RFC 321

RFC 321: CBI Networking Activity at MITRE ✨

Okay bestie, let's get the title block out of the way first 💅. This one is from the Network Working Group and it's RFC 321, also known as NIC #9608 🎀. The author is Peggy M. Karp from MITRE, and it was dated 24 March 1972 🌸. The title block says Related RFCs: 313 and Categories: F. It doesn't list anything it obsoletes or updates, so it just sits there being a vibe. 🦋

This RFC is a response to Tom O'Sullivan's probe for comments on Computer Based Instruction 🧚. MITRE is doing some preliminary work in that area right now, and at the moment it's limited to use of CAI-related network resources 💜.

The easiest way for Peggy to respond is to attach excerpts from a recent status report. It was written for internal MITRE use, for staff who aren't really familiar with the ARPANET yet 🍓. Comments about specific items in Tom's attachment will come in a future RFC, so stay tuned ✨.

MITRE welcomes comments on its activities, and would love to take part in any CBI dialogs that happen 🫶.

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STATUS OF IR&D TASK 9780 🔥

ARPA NETWORK STUDIES AND EXPERIMENTS

1.0 OBJECTIVES 🎯

MITRE/Washington became a node in the ARPA computer network in September 1971, when a Terminal Interface Message Processor (TIP) got installed 💅. Ever since then, MITRE's network use has mostly been funded by IR&D funds. The objectives of the IR&D Network Studies are:

• (a) to promote the use of the network resources in an operational mode within MITRE, to increase the computer capabilities available for supporting sponsor's work;
• (b) to use the ARPANET itself as a research tool for conducting computer networking experiments; and
• (c) to demonstrate the use of ARPANET resources to extend the capabilities of existing systems.

Specifically, the proposed objectives are:

• (1) to select ARPANET resources that can be used to support identified MITRE projects, and to demonstrate how these resources can be used;
• (2) to use the ARPANET as a research tool to conduct data sharing experiments, to study techniques for data handling on a computer network; and
• (3) to demonstrate the feasibility of using remote resources on the ARPANET to augment the capabilities of the TICCIT* system.

*The principle use of the TICCIT (Time-Shared Interactive Computer Controlled Information Television) system has been for Computer Assisted Instruction (CAI). A TICCIT/CAI system is currently being developed by MITRE under a National Science Foundation (NSF) grant.

2.0 APPROACH 🧠

The IR&D Network Studies and Experiments project needs software development on selected ARPANET Host computers, plus a lot of exercising of network resources. To hit the project objectives, the approach has effort in three areas 💖.

Task area I is designed to build up ARPANET usage by MITRE. Task II is about conducting data sharing experiments on the network, using software that MITRE is building at several network sites. Task III is meant to demonstrate using CAI-related network resources to augment the TICCIT/CAI system 🌈.

The specific activities for each task area are discussed below.

2.3 Task III - Demonstrate Extensions to TICCIT System Capabilities That Are Possibly by Drawing on ARPANET Resources ⭐

The ARPANET is structured so that it's technically possible to combine resources on the network into a "distributed system." 😭 A first step in that direction would be to use network resources to augment a special-purpose system connected at one of the nodes. That special-purpose system would be the vertex of the distributed system, dynamically drawing on network resources to perform specific functions ✨.

The TICCIT/CAI system is a good candidate for showing that a distributed system is feasible. However, rather than connecting TICCIT to the network right away, resources on the network will first be used to show how they could augment TICCIT's capabilities 🦋.

Task III is organized into three subtasks. They show that the range of curriculum material can be extended, that the TICCIT/CAI system can be supplemented with specialized CAI systems that use AI techniques, and that TICCIT system resources and capabilities can be augmented by using computing and storage resources available on the network 👑.

(a) Demonstrate that the range of curriculum material can be extended. 📚

The range of curriculum material offered by the TICCIT/CAI system can be extended by using network resources. Two areas were picked for the demo: mathematics and computer science 🍓.

The Culler-Fried On-Line Graphics-Oriented system, which runs on the IBM 360/75 at the University of California at Santa Barbara (UCSB), was selected for use in mathematics courses. A collection of diverse systems and languages will be selected to show how they can be incorporated into a computer science curriculum 💅.

