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AGENCY FORn INTERNATIONAL DEVELOPMENT WASHINGTON. 0. C. 20523

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2. TITLE AND SUBTITLE CET fact sheets

3.AU'JIQ Fla.State Univ. Center for Educational Technology

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4. DOCUMENT DATE 1973

7. REFERENCE ORGANIZATION Fla.State

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FLORIDA STATE UNIVERSITY / COLLEGE OF EDUCATION / CENTER FOR EDUCATIONAL TECHNOLOGY

CET FACT SHEETS

CENTER FOR EDUCATIONAL TECHNOLOGY

FACT SHEETS

"Educational Systems Planning and Management"

"Multimedia Facilities Planning and Design"

"Instructional Materials Design and Production"

"Training Programs in Educational Technology"

"Computer Applications Laboratory"

"Projects"

"Research"

CENER FOR EDUCATIONAL TECHNOLOGY COLLEGE OF EDUCATION

FLORIDA STATE UNIVERSITY

EDUCATIONAL SYSTEMS PLANNING AND MANAGEMENT

Few things are more complex than an educational system whethe' it exists as a national program, a local or regional effort, or whether it is a particular aspect of a labor, business, or military enterprise. Competenciesfor planning such systems must include a knowledge of: education and logistics,teacher training, instructional systems development, human learning, environmental planning, manpower needs projections, cost-effectiveness, information management, and the organizational structures within which these diverse elements can be treated as a whole.

A major mission of the Center for Educational Technology (CET) is that of providing expertise and service for: the development of new educational STRATEGIES that are planned within the existing framework of the political and social environment in which the educational system operates; the introduction to the teaching-learning process of TECHNOLOGICAL INNOVATIONS that involve instructional design, delivery systems, and evaluation; and, the development and application of new and sophisticated PROCEDURES for educational systems management that are required by the complexity of the systems approach.

CET believes that careful .strate u planning and Ln agem nt planning are absolute prerequisites to bringing about educational change and improvement; and that this planning requires a cadre of specialists who not only possess a high level of competency in-the relevant knowledges and technologies, but who also have experience in performing in an interdisciplinary manner in conducting educational sector studies, systems analyses, and systems model building.

CET is itself an example of this interdisciplinary approach. It is fortunate to have available, in both its nucleus staff and the whole of Florida State University, a group of specialists with a wide variety of capabilities. This expertise is integrated to apply a systems approach t- investigate and propose solutions to educational problems in various planning and development situations. These efforts have proven successful in problem-solving at the state, national, and local school system levels, both domestically and internationally.

Within the context of priorities that relate to (a) the nature of the problems, (b) the time involved, and (c) the availability of resources, the Center for Educational Technology is interested in devoting its energiesand expertise to the application of educational technology in a variety of project arrangements. The selection of projects toward which the Center's resources will be devoted are generally determined by the following criteria:

Is there a clear statement and/or understanding of the educational problem that exists?

Is the problem broad enough in scope and function that

its solution could be generalized for applicability in other places?

Are there human and material resources available and committed to undertake the solution to the problem?

Is there a willingness to attempt new and innovative approaches to educational planning and management?

Does the project have potential for developing new knowledge, and is there a commitment to research, experimentation, and evaluation?

Can provisions be made for developing new instructional materials and methodologies, and for experimenting with them?

The Center for Educational Technology does not propose to solve problems for others. Rather, it seeks opportunities in a partnership relation where its expertise can be utilized by responsible leadership in the joint solution of recognized problems. This interest extends to problems related to both formal and non-formal educational systems, and in both domestic and international settings. The Center seeks opportunities to learn and expand

its capabilities as well as opportunities to render service.


Multimedia Facilities Planning and Design

One of the most visible advances in education is the area of

media. The rapid development of technical capabilities in

television, film, audio engineering and photography has

provided exciting possibilities for use of media in education.

Closed circuit TV, films, slide tapes, language labs and a

wide range of other media are now used in many schools. At

present, however, use of such media is limited to recording

and presenting traditional instructional packages. Little

material has been designed specifically for use with particular

kinds of media. This leaves a wide area to be explored.

The Center for Educational Technology, recognizing the potential

for the us'e of media in education, has established a Multimedia

Laboratory. This Multimedia Lab is designed to provide media

support for instruction, evaluation, and training. In addi

tion, personnel associated with the Lab are capable of design

ing media facilities to be used by educational organizations

interested in designing and producing their own media support

programs.

