Broadcast media-unit 2-planning and management of broadcast mediaEk ra
Planning for broadcast media involves determining objectives, assessing needs, and establishing a timeline. A needs assessment identifies gaps between the current and desired states of an organization to prioritize improvements. Surveys, interviews, and questionnaires are common tools used to assess needs. Effective planning also includes exploring alternatives, evaluating options, and selecting a course of action to achieve the objectives. While investments in educational broadcasting require significant resources, the benefits are long-term and multidimensional, including fulfilling commitments to universal education, enhancing literacy and employability, and expanding access to remote areas.
Broadcast media-Unit 7-Evaluation of the Broadcast MediaEk ra
The document discusses the roles and responsibilities of various personnel involved in the broadcast media. It begins by explaining the role of teachers in radio and television, such as coordinating with subject specialists and producers, and identifying appropriate instructional materials. It then describes the responsibilities of different production staff, including directors, presenters, scriptwriters, and engineers. It also distinguishes between various media technicians and their functions. The role of media journalists as coordinators and evaluators is explained. Different types of media aids and their uses are outlined. Finally, the key role of the producer in overseeing the entire program production process from concept to broadcast is summarized.
The document discusses television production processes. It begins by explaining the preparation of television scripts, noting important considerations like the audience, objectives, factual information, and format. Next, it describes the pre-production stage which involves planning, research, scripting, arranging equipment and locations. The production stage is when shooting occurs on set or on location. Lastly, it outlines the post-production stage, where video and audio are edited together to create the final program.
The document discusses various audio-visual aids used in education, including their definitions, purposes, advantages, characteristics, classifications, principles for effective use, and examples. It covers projected aids like overhead projectors, slide projectors, and filmstrip projectors. It also discusses non-projected aids such as charts, flashcards, posters, and maps. The roles and educational uses of tape recorders, slides, and filmstrips are explained in detail.
ORGANIZATION & MANAGEMENT OF EDUCATIONAL MEDIA & NEW TRENDS IN EDUCATIONAL T...Ek ra
The document discusses recent trends in education technology, including the use of artificial intelligence to enable more individualized learning, virtual reality to allow interactive 3D learning environments, mobile learning through educational apps, tablets and laptops replacing traditional teaching tools, social media connecting students, smart boards enabling interactive participation, cloud-based classrooms for remote learning, massive open online courses expanding access to education, and increased use of instructional videos. These trends reflect the growing role of technology in modernizing educational content delivery and making learning more engaging, accessible and personalized.
The document discusses the author's motivation for pursuing an MBA at IE. It provides background on the author's educational and professional journey leading up to this point. Key details include graduating from engineering college in India then working for Nestle India and currently working for VeeTee group in the UK. The author seeks an MBA to advance to the next level in their career by gaining knowledge in domains like finance and strategy. Pursuing an MBA at IE would be the next step in the progression of the author's life and career goals.
Broadcast media-unit 2-planning and management of broadcast mediaEk ra
Planning for broadcast media involves determining objectives, assessing needs, and establishing a timeline. A needs assessment identifies gaps between the current and desired states of an organization to prioritize improvements. Surveys, interviews, and questionnaires are common tools used to assess needs. Effective planning also includes exploring alternatives, evaluating options, and selecting a course of action to achieve the objectives. While investments in educational broadcasting require significant resources, the benefits are long-term and multidimensional, including fulfilling commitments to universal education, enhancing literacy and employability, and expanding access to remote areas.
Broadcast media-Unit 7-Evaluation of the Broadcast MediaEk ra
The document discusses the roles and responsibilities of various personnel involved in the broadcast media. It begins by explaining the role of teachers in radio and television, such as coordinating with subject specialists and producers, and identifying appropriate instructional materials. It then describes the responsibilities of different production staff, including directors, presenters, scriptwriters, and engineers. It also distinguishes between various media technicians and their functions. The role of media journalists as coordinators and evaluators is explained. Different types of media aids and their uses are outlined. Finally, the key role of the producer in overseeing the entire program production process from concept to broadcast is summarized.
The document discusses television production processes. It begins by explaining the preparation of television scripts, noting important considerations like the audience, objectives, factual information, and format. Next, it describes the pre-production stage which involves planning, research, scripting, arranging equipment and locations. The production stage is when shooting occurs on set or on location. Lastly, it outlines the post-production stage, where video and audio are edited together to create the final program.