The following tasks are necessary for demonstrating that the range of curriculum material can be extended:

• learn the use and structure of the Culler Fried system.
• use the Culler-Fried system over the network using an IMLAC graphics display terminal.
• design sample courses for demonstration of the use of the Culler-Fried system in a mathematics curriculum.
• develop software to incorporate the use of the Culler-Fried system in the sample courses, and demonstrate it.
• prepare a sample computer science curriculum and demonstrate how the wide range of systems on the network can be utilized in a typical computer science curriculum.
• determine and document the technical specifications required for a TICCIT/CAI system interface.

(b) Demonstrate that the TICCIT/CAI system can be supplemented with specialized CAI systems that use AI techniques. 🤖

There are two network resources using AI techniques that have been applied to computer assisted instruction tasks: SCHOLAR and LOGO 🌸. SCHOLAR is a mixed-initiative rather than a frame-oriented CAI system. LOGO is a LISP-based programming language designed to study whether notions and skills of formal reasoning and problem-solving can be taught 🧚. MITRE will investigate whether these systems can be used to supplement the TICCIT system and, if possible, will demonstrate their use 💜.

The following tasks are required:

• investigate the use of SCHOLAR on the TENEX system at BBN over the network.
• investigate the use of LOGO and the "turtle" over the network from the PDP-10 at MIT/AI and/or from TENEX at BBN.
• demonstrate the use of the systems over the network.
• determine and document the requirements for an interface with the TICCIT system.

(c) Demonstrate that TICCIT system resources and capabilities can be augmented by using computing and storage resources available on the network. 💖

It should be possible for the TICCIT/CAI system to substantially increase its capacity by using large data storage devices on the ARPANET for storing student records and curriculum. It could also use some Host computer to run complex statistical analysis programs, to analyze and evaluate student progress and course content 🎀.

To show that such a scheme is possible, the following tasks are necessary:

• determine format and requirements for curriculum material and student records.
• develop a method to store and retrieve data on a demand basis.
• select a Host on the network and develop software for a demonstration.
• determine and document requirements for an interface with the TICCIT system.

3.0 PROGRESS OF WORK 📈

In this section, the progress of the work for each task is presented. Both achievements and problems encountered are discussed. The manpower expended so far for each subtask is shown in graphic form, together with a proposed schedule for finishing the work 🫶.

3.3 Task III - Demonstrate Extensions to TICCIT System Capabilities That Are Possible by Drawing on ARPANET Resources 🌈

Many of the resources on the ARPANET were designed as stand-alone systems, not intended for use over the network or for facile interfacing with other systems. So MITRE found that more work than first estimated is needed to use the selected CAI-related systems over the network 😭. Therefore, MITRE plans to fulfill the goals of each subtask by demonstrating the use of selected resources over the network, but will not attempt to interconnect the systems in any fashion during FY1972. A proposal to investigate the notion of a distributed CAI system using ARPANET resources is under preparation 🧚.

The status of progress in using CAI-related resources over the network is presented below ✨.

(a) Demonstrate that the range of curriculum material can be extended. 📚

The Culler-Fried (C-F) On-Line Graphics-Oriented system at UCSB was selected to demonstrate its use in the mathematics curriculum. The system has been used successfully in a variety of courses at UCSB, including chemistry, mathematics, and economics(30,31,32,33,35) 💅.

The Culler-Fried system's normal mode of operation uses two keyboards and a Tektronics graphics display device. The keys on the second keyboard are "function" keys. For example, by pressing a single key, the user can start complex actions, such as displaying a plot of a convolution function(35) 🔥. The system can also provide online access to the 360/75 system, to remotely control the execution of programs. The latter service is currently available on the network through TELNET 🌸.

Access to the system was made possible by defining a mapping from ASCII characters (sent as the "network virtual terminal") to characters expected by the OLS. So it's often necessary to type a sequence of characters on a TTY-type device to invoke the action of a single function key 🙈. Under the current implementation, graphics output to the network is suppressed.

