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  • Plato and Ticcit

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    Sujatha Menon
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    PLATO was an early computer-assisted language learning (CALL) project started in 1960 at the University of Illinois. It was designed by Professor Ronald Atkinson and aimed to teach foreign languages, costing $1 million. Materials on PLATO focused on pattern practice and drill techniques. It was successful because it helped teachers and staff develop CALL materials systematically. TICCIT was another $1 million project starting in 1968 at Brigham Young University, combining TV technology with computers. It was likely the first example of multimedia CALL as it integrated text, audio, and video. TICCIT used Component Display Theory instructional framework which allowed learners choice in difficulty levels and practice examples and exercises. It was popular for giving learners more

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    A brief note on the two major projects pertaining to CALL.

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    PLATO was an early computer-assisted language learning (CALL) project started in 1960 at the University of Illinois. It was designed by Professor Ronald Atkinson and aimed to teach foreign languages, costing $1 million. Materials on PLATO focused on pattern practice and drill techniques. It was successful because it helped teachers and staff develop CALL materials systematically. TICCIT was another $1 million project starting in 1968 at Brigham Young University, combining TV technology with computers. It was likely the first example of multimedia CALL as it integrated text, audio, and video. TICCIT used Component Display Theory instructional framework which allowed learners choice in difficulty levels and practice examples and exercises. It was popular for giving learners more

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
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    7 views1 page

    Plato and Ticcit

    Uploaded by

    Sujatha Menon
    PLATO was an early computer-assisted language learning (CALL) project started in 1960 at the University of Illinois. It was designed by Professor Ronald Atkinson and aimed to teach foreign languages, costing $1 million. Materials on PLATO focused on pattern practice and drill techniques. It was successful because it helped teachers and staff develop CALL materials systematically. TICCIT was another $1 million project starting in 1968 at Brigham Young University, combining TV technology with computers. It was likely the first example of multimedia CALL as it integrated text, audio, and video. TICCIT used Component Display Theory instructional framework which allowed learners choice in difficulty levels and practice examples and exercises. It was popular for giving learners more

    Copyright:

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    of 1

    THE PLATO PROJECT

    According to Michael Levy, CALL began with the PLATO project at the niver!ity o" #llinoi! in $%&'( PLATO i! the acrony) o" Progra))ed Logic "or A*to)atic Teaching Operation!( The ai) o" thi! project wa! )ainly to teach "oreign lang*age!( #t! co!t wa! + )illion dollar!( PLATO wa! de!igned by ,onald -it.er, a Pro"e!!or o" Electrical Engineering( The "ir!t ver!ion wa! )odi"ied and later on, three other ver!ion! appeared( The )aterial! de!igned "or PLATO were !*ited "or pattern practice and drill techni/*e!( The lang*age *!ed "or PLATO wa! the T TOR a*thoring lang*age( T TOR wa! al!o 0nown a! the PLATO A*thor Lang*age( The )aterial! "or T TOR were created by teacher!( PLATO wa! a very !*cce!!"*l project beca*!e it helped teacher! and technical !ta"" to develop CALL )aterial! in a !y!te)atic way( THE T#CC#T PROJECT T#CC#T !tand! "or Ti)e12hared, #nteractive, Co)p*ter1Controlled #n"or)ation Televi!ion( Li0e the PLATO project, thi! project wa! e!ti)ated at + )illion dollar!( #t! ai) wa! al!o to )ainly teach "oreign lang*age!( The T#CC#T project began in $%3$ at -righa) 4o*ng niver!ity( #t co)bined T5 technology and the co)p*ter( T#CC#T wa! perhap! the "ir!t e6a)ple o" )*lti)edia CALL a! it co)bined te6t, a*dio, and video( The teaching or in!tr*ctional "ra)ewor0 *!ed in T#CC#T wa! Co)ponent ,i!play Theory 7C,T8( Thi! "ra)ewor0 wa! developed by ,avid Merrill( #n the C,T, learner! co*ld choo!e their level! o" di""ic*lty and they co*ld "ind e6a)ple! o" r*le! and e6erci!e! "or practice a! well( T#CC#T wa! very pop*lar beca*!e it gave the learner )ore "reedo) a! "ar a! the in!tr*ction9learning proce!! wa! concerned(

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