The Center for Educational Technology staff is composed of

specialists from many areas with a depth of experience and

a variety of expertise. It is our belief that such a variety

of background and talent will provide a balanced appraisal of

and innovative approach to problems in modern education. The

Multimedia Laboratory plays an important role in the develop

ment and expression of solutions to some of those problems.

The Lab has professional capabilities in the areas of photo

graphy, cinematography, production, closed circuit TV, audio

recording, and graphics. These capabilities are employed to

produce a variety of support material, including instructional

modules for individual or classroom use. In preparing media

support for instruction, Lab personnel help instructional

specialists to decide which medium is best suited to solving

the problem at hand. They consider such factors as the access

to equipment necessary to the implementation of the program,

to monitorfinancial constraints, availability of personnel

the program, and time limitations on the program and on the

production of the program. Lab personnel also design and

produce prototype instructional modules to guide instructional

personnel in developing media support packages of their own.

The Multimedia Lab is also involved in identification of pro

blems and evaluation of programs. Lab personnel record classes

on audio or video tape for review by instructional specialists.

This assists the specialist in identifying problems in the

classroom by providing him with a record of the situation which

is more comprehensive than a written report and more lasting

than classroom observation. Similar techniques are employed to

assist the instructional specialist in the formative evalua

tion of instructional programs.

The educator 'n training at the Center who wishes to develop

media programs has the opportunity to learn important con

cepts of media design and production. Though he may employ

the technical expertise of Lab personnel, he is responsible

for making decisions about and revisions on his own program.

The product reflects his efforts. By involving himself in

the production of media programs at the Center, the educator

adds to his experience knowledge of the operation of a media

laboratory as well as the creation of instructional material.

The design of the Multimedia Lab includes flexibility beyond

its operations at the Center. Most facilities at the Lab

may be transported, insuring professional quality production

on location. In addition, the Lab suDplies personnel to

workshops and organizations in temporary need of media exper

tise. In all of its capacities, the Multimedia Lab seeks

opportunities to engage in joint efforts with interested

parties to employ media in relation to innovative approaches

to problems in education.


Instructional Materials Design and Production

Modern approaches to problems in education are far more com

plex and sophisticated than their traditional predecessors.

Few ideas are disregarded simply because they are unusual.

The empirical testing of each idea is the determining factor

in deciding whether or not it has merit. However, to design

and implement instruction to match the creator's idea is a

difficult and challenging job. The Center for Educational

Technology maintains a staff of professionals responsible for

the design of instruction and materials to accompany new

approaches to solving problems in education.

CET designs and produces instructiornal packages for a variety

of clients such as internatioiial organizations, state and

local school boards, the military, and private organizations.

Before work begins, CET personnel decide with the client what

the objectives of the instruction will be, or what the student

will be able to do after completing the instruction. Once

the objectives are established, the type of instruction and

the medium are chosen. Such factors as the degree of literacy,

availability of personnel, access to various kinds of equip

ment, proximity of students to the source of instruction,

communications, and time available to the student are weighed

and considered in choosing the media or type of instruction.

Depending upon the situation, CET personnel may recommend any

of a variety of techniques for instruction such as individual

ized instruction, peer tutoring, classroom instruction, and

programmed or interactive instruction. These techniques may

be supported by use of an array of media from slides to video

tape, or they may utilize pencil and paper. Expertise in

particular subject areas may be obtained from a subject

speeialist provided by the client, or may be independently

obtained through CET affiliations with Florida State University.

One of the most important aspects of the systems approach

used by CET is the insistance on validation of material. Each

package is tested and revised until students are able to

achieve a predetermined level of competence on the post test.

It is this process of validation which assures the reliability

of the material and makes it valuable.

Since CET often designs materials for use in developing

countries, emphasis is placed on inexpensive materials which

are easy to produce and deliver while still maintaining high

standards of quality. In addition to designing and producing

instructional materials, CET seeks to increase the capability

of developing nations to produce their own materials. There

fore the design and production of these materials is often a

large part of the training programs conducted at CET.

