The_Lincoln_Terminal_System_Civil_Applications_Sep71 The Lincoln Terminal System Civil Applications Sep71

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MASSACHUSETTS INSTITUTE OF TECHNOLOGY
LINCOLN LABORATORY

THE LINCOLN TERMINAL SYSTEM:
CIVIL APPLICATIONS

F. C. FRICK
Division 2

TECHNICAL NOTE 1971-46

30 SEPTEMBER 1971

20100817 009
Approved for public release; distribution unlimited.

LEXINGTON

MASSACHUSETTS

The work reported in this document was performed at Lincoln Laboratory,
a center for research operated by Massachusetts Institute of Technology,
with the support of the Department of the Air Force under Contract
F19628-70-C-0230.
This report may be reproduced to satisfy needs of U.S. Government agencies.

11

.

Approved for public release; distribution unlimited.

ABSTRACT
In January 1970, the M.I.T. Lincoln Laboratory undertook,
with Air Force sponsorship, the exploratory development of an
automated training system to meet the urgent need for more
cost-effective technical training in the Services. Basically, this
resolves to the need for an economic means of supporting individualized self-instruction. It is clear that such a capability
would have application outside of military or technical training.
This report discusses how the concepts and supporting technology currently under development at Lincoln Laboratory might
be extended to meet areas of concern in civil education, including vocational training, continuing education, manpower development, rehabilitation, and self-improvement.

Accepted for the Air Force
Joseph R. Waterman, Lt. Col., USAF
Chief, Lincoln Laboratory Project Office

111

CONTENTS
Abstract
I,
II.

III.

iii

Background

1

The Lincoln Laboratory Program
A. A Delivery System

3
3

B.

4

Lesson Development

The Civil Environment

6

A.

A Typical LTS Installation

6

B.

Establishing the System

7

ANNEX 1 - The Lincoln Terminal System (LTS)

11

ANNEX 2 — Lesson Development Center

18

ANNEX 3

21

IV

THE

LINCOLN
CIVIL

I.

TERMINAL

SYSTEM:

APPLICATIONS

BACKGROUND
To date, technology has had little impact on the public school system, and

there is reason tobelieve that it will not make a substantial contribution to conventional clas sroom instruction in the near future.

Certainly to the extent that

our schools exist to "countenance and inculcate the principles of humanity . ..
general benevolence . . . and all social affections . . . ,"
immune from technological attack or assistance.

they would seem to be

However, there is a growing

awareness that the educational crisis in this country is not simply a "crisis in
the classroom"; it is also a crisis of unmet needs among all those who have
left the classroom and are now becoming aware of what they do not know, of
what they need, and of what they are unable to get because they have never
learned how.
The present system has been ineffective in responding to these demands
for training both in school and beyond.

We believe it will continue to fail.

It

is not economically feasible to set up the number and variety of conventional
vocational training and adult education classes that would be necessary to meet
the tremendous range of individual needs.

Furthermore, competent teachers

are seldom available locally, and for adults it is often difficult, if not impossible, to schedule classes around the competing demands of work and family.
Individual self-education is the only true solution to this problem, but most
people do not have access to the necessary instructional materials nor do they
possess the skills that are required for self-instruction using conventional
materials and techniques.

Constitution of the Commonwealth of Massachusetts.

What is needed is a system that will deliver, on demand, instructional
material that is tailored to the present knowledge, the present needs, and the
capabilities of any individual requesting such support.
It must handle high-quality graphics.

There are important areas of learn-

ing in which complex schematics, such as circuit diagrams and detailed mechanical layouts, play an essential role — as do photographs, including color photographs.

(CRT displays, for example, lack the required dynamic range and

resolution. )

The system must have an audio capability.

Reading is a complex

skill, and not all prospective students will be highly proficient readers.

It

must be possible to supplement textual material with oral explanations.
These are essential features, but they are not sufficient.

The system must

be interactive if it is to support students with average, or below average, learning skills and in the absence of highly trained instructors.

There must be pro-

vision for continual diagnostic testing that will provide to the student the knowledge of progress that is necessary not only to maintain motivation but to permit self-pacing.
Lastly, the student must be able to control the moment-to-moment rate
at which material is presented.

He must be able to speed it up or slow it down.

He must be able to scan, to stop, to go back, and to review.

(Training films

and TV are generally not satisfactory just because they cannot be rate-adjusted
in this sense by the individual viewer.)

Moreover, there should be individual

options not only in pacing but in the sequence, style, and substance of presentation.

Continuing education is largely adult education, and it must be recognized

that students will have relatively fixed cognitive styles and preferences.

In-

structional material must match the student as well as specific skill objectives or career goals.
In summary, effective vocational training and continuing education require
highly individualized instruction.

Such instruction puts demands on both the

instructional material and on the means by which it is delivered.

The greater

the variety of material available, the more nearly it will be possible to tailor
it to individual needs.

This is true, however, only if the distribution system

makes the appropriate material available when it is needed by either the instructor or the student.

In terms of information system design, what is required

is fast, random access to a large store of material that includes voice quality
audio, high resolution graphics, and the procedures, response interpretation,
and control logic that are necessary to support interaction with the student.
II.

THE LINCOLN LABORATORY PROGRAM
The Lincoln Laboratory program in Educational Technology was estab-

lished with Air Force support in January 1970 as a research and development
program to meet the requirements outlined above.

