab. Swedish Broadcasting
`Corporation, 5105 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 H48 1R6. Canada.
`C Mayo.
`Independent Broadcasting Authority,
`Brampton Road. London. SW3 IEY.
`H Perraton. International Extension College, 131 Hills
`Road, Cambridge, CBI lPD.
`.
`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
`
`The Journal of Educational Television is published three times annually
`by The Educational Television Association and is prime
`y
`o rt
`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 media in general.
`General principles. In common with most other British publications in 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 is preferred to obscure; statistical evidence should
`be presented clearly and simply. and only when it contributes directly to
`the argument: papers linked to articles already published in this Journal
`and related Journals are specifically welcome: and reports of failures are
`of as much interest to our readers as reports at successes. and reports of
`work in progress.
`Copyright. In respect at any article published in the Journal the author
`grants to the Journal one of the tolktwing options:
`a) the full and complete copyright in the article:
`b) the right
`to publish the article in journals in the
`U. K . lEuropclworldwidc;
`c) as at (b) plus the right to pcmlit reprints to be made tor
`educational purposes.
`to reproduce or authorise
`d) as at
`(1:) plus the right
`publication in textbooks or other works published in the
`U.K.t‘Europctworldwtde.
`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. chan. 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 he presented in A4 donblc~spaced
`typescript. with wide margins. Two copies should be sent. although one
`copy of contributions trom outside the U.K. is acceptable.
`Format. It would he most helpful it authorls) would prepare contributions
`to follow the format and order listed below:
`the title.prelcrably not longer than lUwords;
`author(s) namets/ and organizatiords) in the tonn—
`J. R. Moss. University of Leeds;
`on abstract of the contribution. in not more than
`the
`200 words. summarising the main points ol
`contribution. and emphastztng the likely readership;
`an introductory paragraph. setting the work in its context;
`headings and sub-headings within the contributions are
`welcome and should appear in upper and lower case.
`respectively:
`
`each illustration or table (see below) should appear on a
`separate sheet but its preferred position should be
`marked in the text. thus -
`
`TABLE 1 ABOUT HERE
`
`
`references should be to readily available works and should
`appear at the end of the contribution (see below) but be
`referred to in text thus -
`(Smith. 1976. 25)
`where the final figure is a page reference;
`the contribution should end with a concise paragraph of
`condiments).
`stating 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 panicqu full name. title.
`qualifications. post held. organimtion and address.
`Illustrations, including diagrams. tables and photographs. should appear
`on separate sheets. clearly labelled. with an explanatory legend at the loot
`of the sheet. Photographs. diagrams. graphs or charts should be of high
`enough quality to permit immediate photographic reproduction.
`Relerences should be gathered at the end of the contribution and should
`follow the style set out below -
`BLACKLOCK, S. (I976) Workload. Open University Survey Research
`Department. mimeograph.
`CONNORS. 8. (I972) Testing Innovations in Course Design. British
`Journal of Educational Technology. 3. I. 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 abridgement or other alterations as
`necessary. Proofs may be sent to authors if there is sufficient time to do so
`and should be returned within three daysof receipt. In general it is the aim
`at the Editor to publish contributions not more than three issues after the
`date of acceptance. but this cannot be guaranteed. Copy deadlines are
`currently the first of January. May and September in 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.
`
`reprints. back
`
`Advertising material should be sent to the J.E.T. Adver WE);
`'
`ETV Service. W. Bromwich College of Commerce an? Teflnolplgglt 2181
`Wodcn Road South. Wednesbury. W. Midlands. WSItlthE
`pp
`V- PMC
`|PR2016-01520
`
`Page 2
`
`PMC Exhibit 2181
`Apple v. PMC
`IPR2016-01520
`Page 2
`
`

