Computers in education: a half-century of innovation
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| Main Authors: | , |
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| Format: | Book |
| Language: | English |
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Stanford
CSLI Publications
[2017]
|
| Series: | CSLI lecture notes
no. 215 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | xxxi, 349 Seiten Illustrationen, Diagramme |
| ISBN: | 9781575868707 1575868709 9781575868684 1575868687 |
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| adam_text | Contents
Preface xxi
A
Foreword by Kenneth J. Arrow xxix
1 The Beginnings Before 1963 1
1.1 Historical Antecedents to Computers in
Education 2
1.1.1 Libraries 2
1.1.2 Correspondence Courses 2
1.1.3 Simple Scoring Machinery 2
1.1.4 John Dewey 3
1.1.5 Programmed Instruction 3
1.1.6 Educational Television 3
1.1.7 Mathematical Psychology 4
1.2 Conference on Programmed Learning and
Computer-Based Instruction 5
1.3 The Influence of John McCarthy 6
1.4 Some Target Areas for Curriculum Development 6
2 The Dawn of Computers in Education:
1963-1971 9
2.1 A Modest Proposal to the Carnegie Corporation 9
2.1.1 Main Purpose of the Proposal 9
2.1.2 Detailed Objectives 10
2.1.3 Computer Equipment 11
2.1.4 The Role of John McCarthy-Timesharing and
Artificial Intelligence 12
2.2 The Laboratory and Its Equipment 12
2.2.1 The Physical Space and Equipment 12
2.2.2 Terminals 13
vi / Computers in Education
2.2.3 Audio System 14
2.2.4 The PDP-1—-A Famous Machine! 15
2.3 First Courses Demonstrated on the PDP-1 16
2.3.1 Elementary Mathematical Logic Course 16
2.3.2 Elementary Mathematics Course 16
2.4 School Locations Outside of Stanford 16
2.4.1 Grant School—Overview 17
2.4.2 The Brentwood Project—Overview 17
2.4.3 Other Locations 17
2.5 The Grant School Project 18
2.5.1 Curriculum Structure and Content 18
2.5.2 Presentation of Math Problems 19
2.5.3 Reactions to the Experience at the Grant
School 21
2.5.4 Performance Models for the Elementary
Operations 23
2.5.5 Handling of Technical Issues 24
2.5.6 Automata Models of Student
Performance 26
2.6 Logic— Its Place in the 1960s 28
2.6.1 Propositional Logic, Sentences, Rules of
Inference 29
2.6.2 Curriculum Content and Programming 30
2.6.3 Logic Course in a Local Elementary
School 30
2.6.4 Suppes’s Comments about the Logic
Course 32
2.7 Scientific American Article: “The Uses of Computers in
Education” 32
2.7.1 Benefits of CAI 33
2.7.2 Levels of Computer-Assisted Instruction 35
2.7.3 Issues with Suppes’s Levels of CAI 36
2.8 The Stanford-Brentwood Project 37
2.8.1 The System and Student Stations 37
2.8.2 The Math Course 39
2.8.3 Initial Reading Course at Brentwood 42
2.8.4 Production, Operation, and Analysis 44
2.9 Brentwood Remembered 45
2.9.1 A Tour of Brentwood 45
2.9.2 A Reaction to the Reading Course 46
2.9.3 Articles in Popular Magazines 50
2.9.4 The End of Brentwood 52
Contents /
2.10 Russian Language Course 52
2.10.1 Special Equipment 53
2.10.2 Student Selection and Activity 54
2.10.3 Russian Curriculum and Presentation 54
2.10.4 Evaluation 55
2.10.5 Further Work 55
2.10.6 Eye-witness Observations 55
2.11 Dial-A-Drill—The First Implementation 56
2.12 Summary of Usage 1967—68 57
2.13 The PDP-10 and Networking Era 57
2.13.1 The Influence of the PDP-10 Systems and the
ARPANET 58
2.14 General-Purpose Tools and Techniques Develoj^ed at
IMSSS 60
2.14.1 The THOR Operating System 60
2.14.2 TVEDIT—The First Display Editor Came from
IMSSS! 60
2.14.3 Terminal Concentrators 63
2.14.4 Other Areas 64
2.15 The Math Strands Course 65
2.16 The Deaf Project 66
2.16.1 Students and Schools 68
2.16.2 Courses and Programs for the Deaf
Project 68
2.16.3 Evaluation of the Deaf Project 71