Beyond its function of producing instruction, CET acts as a

resource center to advise people on new media and techniques,

and provide guidance in the development of instruction outside

of CET. In either capacity, however, CET seeks to expand its

capability in educational technology by joining clients in

the search for solutions to pressing problems in education.


Training Programs in Educational Technology

For educational technology to benefit today's students,

expertise in the field must be disseminated to educational

decision makers. They must know how to identify problems as

well as how to employ the techniques and theories of educa

tional technology to solve them. The Center for Educational

Technology offers training programs designed to familiarize

educators with those aspects of educational technology rele

vant to their particular needs.

The Center offers individual short-term programs for educators

who wish to acquire specific information and skills in a

particular area. These skills may include task analysis of educational problems, development of educational objectives,

design of instructional materials, selection and testing of

various media and methods of instruction, and the requisite

evaluation skills. The programs are designed to meet the

needs of the group or individual being trained, so each program

is different.

Programs may vary in length from a few days to several months

and may include from one to about fifteen participants. Such

groups are sponsored by organizations such as AID, UNESCO, and

HEW as well as ministries of education, and state and local

boards of education.

In designing a particular training program, CET works with

the organization to determine the objectives of the program.

The program should endow the trainees with information and

be both useful and suitable in the situationskills which will

to which they will be returning. Educators who have access

use to special equipment and electronic aids may be taught

to

such equipment in developing instruction. Personnel who have

no access to such facilities are instructed in techniques

using resources available to them.

consider special problems in designing trainingCET personnel

Some educators may have difficulty participatingprograms.

because of language problems. At present CET is capable of

conducting programs entirely in Spanish and expects to expand

this capability to include Portuguese and Korean. CET also

tries to make the trainees pomfortable during their stay by

helping them find accommodations and generally orienting them

to Tallanassee.

Since many trainees are from developing nations, training

those aspects of educational techprograms place priority on

nology which increase productivity and decrease costs. Center

personnel guide trainees in the development of materials which

will be durable and easy to distribute to large numbers of

students. Where possible, CET encourages trainees to work

to develop alternativeswithin existing facilities and resources

to traditional education. Trainees try to reach their objec

tives by the most efficient and economical routh available.

In addition to the facilities and staff of the Center, the

resources of the College of Education and of the University

are available to the trainee at CET. This enables him to

gain background and exposure to areas he might be interested

in which are not directly related to educational tech'nology.

Though CET does not grant degrees, some trainees do go on to

degree programs at FSU.

The trainee exchanges information and experience with students

from many countries studying at the Center. He also benefits

from the broad professional and international experience of

the CET staff. The availability of such people affords the

trainee with the opportunity to compare the approaches of

people from many different backgrounds to common problems in

education.

Training programs at CET are not isolated experiences for the

trainees. The Center may continue to be a source of information

and expertise to the trainee after he returns home. Personnel

from the Center are available to make follow-up visits on

the invitation of the trainees. Such follow up is illustrative

of the Center philosophy that each project is an opportunity

for learning by all involved. Training programs are a joint

effort on the part of the trainees and the Center to improve

education through the growth of expertise in educational

technology.


Computer Applications Laboratory

With the rapid growth of knowledge in the field of

education comes the need for management of and ready access

to that information. As in many other fields, education

has turned to computers for assistance in handling of the

burgeoning quantity of information. However, in education,

computers are being asked to be far more than bookkeepers.

At the Computer Applications Laboratory of the Center for

Educational Technology, computers serve in a variety of inno

vative approaches to problems in education.

In its present capacity the CAL is primarily a research

facility directly supporting CET objectives, projects, and

activitied, and serving in the Center as a resource for College

of Education Divisions and faculty who are undertaking research

related to computer uses in education. These research efforts

range from single studies, to special short-term experimental

sessions, to trial implementations of full length courses.

In conducting these types of research, the Lab utilizes instruc

tional display capabilities of 12 cathode ray tube terminals

and 14 typewriter terminals, collecting a variety of data for

evaluation. The computer programs then permit sorting, merging,

etc. of data as desired, printing out results for study or for

further analyses.

Throughout these research activities, the Lab maintains

a hands-on graduate training program providing experience in

conceptualizing, developing, implementing, evaluating, and

revising instructional programs under public schools,

university, and interinstitutional auspices. One of the

major interests of the Lab is the conceptualization of proto

type models with an emphasis on simulating operations for

evaluation, revision, and recommendations.