The document discusses various audio-visual aids used in education, including their definitions, purposes, advantages, characteristics, classifications, principles for effective use, and examples. It covers projected aids like overhead projectors, slide projectors, and filmstrip projectors. It also discusses non-projected aids such as charts, flashcards, posters, and maps. The roles and educational uses of tape recorders, slides, and filmstrips are explained in detail.
ORGANIZATION & MANAGEMENT OF EDUCATIONAL MEDIA & NEW TRENDS IN EDUCATIONAL T...Ek ra
The document discusses recent trends in education technology, including the use of artificial intelligence to enable more individualized learning, virtual reality to allow interactive 3D learning environments, mobile learning through educational apps, tablets and laptops replacing traditional teaching tools, social media connecting students, smart boards enabling interactive participation, cloud-based classrooms for remote learning, massive open online courses expanding access to education, and increased use of instructional videos. These trends reflect the growing role of technology in modernizing educational content delivery and making learning more engaging, accessible and personalized.
The document discusses the author's motivation for pursuing an MBA at IE. It provides background on the author's educational and professional journey leading up to this point. Key details include graduating from engineering college in India then working for Nestle India and currently working for VeeTee group in the UK. The author seeks an MBA to advance to the next level in their career by gaining knowledge in domains like finance and strategy. Pursuing an MBA at IE would be the next step in the progression of the author's life and career goals.
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
This document provides information to users about how a thesis manuscript was reproduced from a microfilm master for distribution. It notes that the quality of reproductions depends on the quality of the original submitted copy, and lists factors like print quality, illustrations, margins, and alignment that can affect reproduction quality. It also states that missing or incomplete pages will be noted, and any unauthorized copyright material that was removed will be indicated. Oversize materials are reproduced through sectioning. Basic information is provided about the copyright owner and restrictions on further reproduction.
E learning at the University of Mauritius - Case of the VCILTM I Santally
This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
e-learning @ the University of Mauritius - The case of the VCILTM I Santally
The document discusses the Virtual Centre for Innovative Learning Technologies (VCILT) at the University of Mauritius. It describes how VCILT shifted the university's focus from traditional distance education to innovative e-learning approaches using new technologies. It outlines some of VCILT's early challenges in developing online courses and an in-house learning platform. The document also discusses VCILT's educational philosophy of using activity-based learning and open educational resources. It provides examples of VCILT's projects and achievements over the past decade in increasing access to university education through flexible learning.
This is intended to enable all teachers to utilise the newest technological developments in the field of Information and Computer Technology. This can help them derive the maximum out of their teaching endeavours. Students are thus benefitted by better knowledge, with great pleasure and ease. The skill to use the thus gained knowledge also can be developed.
Developing Large Scale Blended Learning: Research 2013Chapman Alliance
This study measures time spent in 30 development tasks when creating large-scale, blended learning projects (courses than can span days, weeks, or even months) using multiple modalities of delivery. Great information for planning similar development projects.
The document discusses the importance and applications of multimedia in education. It covers several key points:
1) Multimedia increases student motivation and facilitates active and experiential learning by engaging multiple senses. However, poorly designed multimedia can be tedious.
2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
The Open Learning Initiative (OLI) was created to address limitations of traditional lecture-based education by using technology to enact online instruction differently. OLI courses present expository content and interactive practice problems with immediate feedback, collecting analytics to provide feedback to students, instructors, course designers, and researchers. Evaluation studies have found OLI courses are as or more effective than traditional courses in promoting learning, and students report enjoying the interactive format more than passive lectures.
This document provides an overview and syllabus for an introductory educational technology course. The course will cover the field of educational technology, technology planning, issues and concerns, and research related to educational technology. Assignments include a technology use plan, needs assessment, and research synthesis paper. Students will develop leadership skills and gain understanding of research, standards, and policies regarding educational technology integration. The course goals are to provide a comprehensive overview and promote effective use of technology for teaching and learning.
This document discusses technology tools for teachers. It introduces the Commonwealth Educational Media Centre for Asia (CEMCA), which promotes the use of information and communication technologies (ICTs) to serve educational needs in Commonwealth countries in Asia. The document examines different categories of technology tools that can help minimize time and effort spent on tasks, be easy to use, and support varied learning needs. These include mind tools, resource management tools, creativity tools, online learning tools, and subject-specific tools. The goal is to equip teachers with a toolkit to examine and use appropriate digital tools in their educational contexts.