We believe that the present

program has established the feasibility of developing a system that will support
individualized learning outside of the usual classroom environment and will
yield major savings in training time and costs.
A.

A Delivery System

The Lincoln Terminal System (LTS) is based on microfiche technology.
This is a particularly attractive medium because it affords a very high quality
graphical-pictorial capability and an extremely economical means of publishing,
distributing, and storing lesson materials.

In addition to these features, the

Laboratory has demonstrated the feasibility of storing and recovering audio
and lesson logic, as well as graphical information, from a standard size microfiche and has developed the technology for production of audio-graphic microfiche.
This has enabled the development of a system concept (illustrated in Fig. 1)
that includes a carousel projector for fast access to many hundreds of fiche,
a keyboard to support student responding and fiche selection, and, ultimately,
a self-contained logical processor that will interpret student responses and
lesson logic, stored digitally with graphical and audio material to control the
lesson sequence.'"
A laboratory version of this system has been constructed and will be field
tested in early 1972 in cooperation with the 3380th Technical School, USAF Air
Training Command.

Further research and development will be needed,

-The principal features, rationale, and present implementation of the Lincoln
Terminal System are described in more detail in Annex 1.

Fig. 1. Artist's conception of the Lincoln Terminal System.
A more advanced design will include a self-contained logical
processor and front projection for greater flexibility in use.
however, to design hardware with appropriate performance and reliability that
could be procured in quantity at a reasonable cost. We have proposed to the
Air Force an extension of the present program to accomplish this, as well as
to extend field experience and to generate additional instructional material.
B.

Lesson Development

Instructional material is a key consideration in any educational system,
and it is often argued that technology can have little impact on training and
education because it can only improve the distribution of instructional material;
it cannot contribute to the development of that material and it cannot assure
that the material is properly used once it is distributed. In the case of the LTS,
these assertions are clearly not true. In the first place, the system does facilitate the generation of lesson material and course development. Individualized
instruction implies modularity in training materials. Since it is not feasible
to develop full length courses to match the idiosyncracies of each student, a
course must be thought of as a sequence of units selected from a larger set to

provide what is needed by a particular student at a particular time.

The larger

set would include units at different "levels" to match differences in ability and
to permit flexibility in the construction of a short, narrow course with very
specific educational objectives or a longer, broader course which allows more
freedom to the student in the selection of content and the establishment of goals.
Microfiche is ideally matched to this requirement for modularity.

It per-

mits inexpensive publication and distribution of small units — 10 to 30 minutes
of instruction — and encourages the development of lesson material by classroom instructors or specialists who would not normally author an entire course.
A carousel terminal with many such units available in seconds facilitates individualization and permits ready comparison of alternative presentations of particular topics and some degree of course optimization.
The most important interaction between the system and lesson development,
however, derives from the fact that the lesson logic is included on the fiche as
an integral part of the lesson module.

The LTS can thereby insure that the

material is used at least as the author intended it to be, for the instructional
procedures and techniques are an integral part of the material.

In this sense,

some of the classic functions of the teacher are transferred to the lesson development process and, as a rule, course authors will be teachers or must work
closely with teachers.
It is anticipated that lesson development would take place at regional centers.

The detailed functions and possible operation of a Lesson Development

Center (LDC) are described more fully in Annex 2.

Basically, the Center is

responsible for the development and validation of new lesson material and the
conversion of existing material to meet the needs of the populations served by
the Center.

However,

because LTS gives course authors responsibility for

instructional procedures as well as content, it is important that the LDC be
closely associated with any existing research on instructional techniques as
well as field operations.

It is thus the natural locus of continuing responsibil-

ity for system evolution, and offers a means for bridging the gap between system development, test and evaluation, and operational deployment.

III.

THE CIVIL ENVIRONMENT
A.

A Typical LTS Installation

The LTS is adaptable to a variety of learning environments both diffuse
and concentrated.

At present, we consider a basic unit of the system to be

from 5 to 1 5 instructional terminals in a single location, operating under the
control of a small computer.

The computer serves to monitor and record stu-

dent actions and to control the presentation of information.

There are, of

course, instances where this unit cluster of terminals may not be completely
satisfactory.

In remote locations, one can foresee the need for a stand-alone

terminal which might not have the recording and monitoring capability associated with a basic group but would perform comparably in other respects.
We also see need for the capability of removing a terminal to a location up to
a few miles from the group computer.

Such an operation might be in support

of an on-the-job or "hands on" training program which is integrated with an
academically based course.

Both forms of remote operation can be accommo-

dated.
In general, however, clusters of terminals are preferred in order to facilitate management and maintenance.

These terminal clusters could be lo-

cated in local libraries, public school buildings, or even National Guard armories.

The LTS makes it possible to merge a variety of educational system

needs and suggests that such distinctions as have been made between rehabilitation, vocational training, or technical training in the Armed Services can
and should become blurred.
It would be reasonable to organize these basic units on an area basis.

An

area center would function as a Lesson Development Center (see Annex 2) and
would also maintain a staff of subject matter experts for consultation services
as well as curriculum generation.

We anticipate that the material available

at each terminal will, in time, be sufficiently rich so that most students will
have infrequent need to consult with an instructor or specialist.

However,

when the need for consultation does arise, the student simply picks up the telephone and calls the Center.

The specialist assigned to that skill area reorients

the student exactly as a classroom teacher would.

