rfc313.txt

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Network Working Group                                     Tom O'Sullivan
Request for Comments: 313                                       Raytheon
NIC: 9343                                                  March 6, 1972
(CBI: 1)


                       COMPUTER BASED INSTRUCTION

   Current development of Computer Based Instruction (CBI) systems seem
   to be directed toward two types of system:

      1.)  Small to medium scale, dedicated, stand alone systems (such
      as the IBM 1130, 1500, 1800 complexes) or medium scale systems
      with dedicated network implications (such as TICKET), and

      2.)  Large, centralized, dedicated systems with dedicated network
      implications (such as PLATO).

   Some attention has been given to the application of the resources of
   a General Purpose Computer Network to CBI (e.g., the EDUCOM efforts),
   however the full implication of the use of such resources do not
   generally seem to be understood by either the CBI development centers
   (at academic institutions or at the Armed Forces training or
   development centers), where most of the current activity takes place,
   or at ARPA Network Nodes, where most of the resources reside.

   This Request For Comment has two purposes  To:

      1.)  Solicit comments from the Network Working Group, and others,
      on how selected classes of (and what specific) resources of a
      General Purpose Network might be applied to the field of Computer
      Based Instruction and

      2.)  Initiate a dialog between interested parties on the problems
      of Computer Based Instruction, not limited to, but including, the
      uses of General Purpose Computer Network resources.

   The attached paper discusses some of the applications of the
   resources of a large General Purpose Network to computer Based
   Instruction systems.  Response and discussion are encouraged through
   the NIC system.










O'Sullivan                                                      [Page 1]

RFC 313                Computer Based Instruction             March 1972


                   GENERAL PURPOSE COMPUTER NETWORKS
                                    AND
                        COMPUTER BASED INSTRUCTION

INTRODUCTION

   A high level of Computer Based Instruction (CBI) activity exists both
   in the academic and armed service communities, with the promise of a
   substantial amount of early development of instruction courses and
   instructional management facilities.  The major functional areas of
   interest can be described as follows:

      1.)  Design and Development
      2.)  Field Tests
      3.)  Distribution and Operational Use
      4.)  Evaluation and Modification

   Specific computer support requirements are function of the philosophy
   and reflected strategy of implementation for each of the functional
   areas of interest.  Design and development activities may focus on
   overall curriculum development or on specific training or educational
   goals involving a specific course.  The focus of attention will have
   an effect on the support requirements, e.g., the type and size of
   data base, specialized processing capabilities, etc.  Support
   requirements for Field Tests will be a function of whether they are
   to be performed at a central location, or are geographically
   distributed, particularly with respect to data collection procedures,
   computer support and terminal clusters, and communications.
   Solutions to the problems of the distribution and operational use of
   CBI systems and programs will be a function of the extent to which
   the training activity is proliferated (i.e., geographically or
   organizationally distributed).  Both the level of activity, and the
   solution to problems, in the area of Evaluation and Modification will
   depend on the goals of the instructional process, the extent of
   dynamic change in the technology or specific application involved,
   and the degree to which the course(s) developed meet the needs for
   which they were intended.

   The above discussion has a heavy emphasis on Computer Aided
   Instruction (CAI) component of CBI, where the computer is directly
   used in the instructional process for lesson presentation, test,
   drill and practice, etc.  Another component of CBI, Computer Managed
   Instruction (CMI), uses the computer as a management tool to guide
   the instructional process.  CMI may be used in conjunction with CAI,
   or as an aid in guiding instructional processes of a more traditional
   nature.  CMI, in addition to providing assistance in student
   selection, scheduling, and followup on past course performance, may
   provide guidance to instructors in the form of diagnostics of student



O'Sullivan                                                      [Page 2]

RFC 313                Computer Based Instruction             March 1972


   weaknesses, prescriptions for strengthening student understanding,
   and guidance in the redirection of students.  In addition, CMI can
   provide management with evaluations of course and instructor
   effectiveness.  CMI has corollaries to the discussion of CAI resource
   requirements and their relation to the philosophy and related
   strategy employed.

   Bearing in mind the effects on resource requirements of the complex
   considerations involved in CBI, there seem to be several areas in
   which the resources of a large General Purpose Computer Network, such
   as the ARPA Network, could be of high utility if properly applied.
   These include:

      1.)  The Network itself
      2.)  Centralized Data Storage
      3.)  Language processors
      4.)  Dialogue Support Systems

   As questions of philosophy and general strategy are resolved, or
   assumed, the hard questions of implementation come into play.
   Tradeoffs between competing approaches of the instructional strategy
   or model, techniques of measurement, languages, hardware, etc., must
   be made.  It appears that both in resolving the tradeoffs, and in the
   implementation stage, network resources could prove to have high
   utility.

THE NETWORK

   The network itself seems to have utility for CBI that goes beyond the
   function of providing a communications base for linking terminal(s)
   (individual or clustered) to processors dedicated to CBI.

   The latter function, however, is important.  The communications
   network exists, and can be tied into efficiently from many parts of
   the country.  If there were dedicated CBI systems on the network, it
   would facilitate:

      1.)  Evaluation of a single system (or its several components) for
      adequacy, or of competing systems for relative utility, by an
      interested user center, to assist in the selection of a system for
      a specific use;

      2.)  Early use by a geographically isolated user center, through
      use of clustered terminals, of the full power of a major CBI
      center,






O'Sullivan                                                      [Page 3]

RFC 313                Computer Based Instruction             March 1972


         a.)  For a continuing period of low level use, or

         b.)  Building over time until total usage by the isolated
         center justifies the installation of a full CBI center of its
         own.

   Existing network resources also hold promise of utility.  Many
   manufacturers' systems, with associated varieties of operating system
   software, are available on the ARPA Network.  Within most of these, a
   variety of application software is available, some supporting CBI and
   data base applications.  Therefore, even without the presence of a
   dedicated CBI system available as a service center on the network,
   use could be made in support of CBI interests.

      1.)  Testing of existing language and data base systems for
      appropriateness to CBI problems.

      2.)  Development of CBI systems or components for demonstration
      and/or test.

      3.)  Testing of existing courses, lessons, or lesson segments to
      determine if they meet specified performance criteria, eliminating
      potential duplication of course development effort.

      4.)  Development of CBI systems to be operated under a specific
      set of hardware and software resources available in the network in
      anticipation of delivery of a dedicated operational system.

      5.)  Greater flexibility in selection of test sites for field test
      of courses developed, and performance of those tests prior to the
      delivery of operational hardware.

      6.)  Formalization of hardware support and associated software
      protocols to clustered terminals to provide continuing service to
      geographically remote training activities.

   Even the interests of dedicated CBI systems can be served, since the
   network has established communications and terminal support protocols
   that could tend to reduce the software efforts required to establish
   contact between a large dedicated service center, and clusters of
   user center terminals.  In addition, terminal types not normally
   supported by the CBI service center machine might be accommodated by
   accessing the network through a compatible port, and getting into the
   service center through established network protocols.







O'Sullivan                                                      [Page 4]