Sigcat Software Showcase 1993/Sigcat 93 Software Showcase dataDisc.ISO/research/library/docs/scchp3.asc

Text File | 1993-02-08 | 10.3 KB | 240 lines

CHAPTER THREE

THE APPLICATION OF CD-ROM IN EDUCATION


CD-ROM: PROMISE VS. PERFORMANCE

Sheldon Fisher
Director, Technology Resources Center
United States Department of Education

The views expressed are those of the author, and no
official support by the U.S. Department of Education is
intended or should be inferred.


Thousands of CD-ROM players are now in use in American
universities, colleges and schools. A great many of
them are in the school libraries eiter assingl units or
as part of a multidisk network. Students are able to
quickly search new titles, find detailed information
and abstracts, or look for specific magazine and
newspaper articles. CD-ROM though, is more than just a
very good idea. It is a wonderful learning tool. One
can find information just by typing in the question. In
a CD-ROM encyclopedia you can look up Christopher
Columbus, which leads you the history of Spain. Do you
know that the Spanish Inquisiton also began in 1492? Do
you know the linkage between Spain, the Netherlands,
and the Dutch East India Company? Do you know the
relationship between all that and the American
Revolution? It's all there, at your keyboard and in the
CD-ROM.
With CD-ROM, learning becomes fun again. You can hear
the actual voices of Presidents you have only read
about. Hoover, Teddy Kennedy, Franklin Roosevelt, and
John Kennedy are no longer just names in a textbook.
You can listen to music and have the lyrics translated
and explained on screen as you listen. Or you can see
beautiful art, in colorful detail, with expert
explanations. All this information, this, "let your
fingers do the walking," kind of research could be
available to everyone.


EVOLUTION OF OPTICAL DATA STORAGE

Shortly after the invention of television, engineers
sought a method for recording video images. One
approach was to devise a phonograph recordfor
televison. This was a major engineering problem because
the television signal is infinitely more complex than
sound alone. In the late 1970's Philips in the
Netherlands succeeded in applying the new laser optical
technology in "cutting" a record in such a manner as to
store an hour of television video. However, like a
phonograph record the laser videodisc is a playback
only medium. The growth of the videodisk was kept to a
crawl by the advent of the cheaper record/playback
videotape cassette.
Only recently have the special advantages of videodisk
come into the market. These unique features are ease of
physical storage of a disk, complete indexing of every
one of 54,000 pictures, ability to "re-purpose" and
computer interface for amazing interativit. Recently,
bar code readers have provided interactivity without
the
expense of adding a computer.
A second stage of development started about 10 years
ago. Philips applied the technology of the videodisk to
making a compact laser encoded audio disc. The Compact
Disc Audio system became the worlds fastest selling
commercial product. Ten years ago a compact disc player
cost about $1400. Today, you can buy a superior machine
for about $140. CD Audio discs are rapidly replacing
the phonograph record and the cassette audio tape.
From videodisk, to audio disk, came the third step, use
of the technology to devise a laser optical system to
store vast quantities of data which could be indexed
and retrieved. The late 1980s saw the beginning of the
CD-ROM,--compact disc read only memory--disk.
During the early days of this new technology the
industry had to establish working operational
procedures. Originally, each CD-ROM came with a floppy
disk to configure the computer to manage the unique
properties of this one disc. This caused problems and
frustrations in other uses of the computer. Today, new
CD-ROMs respect the computer files and the fact that
other CD-ROMs may need access to the system. The
development of the Microsoft extensions provided
uniform access to the CD-ROMs.
Another major step was an agreement on an international
standard for CD-ROM, the ISO 9660. However, ISO 9660
does not specify what computer language or program is
used. A disc written for the IBM Linkways program will
not read on a Macintosh. Similarly, a disc written for
Macintosh HyperCard, will not work on an IBM.
In electronics and engineering there is a continuing
pattern of growth and change. Significant develpments
have been made to add motion video to CD-ROM
technology. An idea of what that means can be seen in
the new "Presidents Disc" from National Geographic and
the "1991 Time Almanac Disc." The advent of computers
with built in CD-I or DVI systems will offer an
expanded catalog of full motion, interactive discs.
We are however, getting a rather long list of
distinctive CD-ROM formats, each offering a special
feature, motion, video and music, music and graphics,
or superior sound. Each in its own way is trying to tap
in to an international multi-billion dollar market.