Both student and specialist

have at hand an LTS terminal containing identical material and, with an elementary telephone data set, either student or specialist can direct the other's
console and call up material to guide and expedite the discussion.
The LTS technology places few constraints on the intellectual or physical
organization of an area.

An area could be centered around a university in

support of an open enrollment program; an area could be associated with other
institutions such as prisons or VA hospitals; or it could be a self-sustaining
and widely dispersed system to deliver career and vocational training to remote
and sparsely settled geographic regions.

The LDC should be able to serve all

classes of users equally well.
B.

Establishing the System

It has generally been difficult to introduce innovation into the educational
system and just as difficult to propagate even after successful demonstration.
This difficulty stems from the fact that proposed innovations have so often
simply been substitutes for existing techniques, teaching aids, or curriculum,
and there is little incentive to change something that works however inefficiently.
Moreover, educational innovation has often been so closely associated with the
style of an individual teacher as to preclude duplication.
The LTS, on the other hand, meets a basic need that is not now being met.
Installations can be easily adapted to meet the special requirements of particular environments or populations.
or in part.

An area system can be duplicated in whole

It can be scaled up or down without economic penalties.

A par-

ticular virtue is that new areas contribute to the data base, either by supporting the development of new instructional material or, by a simple extension of
the market, reducing the cost per student for lesson development.
The point to be made is that if a pilot area is established by, for instance,
the Office of Education, it can be easily replicated or extended by state or local agencies or by agencies such as the Veterans Administration, outside of
USOE.

Growth funding should be facilitated by the fact that the LTS affords a

new capability and is not competing with older, already established operations.
With all this in mind, we would recommend the installation of a pilot area
as the initial step in system evolution.

The target population should be diverse

enough to test the range of capability of the system, but narrow enough to prevent dilution of effort on the part of the program management group.

The geo-

graphic area covered must be large enough to be realistic (and to support an
appropriate student population) but small enough to minimize financial risk.
Ten groups of 5 to 10 consoles each should represent a reasonable balance
between coverage and cost.
Most of the console groups should be installed in public high schools where
a management structure exists and where they would be available not only to
high school students but to citizens of the community and industrial trainees.
Consideration should be given to the installation of console groups in a VA
hospital, an industrial plant, a large library, and a technical institute.

One

Lesson Development Center would serve all users in the pilot region, and all
users would be connected to the LDC with leased telephone/data lines.
The major problem to be faced is the acquisition of an adequate quantity
and variety of educational material.

However, if it can be demonstrated that

curriculum development and distribution will ultimately represent a small fraction of the total cost of administering and operating the system, initial operation
should not require a tremendous amount.

Our estimate is that material for

approximately 1000 hours of instruction would be sufficient.
Curriculum material for starting up the pilot system could be selected
from the library of Air Force training material.

The Aerospace Educational

Foundation has already examined this material and identified more than 80
courses, representing 26,000 instructional hours, that would be of value to the
public sector.

The list includes courses in health sciences, communications,

ecology, automobile and aircraft maintenance, and civil engineering.
is a collection of course charts for a few of these courses. )
generally well designed, tested, and validated.

(Annex 3

The courses are

Most of them are in modular

form and could be adapted to the LTS format with minimal effort.
Air Force material will not, of course, meet all the anticipated needs or
populations that might be served by an LTS area.

For the long run, we see at

least two regions of expansion that should be explored in the pilot system; these
are higher education and what we will call "recreational learning."

The LTS

has been developed to meet urgent needs for vocational-technical training.

The extent to which such a system is effective in educational areas that are
not so specifically skill-oriented, such as art appreciation or engineering concepts, is open to investigation.

It is important and urgent that such studies be

carried out in light of the demand for and difficulties associated with the support of open enrollment at the college level.
Recreational learning is similar to higher education in the sense that it is
not specifically career oriented or, at least, not related to a specific career.
It involves general cultural material such as "The Great Books," and it also
involves the entire "do-it-yourself" area — how to paint a house, how to repair
a watch, how to predict the weather.

As LTS terminals become available,

this sort of material will inevitably become available, but it is important that
it be demonstrated at a very early state in the pilot operation.

The possibility

of using leisure time for learning can be a long-term, major source of public
and financial support for the development and proliferation of a system that
serves many other needs as well.

ACKNOWLEDGMENT
The work reported here represents a joint effort
of the entire staff of the Educational Technology
Program. The general concept of the LTS and
its applications have evolved from many hours
of discussion with W. P. Harris, David Karp and
R. C. Butman.

ANNEX 1
THE LINCOLN TERMINAL SYSTEM (LTS)
The LTS is a "distributed" information system.

All lesson specific infor-

mation — audio and visual displays and branching logic — is located at the student terminal.

This makes it possible to load terminals with different lessons

so that there is no competition for resources (except terminals) among students operating within the system.

This also makes it possible to design a

model of the LTS with its own processor for stand-alone operation.

Because

there is a natural exchange of "amount of control information on the fiche"
for "complexity of processing," fairly elaborate interpretations of student response can be achieved with minimal hardware costs.
Even with minimal processor capability, such a system can perform quite
sophisticated functions.

Response interpretation (program) as well as branch-

ing control tables (data) can be read into the processor from any microfiche
frame.

The file management problem is obviated because there is no off-line

bulk storage to be concerned with and because information is pre-programmed
to be directly available on the fiche when it is needed, in conjunction with the
appropriate visual and auditory displays.

The LTS prototype, at 1000 bits of

storage per frame (e.g., 5 seconds at 200 baud), 12 frames per fiche and 750
fiche, has a capacity of one-half million words of read-only storage per student terminal.

