Computer training, present and future. [in Proc. AFIPS 1972 Spring Joint Computer Conf., AFIPS Press, Montvale, N. J., 77-101.]
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Post a Comment
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CONTRIBUTORS:
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JOURNAL:
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Computing Reviews,
13(10),
459 -
459.
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YEAR:
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1972
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PUB TYPE:
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Book Review
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SUBJECT(S):
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Computing training; Jet Propulsion Laboratory; Mitre Corp; University of Illinois; Marine Corps-San Diego
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DISCIPLINE:
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Computer Science
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HTTP:
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LANGUAGE:
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English
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PUB ID:
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103-427-287
(Last edited on
2006/06/03 14:07:12 GMT-6)
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ABSTRACT:
A short paper with a long appendix characterizes this sketchy description of present and future training in the computer field. Reference is limited to a few installations:
Jet Propulsion Laboratory, Marine Corps Recruit Depot in San Diego, Mitre Corporation, and the University of Illinois.
The author defines pretest as: "self-administered, self-graded tests whose purpose is to help the individual determine that the course is correct and that the individual is neither underpowered nor overpowered for the course material. The pretest also provides a general feeling of course content." This, however, is not the commonly held definition in education and training. Those who use this term usually mean that it is equivalent to the posttest; the pretest is employed to determine whether a potential trainee knows the course content, and to what extent. If a candidate obtains a high score on a pretest, he has an excellent comprehension of the course content and need not take the course-he is counseled into !a more advanced course. Pretests have virtually nothing to do with determining the "correctness" of a course or with the "power" of an individual-whatever that means.Therefore, one must acquire a new definition of an old term to understand the paper.
Some other terminology is also distracting. "Stand-up instruction" is not defined but apparently means conventional classroom instruction emphasizing one-way, or lecture, methods.
A basic flaw is the extent of generalization without substantiation. When the author says "In the universities, there is a strong tendency to tie CAI COurses with other portions of the curricula," he cannot possibly mean all universities, and that 68% of all such installations have integrated CAI with other methods. What does he mean?
The appendix consists of very brief, outline statements about these JPL courses: Introduction to Computers, Programming Fundamentals, FORTRAN Fundamentals, FORTRAN V, Beginning COBOL, Beginning EXEC-8 Control Language, EXEC-8 Control Language, and Text Editor for the UNIVAC 1108.
Instead of clearly stated behavioral objectives, we read that the objective of the text editor course is to "gain ability to utilize more powerful and convenient methods of manipulating Source Files from conversational terminals." Can a student "gain ability," or does he have a certain ability which he can use to acquire new knowledge and skills? Which more powerful methods? What convenient methods?
The second part of the appendix is a reprint from Computer Education Directory of occupational descriptions, and includes a breakdown into occupational definition; education, training, and experience; special characteristics; interests; temperaments; and physical activities and environmental conditions of a number of such descriptions. There is no evidence of research in drawing the conclusions incorporated in these occupational descriptions.
In discussing aptitudes, for example, the author states these were selected because they "seem to be significant in the occupation" ---rather thin justification. Temperament factors also "appeared to be significant"; interest factors also . "seemed to be significant to the job." Significance is a mathematical concept, and these factors can be examined in rigorous terms. The author proclaims that these descriptions are "what I feel to be excellent definitions of programmers and systems analysts." However, the reviewer believes that the same descriptions have no basis in fact, but represent the considered opinions of a few
individuals.
L. C. Silvern, Los Angeles, Calif.
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