2.16.4 Outcomes of the Deaf Project 72
3 Commercialization at CCC: 1967—1981 73
3.1 Founding 73
3.2 Lessons Learned 1963—1967 73
3.3 Curriculum and Systems Projects 75
3.3.1 The Univac in Chicago 75
3.3.2 RCA Instructional Systems 75
3.4 Dial-A-Drill™ in New York City 1969 76
3.4.1 Dial-A-Drill Math Drill Example 77
3.4.2 The Effectiveness of Dial-A-Drill 77
3.4.3 Recollections of the Dial-A-Drill System from
Ron Roberts 78
3.4.4 Summary: Early Dial-A-Drill 79
3.5 System Architectures for CAI 1967-1982 80
3.6 M8 System: Eight Terminals for Math
Instruction 81
viii / Computers in Education
3.7 The A16 System 82
3.8 CCC-17 System 1977-1984 83
3.8.1 CCC-17 Operating System: HOMBRES 84
3.8.2 CALC Authoring Language for the
CCC-17 85
3.9 Terminals for the CCC-17 85
3.10 CCC-17 Courses 86
3.10.1 Courseware Choices and Usage 89
3.11 CCC’s Departments by the End of the 1970s 90
3.12 CCC’s Self-Appraisal After Ten Years in
Business 92
4 University-Level Instruction at Stanford:
1971—1979 95
4.1 New Focus—Elementary to University Level 95
4.2 CAI Developments Elsewhere 96
4.2.1 CERL: The PLATO PROJECT 96
4.2.2 MITRE’s TICCIT Project 98
4.2.3 Intelligent Tutoring Systems at Bolt, Boranek
and Newman 98
4.3 Suppcs’s Research Agenda for the 1970s 101
4.4 Logic 102
4.4.1 Tutorials for Helping Students with Logic 102
4.4.2 Models for Student Uses of the Logic Course
(1970) 103
4.5 The EXCHECK Instructional System for Axiomatic
Mathematics 105
4.5.1 Teaching the Stanford Logic Course
On-line 105
4.5.2 “Natural” Proofs 105
4.5.3 Overall Design of
EXCHECK—Requirements 106
4.5.4 Implementation 107
4.5.5 T: Tautology Command 107
4.5.6 BOOLE: Boolean Algebra Command 108
4.5.7 APPLY: Apply to a Situation 108
4.5.8 IMPLIES: A Result Follows “Directly” 108
4.5.9 ESTABLISH: Implies with Set Theory Rewrite
Rules 108
4.6 Sample EXCHECK Proofs in Set Theory 109
4.7 Set Theory Curriculum 109
4.8 Student Experiences with the Set Theory Course 111
Contents / ix
4.8.1 Student Usage 111
4.8.2 Student Proof Behavior 111
4.9 Other Applications of the EXCHECK System 112
4.9.1 Introduction to Logic 113
4.9.2 Social Decision Theory 115
4.9.3 GodePs Incompleteness Theorems 116
4.10 Significance of the Work on Interactive Proof
Checking 116
4.10.1 Pedagogical Aspects 117
4.10.2 Psychological Aspects 117
4.10.3 Technological Aspects of Productivity 118
4.11 Follow-up Work in Teaching Mathematical Proofs via
the Computer 119
4.11.1 Mathematical Tools Used in Education 119
4.11.2 New Proofs “Discovered’’ by Computer 119
4.11.3 Recent Proof Checkers 120
4.11.4 Proof Checkers and Current Mathematical
Trends 120
4.12 Research in Computer-Generated Speech 120
4.12.1 LPC Encoding and the MISS Machine 122
4.12.2 Courses Using MISS 124
4.12.3 Software Tools for Audio Processing and
Courseware Authoring 124
4.12.4 Quality and Intelligibility of the MISS
Speech 125
4.12.5 Student Acceptance of the Audio 126
4.12.6 Conclusions: Looking Back at the Audio
Research 128
4.13 Research in Natural-Language Processing 129
4.13.1 Probabilistic Context-free Grammars and
Set-theoretical Semantics 130
4.13.2 Syxatax of Reading Textbooks 130
4.13.3 Syntax and Semantics of Children’s
Language 130
4.13.4 Language of Elementary Mathematics
Textbooks 130
4.13.5 Probabilistic Models of Language Acquisition by
a Child 131
4.14 Language Instruction: Old Church Slavonic, Armenian,
French, and German 133
4.14.1 Old Church Slavonic 133
4.14.2 Russian Literacy Course 134
x / Computers in Education
4.14.3 Armenian 135
4.14.4 Grading Grammar Instruction 136
4.14.5 Other Language Projects 137
4.15 Other Courses 137
4.15.1 BIP: Basic Instructional Program 137
4.15.2 Music Course 139
4.16 Visitors to the Lab, including Doug Hofstadter and
Koko the Gorilla 139
4.17 Interactive Radio Mathematics 140