One machine with a simple local processor or a few machines

tied to a small computer represents a very powerful CAI system by current
standards.
A.

LTS-3

The LTS-3 is the present embodiment of the Lincoln system concept.

It

uses microfiche as the basic medium for storing and distributing instructional
material.

Microfiche is a 4- by 6-inch photographic card most commonly pro-

duced with 60 photographic images per fiche.

At this density, the images have

extremely high resolution and half-tone and continuous-tone reproduction are
very satisfactory.

Color is feasible.

11

Development work at Lincoln Laboratory has made it possible to include
audio information on the same fiche, as illustrated in Fig. A-l.

A dual pro-

jection system is used, with one image the usual video and with one image a
spirally recorded sound track, similar to those laid down at the edge of a sound
motion picture film.

This is projected onto a diode reading head which is ca-

pable of acquiring, tracking along the spiral, and detecting the audio signal.
At the present stage of development, a single fiche is limited to 24 images,
or 1Z lesson frames.

We believe that this density can be increased by changes

in the format and improvement of the reader; it should eventually be possible
to approximate the COSATI standard density (60 images, 30 lesson frames. )
The audio record at present contains 30 seconds of audio.

Brief bursts

of digital data which contain the logic for lesson sequencing may be interleaved
along the audio spiral in any reasonable manner.

Speech is highly intelligible

and of high enough quality for prolonged listening.
Up to 750 fiche may be loaded into the carousel of a modified Image Systems,
Inc., CARD reader to which a second projection system and optical phonograph have been added as shown in Fig. A-2.

Access from frame-to-frame on

a single fiche is less than one second; access to a frame on any other fiche
takes less than 6 seconds.
In addition to the projector-reader, there is a keyboard with which the
student responds to lesson material, and a logical processor which controls
the operating sequence according to the student's response and the lesson logic
prescribed by the author.
The system configuration that will be operated at Keesler Air Force Base
consists of five terminals (projector-reader and keyboard) controlled by a
small computer. The computer serves the processor function for all terminals,
interpreting student responses and the control logic supplied by the author to
command the next instructional frame. In addition, the computer records and
analyzes student performance data.
B.

Keyboard Control

LTS lessons consist of a set of information frames that the student experiences in a sequence that depends on both the author's program and the student's

12

Fig. A-l. A lesson fiche from Air Training Command course
on Air Traffic Control. Audio images are on the left.

13

\

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COURSE:
LESSON:
FRAME:

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STUDY THE ILLUSTRATION A MOMENT, THEN PRESS 0,0-ON.

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?

9949|

Fig. A-2. Development model of projector-reader.
Fiche are stored in carousel at left.
responses.

A frame may communicate instructions, facts, problems, and/or

questions via visual and/or auditory messages to which the student responds by
selecting among prescribed alternatives. The alternatives include responses
that allow the student to conduct his own review of frames previously covered
or that access supplementary material, either reference or expanded instructional material.
Students interact with the system by means of a keyboard.

The keyboard

is completely programmable and, as there is control logic associated with each
frame of each lesson, the course author has complete freedom in the assignment of functions to keys and in the interpretation of student responses.
Figure A-3 represents the keyboard as presently laid out for LTS-3. This
particular configuration was derived from experience with LTS-1. It has been
kept very simple but has proven to be surprisingly flexible and powerful.

* See Lincoln Laboratory Quarterly Technical Summaries: Educational Technology, 15 June 1970, 15 September 1970, 15 December 1970.

15

[ll-MflO

SELECT

1

2

3

CLEAR
NUMBER

INDEX

4

5

6

HELP

FORTH

7

e

9

REPEAT
AUDIO

0

•

GO-ON

BACK

Fig.A-3.

LTS-3 keyboard.

From the point of view of the student, the keyboard is divided into three
sections.

Each of the four keys at the left causes a new frame to appear.

INDEX shows a frame that lists places in the current lesson that can be
selected. A number is shown with each topic listed.
SELECT is used to move to a point.
lesson frame, and press SELECT.

Enter a number, from INDEX or a
The selected frame will appear.

BACK and FORTH are used to move back and forth through a list of frames
already worked in the lesson.

BACK moves one frame backward on the

list; BACK/BACK, two frames on the list; etc.
forward.

FORTH moves one frame

It will stop at the most recent frame covered.

Frames entered

with INDEX, SELECT, FORTH and BACK are not recorded on the BACK
and FORTH list. The Error Light (see Fig.A-3) comes on when BACK
reaches the beginning of the list and FORTH to end. It also comes on if
a number followed by SELECT is not acceptable.
When a student is responding to a frame, he uses one of the three keys at
the right - HELP, REPEAT AUDIO, or GO-ON. To the student, a press of
GO-ON always means "I am ready for more information — more sound or an
entire new frame." It will always cause new information to appear.

In some

cases, the machine has asked for information from the student and expects it
in the form of a number (e.g., a multiple choice question). It will not go on
to a new frame unless an acceptable number has been entered.

16

The audio message may come in parts separated by pauses.
pause the audio is stopped.

During a

It will start again when GO-ON is pressed.

the audio is complete, GO-ON causes a move to a new frame.

When

Three or more

rapid presses of GO-ON will cause an advance to the next frame unless a number response has been requested.
REPEAT AUDIO causes a replay of the audio from the start.