Given the Lab's research, modelling, and training acti

vities, the following objectives are descriptive of its goals

within CET:

1. To pursue basic research that represents the intersection

of fundamental human learning processes with current and

topical educational tasks, while having the of theuse

most advanced technologically-automated equipment.

2. To pursue the challenge of current societal/educational

problems that provide for an interdisciplinary approach

that utilizes instructional techn3logy.

3. To participate in the design of prototype course units

that best reflect the conceptual aspects of instructional

science and the technological aspect of multimedia,

computer-controlled devices.

4. To develop advanced computer-based learning systems that

provide for incremental advantages in terms of student

learning, instructional management, and cost-effectiveness.

5. To continue graduate training as a component of instructional

systems.

The Center for Educational Technology wishes to explore

the potential use of computers in education. It is our

belief that this potential has not yet really been tapped,

and that it may offer fast and simple solutions to some of

the more complex problems in education today.

CET would like to pursue the use of computers in educa

tio with other people who have either a particular interest

in computers or a particular problem which might be solved

with the use of computers. Through such a partnership, it

is our belief that the state of the art will be advanced and

the potential for solving problems will grow correspondingly.


FY 72 Training Projects

SYSTEMS TRAINING FOR INPE PERSONNEL.

In the summer of 1971, the Brazilian Government con

tracted CET to provide an educational systems training

program for its Instituto de Pesquisas Espaciais (INPE),

whi6h is that country's space agency. Brazil sought this

assistance from CET in support of its geo-stationary commun

ications satellite program and other Brazilian efforts to

improve their educational programs on a nationwide basis.

Six educational specialists from INPE were sent to the Center

for two months to participate in a specialized and intensive

workshoo on the systematic design of educational programs,

and another workshop on the development and evaluation of

programmed instructional materials. While at the Center, the

participants applied the systems approach to developing a pre

deployment plan for a satellite to be used for educational

purposes. Since returning to Brazil, the six member team has

designed its own workshop for training others in the develop

ment of programmed instruction, which is the multiplier effect

that CET strives to achieve as an additional benefit from

all of its technical assistance efforts to developing countries.

DEVELOPMENT OF EDUCATIONAL TECHNOLOGY IN LATIN AMERICA.

Under contract to AID, CET assisted Brazil, Colombia,

Buatemala, and Panama in improving their educational systems.

(1) to promoteSpecific objectives of the contract were:

small scale experimentation designed to examine ways to

lower unit costs for educational achievement; (2) to prepare

guidelines for educational planning; and (3) to provi'de

technical advisory assistance in the application of informa

tion management systems to education. The research studies

were conducted by Latin Americans as an integral part of the

AID sector loan program. FSU's assistance consisted of

training Latin American educators in educational research

and technology at its campus, conducting educational technol

site in selected Latin American countries,ogy workshops on

providing technical assistance to the countries, and providing

throughouteducational facilities planning materials for use

Latin America.

TECHNICAL ASSISTANCE TO LATIN AMERICAN COUNTRIES IN THE

DESIGN OF INSTRUCTIONAL SYSTEMS (OAS I).

The Organization of American States (OAS) sent eleven

Latin American educators to FSU in mid-1971 for one year of

training in the design of instructional systems. The training

program consisted of selected course work in the College of

Education and relevant practical experiences provided through

the students' participation in on-going projects of the Center

and the College. Two students have been extended to complete

graduate degrees. Four have already completed M asters

degrees. Six students were selected to go to Argentina as

trainee consultants on a workshop and evaluation project

being prepared there. When these students return to their

jobs some of them will enter at a higher level. They will

be available to be called upon individually or together as a

team to act as international consultants for the OAS. Their

cumulative specialty areas include evaluation, educational

research, communications, teacher training, systems planning,

media engineering, media administration, and educational

planning.

DEVELOPMENT OF EDUCATIONAL MEDIA SPECIALISTS FOR LATIN

AMERICAN COUNTRIES (OAS II).