MITRE plans to demonstrate the use of the C-F system on an IMLAC graphics device attached to its TIP. During the first phase of the implementation, MITRE will not simulate the C-F function keyboard. Instead, it will enter graphics input using the procedures defined for use via TELNET 💜. For output, UCSB agreed to provide a new output processor, which will no longer suppress graphics output but will map it into the remote graphics capabilities provided by IMLAC (Figure 3) 🦋.

Such a system was implemented in early February, but because of the character-oriented nature of the IMLAC device available to MITRE, the resolution was unsatisfactory 💀. So MITRE has now defined a low-level graphics protocol. UCSB has agreed to send graphics output using this protocol 🫶. MITRE had to program new processes for the IMLAC and is now debugging the new programs 🔧.

Due to the limited core available on the particular IMLAC that MITRE is using (4K 16 bit words), which limits the size of internal display lists, MITRE will not be able to plot very complex graphs 🍓. However, the software being developed is general, and can be moved to an IMLAC with larger core capacity 👑. MITRE currently sends alphanumeric input from a TTY or 3300, and diverts the graphics output to the IMLAC ✨.

When MITRE can access the Culler-Fried system for graphics output successfully via the network, it plans to modify the IMLAC programs to

(part 1 ends here, bestie. more to come!! 🧚💖)

okay so we're gonna permit alpha input from the IMLAC keyboard 💖 and we also plan to investigate attaching a function keyboard to the IMLAC ⌨️ lastly we intend to look into using TICCIT display devices with the TIP 🦋 a sample mathematics course will be designed to demonstrate the CAI applications of the Culler-Fried system 🎀 we're currently studying the past uses of the system in a CAI mode 📚

we haven't investigated computer science curriculums yet 🙈 but we plan to get inputs from the ACM Committee on Computer Science Education(36,37) and visit universities in the Washington area. this is scheduled to start in April 🌸

(b) Demonstrate that the TICCIT/CAI system can be supplemented with specialized CAI systems that use AI techniques ✨

okay bestie, the two network resources we picked for the demo are SCHOLAR and LOGO 🧚 both are written in LISP and are available over the network right now on the TENEX system at BBN 💅 there's also a version of LOGO with a "display turtle" on the PDP-10 at MIT/AI, but they don't have their NCP implemented yet, so it's not reachable over the network rn 😭 and there's a version of LOGO on the TENEX system at SRI/AI too. they aren't connected to the network either, and we haven't looked into their version 🫶

we used SCHOLAR over the network in January with a database from BBN to check a student's knowledge of South American geography(38,39) 🌈

ngl the LOGO system at MIT/AI is the most impressive one for a demo because of the "display turtle" 🐢 it's currently being used remotely by the Bridge School in Lexington, Massachusetts. we visited the school and watched a class in session, and we also sat in on an undergrad Applied Math class at MIT that was learning turtle geometry 🤩

Seymour Papert of MIT expects the MIT/AI PDP-10 to be up on the network by the middle of April(40) 🥹 he agreed to modify his system so it talks to our IMLAC over the network using the low-level graphics protocol we specified 💜 he's developed a bunch of courses and games with LOGO(41,42,43,44,45) that are plenty for showing off the system 🎮 and a real turtle may be available in early summer to run from our TIP 🐢✨

we've used the LOGO system at BBN over the network 💻 since it keeps getting modified, Dr. Feurzeig agreed to put a clean version on the RAND TENEX for us to use 🍓 BBN's LOGO doesn't have a display turtle right now, but they're willing to build one 🛠️ even without it, the courseware they developed for teaching mathematics gives us enough material to work with(46,47) 🎀 BBN also designed a radio controlled turtle. it may be possible to get the specs and have one built at MITRE to run from our TIP 🧸

(c) Demonstrate that TICCIT system resources and capabilities can be augmented by using computing and storage resources available on the network 💅

work on this subtask hasn't started yet 🥺 but a lot of the software from the data sharing experiments can be used to store and retrieve data on demand 💖

we got some preliminary curriculum material from TICCIT personnel 📦 we expect to work with them to figure out more specifically the format and requirements for curriculum material and student records 📝

[ This RFC was put into machine readable form for entry ] [ into the online RFC archives by BBN Corp. under the ] [ direction of Alex McKenzie. 12/96 ]