It has no

other effects.
HELP is a button that may be pressed if there is doubt about how to respond.
tion.

Pressing HELP may cause a new frame to appear with further instrucIt can be used to signal the instructor.

There are also other ways in which the student may expand on the material
presented to him.

For instance, technical terms may be subscripted, in which

case entering the appropriate number and pressing SELECT will move the student to a descriptive frame or frames.

BACK would, under these circum-

stances, return the student to the main lesson sequence.
The operation of the number keys in the center of the keyboard is fairly
obvious.

Numbers are entered as a series of key pushes.

itive unless preceded by "—".

Numbers are pos-

A decimal point can be entered.

The CLEAR NUMBER key to the right erases all the numbers entered.
It is used to correct a mistake.
Entry of a number does not have any effect until an action key is pressed —
either GO-ON or SELECT.

17

ANNEX 2
LESSON DEVELOPMENT CENTER

A unique and central concept of the Lincoln Terminal System is the Lesson
Development Center (LDC).

These centers serve two major functions:

(1) the

development and validation of new lesson material or the conversion of existing material to meet requirements, and (2) coordination of the continuing evolution of the system.

The Center organization and operation should evolve

naturally from the research and development program that supports initial
field operation.

It provides a means to absorb these activities and implement

continuing operational responsibility for coordination and growth.
In a full-scale implementation, the LDC might be a regional center or be
dedicated to a particular educational area such as medicine or learning disabilities.

It could be associated with a particular population such as prisons

or VA hospitals.

However set up, it would carry out the functions shown in

the flow chart (Fig. A-4) to select, develop, and distribute instructional material to user organizations.
Training requirements are generated in the normal fashion and transmitted with supporting material to the Center.

Lesson units may be developed

by contract, by staff authors permanently assigned to the LDC, or by an author/
teacher from the user organization assigned temporarily to the Center during
the course of the lesson unit development.

Visiting authors may assist or

supervise lesson unit preparation depending on the specific case.
When a training requirement is received by the Center (in the form of a
statement of learning objectives), a library search is conducted to see if similar lesson units exist; if they do, the requesting agency is asked to review
the existing material to determine the relevance of all or part of that material.
It it is determined that suitable material is not available at the Center, a
search may be made elsewhere for material which provides a suitable base or
framework for conversion to LTS format.

If nothing is found, the Center un-

dertakes an original development.
The actual lesson development requires the services of professionals who
are subject matter experts with a practical understanding of the learning

18

EDUCATIONAL
REQUIREMENT
GENERATION

1
riquir*m«nit
and mattnolt

—1—

rtporl

_L

COORDINATION

LESSON
VALIDATION

coniolidond
rtquir«m*ntt
tnt mattrialt

1

1

l i

Fig. A-4. Information flow: Lesson
Development Center.

LESSON
DEVELOPMENT

1
LIBRARY.
EICME PRODUCTION,
LESSON DISTRIBUTION

EVALUATION

L

—
'
n ik)

FIELD UNITS

1
|ll-M»l«-1|

ttutf«nli

Me' otto
btsion unit
tichongt

1

1

process, the perseverance and patience to expend the effort that is necessary
to develop a multi-track lesson, and a precise manner of thinking which prevents omissions or unplanned redundance in the lesson.

They must also under-

stand how to make optimal use of the audio-visual combinations and control
logic available to them.
The production of lesson unit master fiche and the copying of these fiche to
obtain distribution copies are, of course, functions of the LDC. The master fiche
is made by photographing photo-ready visual (text, pictures, diagrams) material
and audio-logic tracks with a step-and-repeat camera system.

This camera

is similar to those used to convert thousands of government reports to microfiche.

The LTS format requires an extra step in preparing photo-ready copy,

since each visual image has a corresponding audio image.

Specially constructed

electro-optical equipment is required to produce the audio track and to merge
the lesson control logic onto that track in a form which permits it to be treated

19

as if it were a standard visual image.

Once the master fiche is made, diazo

or silverhalide copy prints may be made in conventional automatic copiers.
When lesson unit distribution copies are available, validation trials are
initiated at the LDC, or under supervision at the user agency, or both.

Once

validated to the degree required for initial use, the lesson unit may be distributed for full-scale field operation and evaluation.

In this connection, it should

be emphasized that one of the chief advantages of microfiche publishing is that
lesson unit printing and distribution may be done on demand. It is not necessary
to maintain large inventories or to guess the size of any given edition (USAFI
keeps an inventory worth approximately 75 percent of its annual issue to students in order to meet demand).
A system of periodic field reports summarizing salient operational accomplishments and failures in each lesson unit might be established.

These re-

ports would be used as the basis for lesson modification and subsequent reissue of an improved lesson unit.

The inherent modularity of microfiche makes

revision a rapid and inexpensive process.

20

ANNEX 3
The following pages are course outlines of Air Force
courses in which the content of interest to the civil sector
is high. In many of these courses the equipment requirements in the advanced blocks are restrictive. Earlier sections could be used alone, however, and in fact for the student population we are considering, the more basic sections
are probably the most appropriate.