`

`TELESOFI’WARE FOR 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, [BA and the Polytechnic. Originally trained in the fine arts. he spent
`several years in teacher education in the Midlands before taking up his present post.
`
`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-
`computer engineering. The article then moves to the research
`project itself, outlining the project's organization. intentions
`and educational aspects. The author provides examples of
`how telesoftware may be ofuse in classrooms and speculates
`on the potential ofthe telesoftware idea. Finally. the article
`mentions some present difficulties for micro-electronics in
`education and the move towards a more coordinated
`
`approach.
`
`INTRODUCTION
`
`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 entertainment. 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 ex'st in a vacuum. though; it arises from a
`social background. This first article acknowledges the existence of
`much wider issues but is centrally concerned with introducing
`telesoftware - its recent history. its capabilities and its place in the
`TELESOFIWARE AND EDUCATION PROJECT being run
`by the BBC, [TV 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 forms the
`core of the research project; but
`first an explanation of
`telesoftware itself.
`
`THE BACKGROUND TO TELESOFI'WARE
`
`In the later 19705. television was joined by teletext and the TV
`became the 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 on the screen for as long as required. Access
`to this information is available at any time via a simple control
`method which incorporates the 'I'V's onloff 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 is for using television. News headlines,
`financial information. horompes 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 19705 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
`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 same electronic source.
`The silicon chip, been of this change. quickly passed into folklore.
`What the chip introduced was a convenient method for adding
`‘intelligence’
`to machines. Wr‘st watches became able to
`remember the time while acting as a lap timer; typewriters could
`remember a letter and reproduce it on instruction; computer
`memories could be made smaller. enabling them to remember
`more routines -
`thus adding more intelligence without a
`corresponding increase in size.
`
`Contemporary 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 cassettes and discs have become standard methods
`of storing software. and machines are programmed to read and act
`on the instructions they contain. The proliferation of small micro-
`computers has caused poblems with this method of instruction.
`Recording thousands of copies of a particular software item,
`ensuring their accuracy and robustness. and making them small
`enougr to store easily and cheap to obtain 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
`manufacurrers. 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 time-consuming problems of
`distributing pre-recorded software.
`TELESOFTWARE
`
`The link between teletext and micro-computers is their use of
`text. CEEFAX and ORACLE information is written in Enyish.
`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. Ovetington is 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 W 81
`Apple v. PMC
`|PR2016-01520
`
`Page 3
`
`PMC Exhibit 2181
`Apple v. PMC
`IPR2016-01520
`Page 3
`
`

`

`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 concept of telesoftware was
`taken up by the television companies. and in 1979 “CA published
`SOFTWARE FOR TELESOFTWARE. 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
`PRESTEL to 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
`broadmst 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 now 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-casette system for
`recording and storing 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 constntcting a micro-
`computer. They use a television screen which can act as a display
`monitor, and provide remote control facilities 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 adding intelligence the telesoftware set is
`capable of receiving teletext and television. and also of acting 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 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 extremely useful in education.
`TELESOFI'WARE AND EDUCATION
`
`The integrated tele-visionltextlsoftware design - the intelligent
`television ~ offers to become a more active participant in learning.
`Just exactly what the 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. lTV and the Polytechnic. and
`follows on the TELETEXT IN EDUCATION research that the
`
`same bodies conducted in 1978/79. The project is initially a one-
`year study and has attracted widespread support. Funds have been
`proVidcd 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
`compania. Mallard, as manufacturers of prototype telesoftware
`equipment, are supplying the project with ten sets to be used in
`triab 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.
`
`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 effectiver demands a good knowledge of computer
`programming. Finding a suitable programme, transferring it to a
`computer’s 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 edutional 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 pan of the larger information
`services pr0vided by the television companies, and would benefit
`from the educational and technical expertise available.
`
`As yet, telesoftware is in its infancy, but speculation on how
`telesoftware could be used in schools has previded 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 broadcast‘s information. 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 tip-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 relevant teletext pages provided as pan
`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 programmes
`which introduce a degree of ‘movement‘ into charts and statistical
`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. TWVCR equipment has
`given rise to the concept ofTV 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 information. 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 terminal.
`
`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 interrogated by the telesoftware receiver.
`For edution. telesoftware should satisfy the demand for
`reasonably priced equipment capable of operating across a range
`of subjects and in a variety of classroom come
`conventional televisions. telesoftware sets won!
`a
`12181
`Apple v. PMC
`|PR2016-01520
`
`Page 4
`
`PMC Exhibit 2181
`Apple v. PMC
`IPR2016-01520
`Page 4
`
`

`

`outside broadcasting hours. while, as a micro-computer. they
`would be compatible with a range of peripheral equipment. A
`telesoftwarc set could form the basis of a school's first entry into
`the usc of computers. or it may slot into already developed
`systems.
`Actual educational uses of telesoftware 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.
`lLEA. 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 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 pr0vide 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 haw 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 text/diagram 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
`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 economies. 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 occurring
`towards a coordinated approach in educational micro-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 Union practice must be of
`interest
`to
`a much wider
`readership than prospective
`'lndependent 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.
`
`OM. 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 Ponapak. 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 one is reminded of Antipodean origins - ’making
`a watchable tape requires a detain 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 crtunbs into his VTR and to beware of
`‘uninformed people‘. Personally i always do.
`
`OM. Lee, lBA (Manchester)
`
`'
`
`available from: Centre for Advanced TV Studies
`42 Theobald’s Road. London WClX 8NW
`
`PMC Exhibit 2181
`
`Apple v. PMC
`|PR2016-01520
`
`Page 5
`
`PMC Exhibit 2181
`Apple v. PMC
`IPR2016-01520
`Page 5
`
`