The Center has contracted with the Organization of American

States to provide a one year training program in educational

technology and media development for twelve Latin American

participants, which started in March 1972. Most of the parti

cipants will take one or two courses per quarter in the specialty

area chosen to pursue throughout the program. Specialty areas

will include educational research, educational systems, eval

uation, educational administration and management, and adult

education. In addition, all students will participate in a

CET designed workshop in the systematic development, implemen

tation, and evaluation of multimedia instructional materials

in the English, Spanish, and Portuguese languages. Upon

completion of their training at FSU, the participants will

return to their respective countries and apply various aspects

of educational technology to their jobs and train others.

Materials developed by the participants as part of their

workshop training at CET will be used by OAS for a workshop

in Buenos Aires.

DEVELOPMENT OF PROGRAMMED INSTRUCTION FOR VOCATIONAL

EDUCATION IN THAILAND.

The Royal Government of Thailand with assistance from

AID has undertaken a major project to upgrade and expand its

vocational education programs in order to provide trade and

industrial training opportunities to larger segments of its

urban poor and rural populations. CET, through a contract

from AID, assisted Thailand in its efforts by training a

group of six vocational educators in the systematic develop

ment, implementation, and evaluation of programmed instruc

tional textbooks and manuals. To accomplish this, the six

member team participated in a workshop designed by CET. Dur

ing this training program the Thai participants developed

five programmed instruction textbooks on vocational subjects

such as auto mechanics, electricity, electronics, agriculture,

and animal husbandry. A plan for implementing and evaluating

the programs in Thailand was established in which CET will

provide follow-up activities. After returning to Thailand,

the Thais will work together as a group in the Department of

Vocational Education in the Ministry of Education to: (1)

validate and publish the programs, (2) develop additional

programs, and (3) train other Thais in programmed Instruc

tional materials development and evaluation to increase

the number of skilled programmers in Thailand.

FY 73 Training Projects

DEVELOPMENT OF EDUCATIONAL TECHNOLOGY SPECIALISTS FOR LATIN

AMERICAN COUNTRIES (OAS III).

In March 1973 the Center for Educational Technology con

tracted with the Organization of American States to provide

a one year training program in educational technology and

media development for nine Latin American participants. Most

of these participants are full-time students seeking Master's

Degrees at Florida State University. They are enrolled in

either the Division of Instructional Design and Personnel

Development, or the Division of Educational Management Systems

in the College of Education. Their special areas of study

include: educational research, instructional systems, adult

education, educational administration and management, and

teacher education. In addition to formal coursework, all

students participate in two CET seminars. One is designed to

prepare them to function as change agents upon return to their

countries, and the other gives them an opportunity to become

involved in and/or familiar with on-going projects of the Center

and College 5f Education. Upon completion of their training

at FSU, all participants are expected to return to their

countries and apply the educational technology skills they

acquired to the solution of specific educational problems.

They will also assist in teaching others what they learned in

their training programs at FSU/CET.

DEVELOPMENT OF EDUCATIONAL TECHNOLOGY IN LATIN AMERICA.

Under contract to AID, CET assisted Brazil, Colombia,

Guatemala, Panama and Peru in improving their educational

systems. Specific objectives of the contract were: (1) to

promote small scale experimentation designed to examine ways

to lower unit costs for educational achievement; (2) to pre

pare guidelines for educational planning; and, (3) to provide

technical advisory assistance in the application of informa

tion management systems to education. The research and devel

opment studies were conducted by Latin Americans as a related

part of the AID sector loan program. FSU's assistance con

sisted of training Latin American educators in educational

technology and research at its campus, conducting an educational

technology workshop on site in Panama, and providing technical

assistance to the countries.

TRAINING IN INSTRUCTIONAL DESIGN FOR PERUVIAN MINISTRY OF

EDUCATION.

The Center for Educational Technology, in coordination

with the Peruvian Institute for the Promotion of Education,

has developed a program for training in-service educators from

the Ministry of Education in the basic techniques of task

analysis, instructional design, selected multimedia, and eval

uation. In February 1973 ten Peruvian educators from the

National Institute of Research and Educational Development

came to CET for a ten week program in the aforementioned

areas. Since their return to Peru, the group members have

worked as a team in curriculum materials development and in

the elaboration of instructional materials for in-service

education. A second group of Peruvians is scheduled to

arrive for similar training in Oct 'iber 1973. A unique

feature of the program is that it is carried out entirely in

the Spanish language.