21

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Vfouri -

Physical Therapy Specialist
Non-Academic (Commander's Time)

Course Material - UNCLASSIFIED
BLOCK F-I MEDICAL SERVICE FUNDAMENTALS (3AQR90O1O)

128 Hours

Course Orientation and Administration (5 hrs); Medical Terminology (4 hrs)
Anatoay and Physiology (21 hrs) ; Measurement and Critique (2 hrs); Bandages and Field Dressings (3 hrs); Security and Medical Ethics (2 hrs);
Hospital Safety Practices (5 hrs); Vital Signs (6 hrs); Supplies and
Equipment (1 hr) ; Historical Highlights of the USAF Medical Service
(1 hr); Mission, Organization and Functions of the USAF Medical Service
(1 hr); USAF Medical Facilities (2 his); Geneva Conventions (1 hr);
Ki-asuiv-ment and Critique (2 hrs) ; Military Sanitation Procedures (1 hr) ;
EncLr-^ncy Medical Treatment; for Hemorrhage (1 hr) ; Energency Medical
Treatment for Shock (1 hr); Toxic Agents (1 hr); Emergency Medical Treatment for Wounds (2 hrs); Head and 3ac'-: Injuries (2 hrs); Chest and Abdominal Injuries (2 hrs); Them.il Injuries and Heat Disorders (2 hrs);
Tr.icturcs and Dislocations (2 hrs); Splint Application (2 hrs); Resuscitation (4 hrs); Medical Aspects of Disaster Medicine (2 hrs); Field
Casualty Care (Medical Field Exercise, 41 hrs); Measurement and Critique
(3 hrs); Educational Opportunities (2 hrs) ; Course Administration (1 hr);
End of Course Critique (1 hr); Graduation (2 hrs)

Course- Material - UNCLASSIFIED
SLOCk I - BASIC SCIENCES

90 Hours

Orientation (1 hr ; The Physical Therapy Career Field (3 hrs); Psychiatry
(4 hrs); Physiology (11 hrs); Introduction to Osteology ;ind Arthrolocy
'2 hrs); Osteology of the Skull and Vertebral Column (4 hrs); Osteology
of the Thorax and Pelvis (3 hrs); Introduction to Myology (1 hr);
Myology of the Axial Skeletal Systen (9 hrs) ; Osteology and Arthrology of
the Upper and Lower Extremities (8 hrs); Myology and Neurology of the
Upper Extremity (13 hrs); Myology and Neurology of the Lower Extremity
(9 hrs); Medical and Surgical Conditions (4 hrs); Neurology (4 hrs);
Orthopedic Conditions (4 hrs); Measurement and Critique (10 hrs)
Course Material - UNCLASSIFIED
'.odalitios
LCC:< ii

10
11

101 Hours

R--.^iatJ.on Therapy (21 hrs); Introduction to Hydrothcr.-.py (2 hrs); Hot
?ncl:s (4 his); Paraffin Bath (4 hrs); Whirlpool Bath, Kubbard Tank, and
Mo:'.stairo Unit (6 hrs); Contrast Baths (3 hrs); Cryotherapy (4 hrs);
Th ••.-apoucic Procedures (4 hrs); Massage (18 hrs); Electrotherapy (5 hrs);
L.-'.:oratory Diathermy (11 hrs); Low Frequency Electromedical Currents
(o hrs) ; Jltra:our.d Therapy (1 hr) ; Therapeutic Procedures (4 hrs) ;
'•:l.oSu,--imc-nt and Critique ( 5 hrs)

24

Precision Measurement Equipment Specialist

1

Nonacadcmic (Commander's Time)
Course Material - UNCTASSIFIED
NUXJK 1 - Applied Mathematics

2
3
4

90 Hours

Orientation and USAF Calibration program (12 hrs); Basic mathematics
(12 hrs); Introduction to algebra (12 Ins); Radicals (6 hrs); Complex
r.uibars (3 hrs); Quadratic equations (3 hrs); V.'ord problems (6 hrs);
logarithms (6 hrs); Decibels and power ratio (12 hrs); Vector concepts
(12 hrs); Measurement (6 hrs).
Course Material - UXCIASSIFIFn
Bl.nr.K 11 - i)C Circuit Analysis

5
6
7

90 Hours

Theory of matter (6 hrs); Klcctrostatic and magnetic forces (9 hrs);
Generating electrical energy by chemical r.3ans (6 hrs); Flectrical
conduction (6 hrs); DC circuits (15 hrs); Cc.plex DC circuits (15 hrs);
Flectrcmagnetism (6 hrs); Meter mechanisms (6 hrs); Inductance and
capacitance (15 hrs); Measureiront (6 hrs).
Course Material - UTLASSTFIFD
BLOCK III - AC Circuit. Analysis

8
9
10

90 Hours

Altercating current (18 hrs); Simple capacitive AC circuits (12 hrs);
Simple inductive AC circuits (12 hrs); Complex AC circuits (13 hrs);
Trans formers and synchro principles (12 hrs) ; Co;nplcx waveform and
voltage dividers (12 hrs); Measurement (6 hrs);
Course Material - UNCLASSIFIED
liLo'CK IV - Vacuum Tubes and Solid State Principles and
Power Supplies

11
12
13

90 Hours

FUctron tube theory (12 hrs); Triodc tube fundamentals (12 hrs);
Additional tube fundamentals (6 hrs); Semiconductor physics (6 hrs);
Solid state diodes (6 hrs); PMP and NT.N transistors (6 hrs); Operational characteristics of transistors (12 hrs); Po.vcr supplies and
filters (9 hrs); Voltage regulation (6 hrs); Application of pov.er
supplies (6 hrs); Indicating devices (3 hrs); Measurement (6 hrs).

25

Nil.