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REFERENCES 📚

30. Ewig, C. S., Gerig, J. T., and Harris, D. P., "An Interactive On-Line Computing System and Its Use in Chemistry Education", Department of Chemistry, UCSB. 🧪
31. Howard, J. A., and Wood, R. C., "Computer Assisted Instruction in Engineering Using On-Line Computation", _Journal_of_Engineering_ _Education_. ⚙️
32. Sullivan, J. J., "Computer Based Instruction in Economics: A Report on Facilities and Applications at UCSB", paper presented at a conference on Computers in Undergraduate Curricula, University of Iowa, Iowa City, Iowa, 1970. 📈
33. Wood, R. C., and Bruch, J. C., Jr., "Teaching Complex Variable with an Interactive Computer System", article submitted for review and publication in _IEEE_Transactions_on_Education_, July 1970. 📐
34. Wood, R. C., and Howard, J. A., "An Interactive Computer Classroom, _Educational_Research_and_Methods_Journal_, Vol. 2, No. 4, June 1970, pp. 29-31. 🏫
35. "UCSB On-Line System Manual", NIC #6502, September 1971. 📘
36. "Curriculum 68", _Communications_of_the_ACM_. Vol. 11. No. 3. March 1968, pp. 151-197. 🎓
37. Teichroew, D., ed., "Education Related to the Use of Computers in Organizations", _Communications_of_the_ACM_, Vol. 14, No. 8, September 1971, pp. 573-588. 🏢
38. Carbonell, Jaime R., "AI in CAI: An Artificial Intelligence Approach to Computer-Assisted Instruction", _IEEE_Transactions_ _on_Man-Machine_Systems_, Vol. MMS-11, No. 4, December 1970, pp. 190-202. 🤖
39. Carbonell, Jaime R., "Mixed-Initiative Man-Computer Instructional Dialogues", BBN Report No. 1971, 31 May 1970. 💬
40. Williams, R. W., "LOGO Manual", MIT/AI, Draft memo, 9 April 1971. 🐢
41. Papert, S., and Solomon, C., "Twenty Things To Do with a Computer", MIT Artificial Intelligence Laboratory internal report, June 1971. 🎮
42. Papert, S., "A Computer Laboratory for Elementary Schools", MIT/AI Memo No. 246, LOGO Memo No. 1, October 1971. 🏫
43. Papert, S., "Teaching Children Thinking", MIT/AI Memo No. 247, LOGO Memo No. 2, October 1971. 🧠
44. Papert, S., "Teaching Children to be Mathematicians vs. Teaching About Mathematics", MIT/AI Memo No. 249, LOGO Memo No. 4, July 1971. 🔢
45. Papert, S., and Solomon, C., "NIM: A Game-Playing Program", MIT/AI Memo No. 254, LOGO Memo No. 5, January 1970. 🕹️
46. INFORMATION PROCESSING MODELS AND COMPUTER AIDS FOR HUMAN PERFORMANCE

Final Report, Section 3: Feurzeig, W., and Lukas, G., "Programming Languages as a Tool for Cognitive Research", BBN Report No. 2187, 30 June 1971. 🧩

47. PROGRAMMING-LANGUAGES AS A CONCEPTUAL FRAMEWORK FOR TEACHING MATHEMATICS, BBN Report No. 2165, 30 June 1971.

Volume 1, Part 1: Feurzeig, W., Lukas, G., "An Introductory LOGO Teaching Sequence".

Part 2: Lukas, J. D., and Lukas, G., "LOGO Teaching Sequence on Logic".

Part 3: Feurzeig, W., Lukas, G., and Grant, R., "LOGO Reference Manual".

Volume 2, Part 1: Grant, P., Falflick, P., and Feurzeig, W., "LOGO Teaching Sequences on Numbers".

Part 2: Feurzeig, W., Lukas, G., and Grant, R., "LOGO Functions and Equations".

Volume 3, Part 1: Lukas, G., Falflick, P., and Feurzeig, W., "LOGO Strategy in Problem-Solving".

Part 2: Lukas, G., and Feurzeig, W., "LOGO Story Problems in Algebra".

Volume 4: Weiner, W. B., Morgan, C. R., and Feurzeig, W., "The LOGO Processor, A Guide for System Programmers". 🏁