4.17.1 Background and Future of the Radio Math
Project 141
4.17.2 History and Evaluation of the Nicaragua Radio
Math Project (1974-79) 144
4.17.3 Supposes Contributions to Radio Math
Project 151
4.17.4 Politics Cause End of Radio Math in Nicaragua.
‘ in 1978 151
4.17.5 Continued AID Contract through July
1981 152
4.18 The Cost-Benefits of CAI Research ca. 1979 153
4.18.1 Funding from Government Sources 153
4.18.2 Productivity in University Education 154
5 Mainstream Development at CCC 1981—1985 157
5.1 Introduction 157
5.2 Audio Developments 157
5.2.1 Audio Hardware 157
5.2.2 Audio Courses 158
5.3 Dial-A-Drill1 M Revisited 160
5.3.1 TAU: Telephone Access Unit 160
5.3.2 Dial-A-Drill Courseware 161
5.3.3 Dial-A-Drill Marketing to the Home 161
5.3.4 The Chicago and Detroit Public Schools
Dial-A-Drill Implementations 165
5.4 Microcomputers In Education: The SMC-70
Decision 166
5.5 The Microhost Instructional System: Development
Plan 167
5.5.1 The First Plan for the Microhost 167
5.5.2 The Revised Plan for the Microhost 168
5.6 SMC-70 Product Release and Reception 169
5.7 The Microhost Completion and Reception 172
Contents /
5.7.1 Later Additions to the Microhost 173
5.7.2 Search for Alternative Markets 174
5.8 Individualized Prescriptive Strategy (IPS) 175
5.8.1 What is IPS? 175
5.8.2 Background of Learning Research for IPS 176
5.8.3 Putting It Together to Develop IPS! 177
5.8.4 IPS: The Benefits 179
5.8.5 Installation and Implementation of IPS
Onsite 180
5.8.6 IPS Monthly Reports and Intervention
Strategies 181
5.8.7 Debrief on IPS Success 184
5.8.8 IPS Effectiveness Evaluations 185
5.8.9 The End of IPS 191
5.9 Sales and Marketing 192
5.9.1 Organization and Operation of Marketing 192
5.9.2 Distributors 194
5.9.3 Sources of Funding 194
5.9.4 Felton Decision 195
5.9.5 Reliance on Established Customers 197
5.9.6 Competition 197
5.10 First Pass at Looking for a Buyer 199
6 Color Graphics and an Acquisition for CCC
1985-1990 201
6.1 After-shocks of Not Selling CCC 201
6.2 The Plight of a High-tech Company 202
6.3 Graphics and the Atari ST 203
6.4 The Reception of the Atari Graphics Platform 206
6.5 Industry-Standard Hardware 208
6.6 MS-DOS Platform 210
6.6.1 GEM Operating System for Graphics on
MS-DOS Systems 210
6.6.2 Audio for the IBM/MS-DOS Platform 211
6.7 SOLO Platform 212
6.8 MCS Math Course 214
6.8.1 Overall Description of MCS 214
6.8.2 Features of MCS to Individualize for Each
Student 217
6.8.3 Other Important Features of MCS 218
6.8.4 Comparisons of MCS to Other CCC
Courses 220
xii / Computers in Education
6.9 Macintosh LC Deployment 220
6.10 Video for CCC Courses 222
6.11 Platform Adoptions 222
6.12 Courses Offered at CCC Throughout the Years 224
6.13 Acquisition of CCC by Paramount
Communications 224
7 Research at Stanford and Founding of Educational
Program for Gifted Youth 1980-2013 235
7.1 Transporting Stanford Courses to Other Schools 235
7.1.1 Transportable Logic 235
7.1.2 The DFx Transportable Calculus Course 237
7.1.3 Curriculum Content and Presentation 238
7.1.4 Interface to the Calculus Derivation
Engine 238
7.1.5 Hardware Platform 240
7.1.6 Trial of the DFx Calculus Course 241
7.1.7 Another Try of DFx 241
7.2 EPGY: Educ ational Program for Gifted Youth 242
7.2.1 Previous Work in Home and Gifted
Instruction 242
7.2.2 New Approach to Gifted Students 243
7.2.3 EPGY Course^ware Development
1992-1996 245
7.2.4 Support from the Sloan Foundation for Adult-
Math Courses 247
7.2.5 Marketing Relationships 249
7.2.6 The K7 Math Course 249
7.2.7 Growth of the Business 255
7.2.8 Highlights of Other Courses 256
7.2.9 University-level Math Courses 256
7.2.10 A Proof Environment for Teaching
Mathematics: Geometry Course 257
7.2.11 Hand-held Computers: Mobile Math 258
