|
|
|
PLATO (Programmed Logic for Automatic Teaching Operations) system
In 1960, an early CAI system, the PLATO system was initiated at the University of Illinois at Urbana-Champaign and later developed by Control Data Cooperation. The goal of this computer-based learning system was automating individual instruction, and over the seven-year developmental stage, the utility and feasibility of the computer-based teaching system was examined. During this time, approximately 300 programs were developed to test (demonstrate) its feasibility for teaching and educational research. The subject areas of PLATO programs were very broad: from foreign language acquisition, math, science, and music to engineering and nursing for elementary, secondary, higher education, and workplace education. In 1967, the Computer-based Education Research Laboratory for the PLATO project started working toward refinement of the PLATO system and developed large scale computer-based educational system (PLATO IV). It consisted of a mainframe computer that supported several hundred terminals for individual students at dispersed locations to access to a central lesson library. The PLATO also introduced a communication system between students that was a forerunner of modern electronic mail (messages electronically passed from computer to computer). The powerful PLATO authoring language, TUTOR, facilitated simultaneous time sharing systems. In 1981, the PLATO systems provided services over 4,000 students per semester, and from 1978 to 1985, users logged 40 million hours on PLATO systems. In 1985 over 100 PLATO systems were operating in the United States. References
Brief history of PLATO according to the reports and documents (http://www.cbi.umn.edu/inv/cerlplat.htm)
Future of computer-based learning The tradition of the automatic individual learning system and the distance learning system may continue in forms of the Internet and intranet, where students can access a class web site not only to access each week’s class materials and study according to each individual's needs and ability, but also to interact with teachers, peers, and experts in disperse locations (all over the world, maybe). Real-time video conferencing system and easy access to experts and their in-depth scientific knowledge may enable students to get motivated and more engaged in science learning resulting sound and critical understanding of scientific concepts. Many interactive and constructive simulation programs may be developed not just for drill-and-practice, but for knowledge construction through interaction with peers and computers (artificial intelligence?). Even though future students may benefit from on-line distant education (lowering tuition, eliminating limitation of school choices due to physical distance, and so on) and individual learning (individualized content and speed of learning), I think they have to go to school as a physical learning place. If the roles of the school system is to help students build social skills as well as prepare for their future life, they need to learn how to cooperate with their partners face-to-face to accomplish their assignments and how to manage work related stress with other people unless every workplace is going to be “virtual” -- I don’t think a doctor can do a surgery for a real patient through on-line. The reason I'm stressing face-to-face interaction instead of on-line interaction is that you cannot really know who your on-line friends and coworkers are because anybody can easily disguise his/her identity easily. You may also be easily isolated from a society because you cannot trust anybody and you cannot build firsthand personal relationships. At this point, I’d rather think about other use of technology as a vision for future education than the extreme on-line education. While we do not have an easy access to modern technology equipment in school, students in the future will learn with cutting-edge equipment to solve problems. They may perform experiments with an electron microscope, which I have not used yet, instead of an old-fashioned optical microscope. Or they do not have to be confused with how electrons are distributed in atoms with hard-to-understand textbook explanation – they might see the distribution of electrons with the help of sophisticated machines and computer programs. Considering the fact that some of the students may use similar technology in their future and most students should understand as well as be familiar with modern technology, I think the application of advanced technology in science education is advisable and it will be widespread in the near future. Other links of future education |