Precision Measurement Equipment Specialist (cont.)
Course Material
UNCLASSIFIED
BTOCTT Solid State and Vacuum Tube Amplifiers

14
15

Direct coupled amplifiers (12 hrs); RC coupled amplifiers (18 hrs);
Impedance and transformer coupled amplifiers (6 hrs); Feedback
amplifiers (6 hrs); Special circuits (12 hrs); Measurement (6 hrs).
Course Material - UNCLASSIFIED
BLOCK VI - Wave Generating and Shaping Circuits

16
17

19

21

60 Hours

Microwave generation (12 hrs); Transmission line theory and measurement (18 hrs); Microwave impedance (9 hrs); Square law detectors and
detection (3 hrs); Waveguides and resonant cavities (9 hrs); Special
applications of transmission lines (3 hrs); Communications security
practices - I (1 hr); Measurement (5 hrs).
Course Material - UN'CIASSIFIED
BLOCK VIII - Test Equipment Troubleshooting and
Repair Procedures

20

60 Hours

Sinusoidal oscillators (15 hrs); Nonsinusoidal generators (18 hrs);
Limitcrs, clampers, and choppers (9 hrs); Logic circuits (6 hrs);
Counter circuits (6 hrs); Measurement (6 hrs).
Course Material - UNCLASSIFIED
BLOCK Vll - Microwave Generation and Transmission
Line Principles*

18

60 flours

60 Hours

Circuit analysis techniques (6 hrs); Logical troubleshooting procedures
(3 hrs); Inspection and subassembly isolation of malfunctions (6 hrs);
Test equipment troubleshooting - Multimeters (6 hrs); Test equipment
troubleshooting - Signal generators (6 hrs); Test equipment troubleshooting - Oscilloscopes (12 hrs); Repair of circuits, printed circuits,
cables, and connectors (12 hrs); Replacement parts requisition procedures (3 hrs); Measurement (6 hrs).

22

Nonacademic (Mid-Course Leave)
23

26

Precision Measurement Equipment Specialist (cont.)
Coiirse Material - UNCIASSIFIED
BLOCK IX - DC and Low Frequency AC Measurements I*
24
2S
26

The metrology of voltage, airrcnt, and power (12 hrs); Instrument
calibration standard, electrostatic voltmeter, and voltaic regulator
(18 hrs); Precision voltage and current measurement, decade attenuators, and DC power supplies (15 hrs); Thermal converter meters
(9 hrs); Vacuum tube voltmeters (12 hrs); Voltmeter calibration
system (9 hrs); Differential voltmeters (9 hrs); Measurement (6 hrs).
Course Material - UNCLASSIFIED
BLOCK X - DC and Low Frequency AC Measurement II*

27
28
29

31

60 Hours

Oscilloscopes (30 hrs); Analysis of waveforms (6 hrs); Oscilloscope
calibrating equipment (12 hrs); Calibration of the oscilloscope
(6 hrs); Measurement (6 hrs).
Course Material - UNCLASSIFIED
BLOCK XII- Frequency Measurement*

32
33
34

90 Hours

Measurement of frequency and time interval (9 hrs); Frequency meter
(30 hrs); Calibration of the frequency meter (6 hrs); Distortion
analyzers (6 hrs); Function generators (6 hrs); Low frequency signal
generators (6 hrs); Generation and measurement of high frequencies
(12 hrs); Phase measuring equipment (9 hrs); Measurement (6 hrs).

Course Material - UN'CIASSIFIED
BLOCK XIII - Microwave Measurement I*
35
36
37

90 Hours

Measurement of resistance (18 hrs); Resistance bridges (21 hrs);
Measurement of capacitance, inductance, and reactance (18 hrs);
Reactance bridges (12 hrs); Voltage dividers and transformers (9 hrs);
Synchro test equipment (6 hrs); f>!easuremcnt (6 hrs).

Course Mate rial - UNCLASSIFIHP
ViTTJuTXI - Waveform Analysis*
30

90 Hours

90 Hours

Fundamentals of microwave measurements (18 hrs); Microwave laboratory
equipment (27 hrs); Microwave SWR and impedance measurements (18 hrs);
Microwave power measurements (15 hrs); Microwave frequency measurements (6 hrs); Measurement (6 hrs).

27

Precision Measurement Equipment Specialist (cont.)
Course Material - UNCIASSIFTED
XJV - Microwave Measurement II*

KIJOCK

90 Hours

38

Microwave attenuation measurements (18 hrs); Calibration of microwave
laboratory equipment (33 hrs); Spectrum analysis (15 hrs); Field trip
to National Bureau of Standards at Boulder, Colorado (6 hrs);

39

*3ABR32430-1 Measurement (5 hrs); *3ABR32430-1
graduation (1 hr);

40

Air Force supply and maintenance management (11 hrs); Communication
security practices - II (1 hr); Measurement (6 hrs).
Course Material - UNCLASSIFIED
BLOCK XV - Physical Measurement I

41
42
43

90 Hours

Routine, medium and precision measurements (24 hrs); Optical measurements (18 hrs); Measurement of heat, temperature, and humidity (18 hrs)
Rotary and vibratory motion (24 hrs); Measurement (6 hrs).
Course Material - UNCLASSIFIED
BLOCK XVI - Physical Measurement II

44
45
46

Course Critique and

90 Hours

Weights and balances (6 hrs); Measurement of force and torque (30 hrs) ;
Mechanical gages, piston gages and dead weight testers (24 hrs);
Measurement of pressure and vacuum (24 hrs); Measurement (5 hrs);
Course Critique and graduation (1 hr).