7.2.12 EPGY and Sales to Schools 261
7.2.13 English Grammar and Style of the Sentence
(EG20) 262
7.2.14 Language Arts and Writing (LAW) 262
7.2.15 Conversion of CD-ROM-based Courses to
Online Delivery 263
7.2.16 The Summer Institutes 263
7.2.17 The Online High School (OHS) 264
Contents/
7.2.18 Evaluation Studies and Growth of School
Programs 266
7.2.19 Changing Structure of the Organization 268
7.2.20 Licensing the EPGY Courseware
2010-2013 270
7.3 The End of Patrick Suppes’s Research in Computers in
Education 271
8 Summation and Thoughts about the Future 273
8.1 The Singular Accomplishment 273
8.1.1 “Near First” Contributions 274
8.2 Other Voices, Concerns, and Directions 277
8.2.1 Oettinger’s Run Computer, Run 278
8.2.2 The People’s Computer Company 279
8.2.3 Seymour Papert and the LOGO
Language 280
8.2.4 “Personal Dynamic Media” 283
8.3 Computers as Media Devices in Education 284
8.3.1 Television: A Cautionary Tale 285
8.3.2 Current Trends in the Use of Media in
Education 286
8.4 Underlying Ideas about the Research and Development
Process 289
8.4.1 University Research and Commercial
Deployment 289
8.4.2 Evaluation 290
8.5 Suppes’s Important Ideas about Courseware
Development and Implementation 290
8.5.1 Comprehensive Courses 290
8.5.2 Student Choice 291
8.5.3 Teacher Choice 291
8.5.4 Support 291
8.5.5 The Internet 292
8.5.6 Economics and New Platforms 292
8.5.7 Artificial Intelligence 292
8.5.8 Blended Learning 293
8.6 The Future 294
8.6.1 Are Schools Going Out of Style? 294
8.6.2 MOOCs 295
8.6.3 Instruction for the Gifted 297
8.6.4 The Role of Video 298
8.7 Products Developed by Suppes Still in Use 298
xiv / Computers in Education
8.8 Suppes’s Influence Today On Research into Computei
in Education 300
8.9 Whence Cometh Aristotle? 301
Online Resources 303
References 305
Index 327
|
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| indexdate | 2024-07-10T07:12:26Z |
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| spelling | Suppes, Patrick 1922-2014 Verfasser (DE-588)119241641 aut Computers in education a half-century of innovation Patrick Suppes & Robert Smith Stanford CSLI Publications [2017] © 2017 xxxi, 349 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier CSLI lecture notes no. 215 Geschichte 1963-2013 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 s Geschichte 1963-2013 z DE-604 Smith, Robert Verfasser aut CSLI lecture notes no. 215 (DE-604)BV001900711 215 Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028330105&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Suppes, Patrick 1922-2014 Smith, Robert Computers in education a half-century of innovation CSLI lecture notes Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 |
| title | Computers in education a half-century of innovation |
| title_auth | Computers in education a half-century of innovation |
| title_exact_search | Computers in education a half-century of innovation |
| title_full | Computers in education a half-century of innovation Patrick Suppes & Robert Smith |
| title_fullStr | Computers in education a half-century of innovation Patrick Suppes & Robert Smith |
| title_full_unstemmed | Computers in education a half-century of innovation Patrick Suppes & Robert Smith |
| title_short | Computers in education |
| title_sort | computers in education a half century of innovation |
| title_sub | a half-century of innovation |
| topic | Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Computerunterstützter Unterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028330105&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV001900711 |
| work_keys_str_mv | AT suppespatrick computersineducationahalfcenturyofinnovation AT smithrobert computersineducationahalfcenturyofinnovation |