COMPATIBILITY IF NOT STANDARDIZATION

As each non-standard proliferation of unique media
becomes available we need another special adaptation of
player. Right now, CD-ROM comes in at least five
formats; CD for Macintosh, for IBM DOS, CD-I, CDTV and
DVI. The public probably will not support such a
multiplicity of incompatible formats.
Is it too much to ask for standardization of an
emerging medium? On Apil 30, 1941 the National
Television System Committee (NTSC) published the 525
line black and white television standard. Now, over 50
years later, NTSC supports color television, with
stereo sound, SAP, closed captions and is still
compatible with the original black and white receiver!
If we can't have standards, we
ought to reasonably expect compatibility. A CD-ROM
should be like a phonograph record that can be played
anywhere - from the cheapest turntable to the most
expensive high fidelity system.
Acceptance of CD-ROM is also hampered by the large
diversity of interfaces, each with its own method of
doing searches, by unnecessarily complex installation
requirements, and unintelligible instructions which are
far too long, user hostile, and too complex. CD-ROM
Professional magazine has published an article pointing
out the frusration of many librarians who have to teach
patrons to use a variety of CD interfaces. Some
complain that it would be far easier to find reference
books than to teach the media methodology.
This problem, in my view, is made worse by users who do
not complain. Users who do not call the vendor and ask
questions. They just slip the disc into their desk to
rest in peace! One of the major efforts to simplify
CD-ROM was developed by a special committee from
SIGCAT. Last year they published a guideline for
consistent user interfaces of CD-ROM.
The CD-ROM Consistent Interface Guidelines explains
each CD function in detail and suggests a common
description of key stroke. For example, terms such s
"Exit, Stop, Bye, Goodbye, Logoff, Logout, Off, or
Disconnect," should have the consistent use of the
word "QUIT." This report also has specific guides for
installation procedures to give the user control over
any changes the program might make to the computer.


PROMISE VS PERFORMANCE

The promise and performance of any technology rests
equally with the developer and the user. Each has a
responsibility to the other. The ideal of the developer
must meet the reality of the user. Technology is not
new to schools. Educational Broadcasting has a
distinguished history. Many major universities provide
educational radio stations serving rural and urban
areas with informational programming. Schools are a
major market for instructional films. Thousands of
films and film strips are still usd everyday.
Educational Television or Intstructional Television as
it is now called, provided lessons to schools
throughout the country. That technology has perhaps
reached its highest potential in the U.S. Departments
"Star Schools" program which provides satellite
transmission of instructional materials in 50 courses
to over 6000 sites, in 47 states with video and two-way
audio.
Schools have also been there for the teaching machines
of the 60's promising so much for education and then
fading away. Schools stayed with their trusted reliable
textbook, and an occasional film strip or film. Schools
could get by without in-school radio or instructional
television. Schools get by without teaching machines.
But computer technology is different. Computers are not
only in the schools, they are part of the way we live,
work and play. Anyone going into the job market has to
able to, in some manner, use these technologies. How do
we get technology to meet its promise versus
performance? I would suggest that the following areas
need attention:

Software must be easy to learn and consistent in its application.
Someone, the vendor or the purchaser must take
responsibility for training the user.
We must have CD-ROMs which will work on any platform.
If not standardization, at least compatibility. CD-ROM
must be as interchangeable as the phonograph record.

There is also a need for easy to read instructions
written by trainers for the user and not by engineers
for the computer expert. We need to continue to develop
new approaches, new technique, new ways of
communicating ideas. Bad or dull instruction, even on a
multimedia videodisk or CD-ROM is still dull
instruction. The medium does not improve the quality of
the message.


TECHNOLOGY DOESN'T TEACH, TEACHERS TEACH

I believe that technology can make a difference. In
order to have effective use of these new tools teachers
must know how to use them. Technology does not teach,
teachers teach. The teacher needs to know both how to
use the equipment and how to integrate the technology
into the lesson plan. For the past five years the
Technology Resources Center has demonstrated to
professional from every level of education, the promise
and the potential of these new tools. Even the most
passive visitor leaves the center excited about the
promise of these new technologies. Trainers and
educators are excited about the new media and methods.
It is our job to help make sure that the promise of
CD-ROM is matched by its performance in the school and
the workplace.


REFERENCE

Giesbrecht, Walter and Roberta McCarthy, "Staff
Resistance to Library CD-ROM Services," CD-ROM
Professional, May 1991.