28

Water and Waste Processing
Nonacademic (Commander's Time)
Course Material - UNCLASSIFIED
BLOCK I - Introduction to Water and Waste Processing

30 Hours

Orientation (2 hrs); Career Field Progression and Training (2 hrs);
Communication Security (2 hrs); Technical Publications (6 hrs);
Resources and Work Force Management (6 hrs); Basic Mathematics
(9 hrs); Measurement and Critique (3 hrs).
(Safety as Applicable)
Course Material - UNCLASSIFIED
BLOCK II - Water and Wastewaler Analysis

60 Hours

Basic Chemistry (18 hrs); Air Force Water Requirements (2 hrs);
Sources and Characteristics of Water (4 hrs); Laboratory Safety (1 hr);
Collecting and Labeling Water and Waste Samples (2 hrs); Water
Analysis (15 hrs); Wastewater Analysis (12 hrs); Measurement and
Critique (6 hrs).
(Safety as Applicable)
Con rsc Material - UNCLASSIFIED
BLOCK III - Operating Principles of Water Treatment
Plants

60 Hours

Principles of Water Treatment Plants (6 hrs); Clarification (18 hrs);
Water System Filters (6 hrs); Chemical Disinfection (4 hrs); Taste,
Odor, and Color Control (2 hrs); Fluoridation and Defluoridation (2 hrs);
Water Distribution System (4 hrs); Field Water Treatment (12 hrs);
Measurement and Critique (G hrs).
(Safety as Applicable)

29

Water and Waste Processing (cont.)
Course Material,- UNCLASSIFIED
BLOCK IV - Specialized Water Treatment Processes

60 Hours

Ion Exchange and Controls (24 I>rs); Elcctrodialysis Demineralization
(4 hrs); Specialized Water Treatment (2 hrs); Distillation (15 hrs);
Internal Corrosion and Scale (9 hrs); Measurement and Critique (6 hrs).
(Safety as Applicable)
Course Material - UNCLASSIFIED
BLOCK V - Waste Treatment and Disposal

10

60 Hours

Classes and Sources of Waste (1 hr); Field Sanitation (2 hrs); Composition and Characteristics of Sewage (3 hrs); Principles of Waste Treatment (6 hrs); Primary Waste Treatment (12 hrs); Secondary Waste
Treatment (18 hrs); Tertiary Treatment (2 hrs); Chlorination and
Stream Survey (4 hrs); Industrial and Radioactive Waste (6 hrs);
Measurement and Critique (6 hrs).
(Safety as Applicable)
Course Material - UNCLASSIFIED
BLOCK VI Maintenance of Water and Waste Processing
System Components

11
12

60 Hours

External Corrosion Control (C hrs); Cathodic Protection (3 hrs); Drive
Equipment and Accessories (9 hrs); Pipeline, Valves, Meters and
Recorders (6 hrs); Chemical Feeders (3 hrs); Maintenance of Sewage
Plant Equipment (3 hrs); Pump Maintenance (12 hrs); Wells and Well
Maintenance (9 hrs); Logs and Reports (3 hrs); Measurement and
Critique (5 hrs); Course Critique, Driver Safety and Graduation (1 hr).
(Safety as Applicable)

30

UNCLASSIFIED
Security Classification

DOCUMENT CONTROL DATA - R&D
(Security classification of title, body of abstract and indexing annotation must be entered when the overall report is classified)
I.

ORIGINATING

ACTIVITY

(Corporate author)

2a.

REPORT

SECURITY

CLASSIFICATION

Unclassified
Lincoln Laboratory, M.I.T.

26.

GROUP

None
3.

REPORT

TITLE

The Lincoln Terminal System: Civil Applications
4.

DESCRIPTIVE

NOTES (Type of report and inclusive dates)

5.

AUTHORISI (Last name, first name, initial)

Technical Note

Frick, Frederick C.
6.

REPORT

TOTAL

DATE

9a.

Ba.
b.

CONTRACT OR GRANT NO.
PROJECT NO.

NO. OF

PAGES

7b.

NO. OF

36

30 September 1971

ORIGINATOR'S

F19628-70-C -0230

REFS

None
REPORT

NUMBERISI

Technical Note 1971-46

649L
96.

OTHER

REPORT

NO(S) (Any other numbers that may be

assigned this report)

ESD-TR-71-275
10.

AVAILABILITY/LIMITATION

NOTICES

Approved for public release; distribution unlimited.

It.

SUPPLEMENTARY

12.

NOTES

None

13.

SPONSORING

MILITARY

ACTIVITY

Air Force Systems Command, USAF

ABSTRAC T

In January 1970, the M.I.T. Lincoln Laboratory undertook, with Air Force sponsorship,
the exploratory development of an automated training system to meet the urgent need for more
cost-effective technical training in the Services. Basically, this resolves to the need for an
economic means of supporting individualized self-instruction. It is clear that such a capability would have application outside of military or technical training. This report discusses
how the concepts and supporting technology currently under development at Lincoln Laboratory might be extended to meet areas of concern in civil education, including vocational
training, continuing education, manpower development, rehabilitation, and self-improvement.

14.

KEY

WORDS

computer assisted instruction
educational technology
Lincoln Terminal System (LTS)

manpower development
microfiche
vocational training

J]

UNCLASSIFIED
Security Classification



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