DEVELOPMENT OF INSTRUCTIONAL SYSTEMS/MATERIALS FOR KOREAN

EDUCATIONAL PROGRAMS

The Korean Ministry of Education has contracted CET to

provide technical assistance to its Korean Educational Dev

elopment Institute in relation to its Educational Reform

Program. As one activity under this contract, CET is conduct

ing a workshop to train eight staff members of KEDI in various

aspects of instructional materials design, production, eval

uation and management. This training program is specifically

directed toward the areas of instructional systems, programmed

instruction, instructional television, and management by

objectives. The skills being taught are directly related to

the tasks to be carried out in the five year plan for educational

reform which is being implemented by KEDI. While at CET, the

participants are developing prototype instructional modules

in a variety of subject areas which will be used in imple

menting Korea's new instructional television system. Upon

their return to Korea, these people will work within KEDI

to direct and coordinate the design and production of addi

tional instructional programs.

TRAINING IN EDUCATIONAL TECHNOLOGY FOR U.S. ARMY PERSONNEL

During the summer of 1973 CET provided a training program

in educational technology for fifteen U.S. ArMY OFFICERS.

This program lasted four weeks and was designed to provide

the participants with an overview of educational technology

as well as an in-depth examination of specific topics. The

basic curriculum consisted of:

1. A Systems approach to instructional design and development;

2. Theories of learning relevant to instruction;

3. Computers in education and;

4. A variety of seminars on critical topics related to Army

training and educational technology.

Upon returning to their assignments the officers will be

expected to supervise and participate in the empirical design,

development, evaluation and implemenitation of instructional

programs. It is anticipated that this training program and

the ones to follow it will be of unique importance to Army

training because the personnel trained at CET will form a core

of specialists which will affect Army training for many years

to come.


Research

Modern education is frought with many complex and ill-defined

problems. Before we can attempt to solve those problems, we

must know their exact nature. The Center for Educational

Technology trains its research capabilities on both the

definition and the solution of such problems. Research at

the Center is applied research, aimed at problems in the real

world; it is pursued within the constraints of the real world.

Often the identification of a problem presents a clear and

easy solution to the problem. So before trying to develop

solutions to problems, members of the CET staff, together

with personnel from the interested group, examine the situa

tion closely and formulate an accurate definition of the pro

blem. Sometimes the task is simple. If children are having

difficulty reading, there may be a defect in the material or

in its presentation. However, it is possible that the type

in the books is just too small for young readers to decipher.

The solution is very simple, get books with bigger type.

Checking the obvious saves both time and effort on the part

of the interested group, and may offer a simple, inexpensive

solution to the problem.

But, usually, solutions do not come that easily. In most

cases, the solution may be reached only through detailed

investigation of the problem and patient application of

various techniques available to the educational technologist.

Problems in education today would baffle the mind of the

school principal of thirty years ago. Most of the fond

assumptions about what education is and how it should be

pursued have been abandoned. We are in the process of rede

fining what we want from education. So all aspects of edu

cation are under scrutiny.

Research conducted by the Center for Educational Technology

may be characterized as applied developmental research which

seeks to integrate present knowledge and to close knowledge

gaps in the field of educational technology. Investigations

of the application of technology to education in developing

countries is considered a crucial element of this research.

The Center has had experience, and has a continuing interest,

in directing its expertise along the following research lines:

1. Examination of various techniques for the design of

instruction such as needs assessment, task analysis,

performance specifications, delineation of entry behavior,

development of criterion items.

2. Examination of techniques for the development of instruc

tion such as the selection of appropriate media, design

of alternate learning activities, sequencing of instruc

tion and use of existing materials to teach specific

objectives.

3. Examination of techniques for the validation of instruc

tion such as empirical development models, formative

evaluation techniques and the use of student data for

material revision.

4. Examination of alternative delivery and management

systems such as radio, television, multimedia instruction,

peer tutoring and contingency management.

5. Examination and development of simplified procedures

and techniques for the implementation of educational

technology such as techniques for converting traditional

instruction to performance based instruction.

6. Analysis of effectiveness and efficiency of various

media.

7. Application of more fundamental research findings to

educational technology problems.

The research interests described above represent an effort

towards integrating and expanding knowledge in the field of

educational technology. CET seeks to use this knowledge to

develop systems which will be responsive to the needs of the

group concerned and will accomplish their objectives in the

most efficient manner possible.

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