This document discusses using technology and differentiation strategies to achieve educational equity. It outlines how technology can help differentiate content, process, and products for assessment. Assistive technologies can help students with disabilities. Culturally responsive teaching views student backgrounds as assets. Learner-centered strategies include meeting social needs through collaboration, cognitive needs through various thinking skills, and metacognitive needs through reflection. Overall the document provides guidance for teachers on using technology and differentiation to create an equitable learning environment.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
This document summarizes a research article about alternative learning methods in chemistry education, specifically the use of animation, simulation, video, and multimedia. It finds that these technologies can help students overcome difficulties in conceptual learning of chemistry by allowing them to visualize chemical phenomena and build mental models. However, these tools must be designed based on cognitive load theory and integrated effectively into the classroom by teachers trained in their educational uses. When used appropriately, information and communication technologies provide significant opportunities to improve chemistry education.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
The document discusses the meaning and definitions of educational technology. It outlines four revolutions in education according to Eric Ashby: 1) shift from parents to teachers as educators, 2) adoption of written word, 3) invention of printing press and books, 4) development of electronics and communication. Educational technology aims to increase learning rates by enabling teachers to teach less and learners to learn more. It involves analyzing teaching/learning processes, exploring component functions, observing effects of manipulation, and translating findings into guidelines. Educational technology can refer to mechanization of the educational process through preserving, transmitting, and advancing knowledge using tools like printing, radio, TV, and research. Overall, educational technology systematically applies scientific knowledge of learning conditions to improve teaching
My portfolio in educational technology (anja) 2Anjaaaaa
This document outlines Anjanette Mendoza's portfolio in educational technology. It discusses her experience taking the Educational Technology 1 and 2 courses, which introduced her to how educational technology can be used as a teaching tool. These courses taught her about topics like integrating technology into instruction, developing digital skills in students, and using tools like PowerPoint. Through these courses, Mendoza learned how educational technology can empower both teachers and students and promote active, engaged learning. She now understands the importance of technology for preparing 21st century students and teaching them effectively.
This document provides guidance for a practice scenario to evaluate a local education agency's (LEA's) response to an outbreak of COVID-19. The objectives are to improve preparedness for responding to infected students or staff, evaluate isolation and notification procedures, and assess emergency plans. Key considerations include timely identification and isolation, protecting students and staff, reporting to health departments, managing operations, and coordinating with partners. The scenario walks through three modules - no identified cases, cases in the community, and a case in the school - to discuss procedures and decisions around dismissal, communication, and continuity of services.
This study aims to examine the correlation between educational videos and academic performance among Grade 4 students in Maranding Central Elementary School in Lanao del Norte, Philippines. The researchers developed a questionnaire to understand the benefits and challenges students experience when watching video lessons, as well as their preferences for video style and length. They plan to analyze responses from students and teachers to identify ways to improve video lessons and better support learning. The results of this study will be used to propose an action plan for enhancing video production and students' academic performance.
Learning Delivery Modality Course 2 is an instructional stream of LDM in response to education needs during the times of pandemic. This portfolio is a sample where you can get inspiration from when making your own LDM2 portfolio.
This document provides information to users about how a thesis manuscript was reproduced from a microfilm master for distribution. It notes that the quality of reproductions depends on the quality of the original submitted copy, and lists factors like print quality, illustrations, margins, and alignment that can affect reproduction quality. It also states that missing or incomplete pages will be noted, and any unauthorized copyright material that was removed will be indicated. Oversize materials are reproduced through sectioning. Basic information is provided about the copyright owner and restrictions on further reproduction.
E learning at the University of Mauritius - Case of the VCILTM I Santally
This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
e-learning @ the University of Mauritius - The case of the VCILTM I Santally
The document discusses the Virtual Centre for Innovative Learning Technologies (VCILT) at the University of Mauritius. It describes how VCILT shifted the university's focus from traditional distance education to innovative e-learning approaches using new technologies. It outlines some of VCILT's early challenges in developing online courses and an in-house learning platform. The document also discusses VCILT's educational philosophy of using activity-based learning and open educational resources. It provides examples of VCILT's projects and achievements over the past decade in increasing access to university education through flexible learning.
This is intended to enable all teachers to utilise the newest technological developments in the field of Information and Computer Technology. This can help them derive the maximum out of their teaching endeavours. Students are thus benefitted by better knowledge, with great pleasure and ease. The skill to use the thus gained knowledge also can be developed.
Developing Large Scale Blended Learning: Research 2013Chapman Alliance
This study measures time spent in 30 development tasks when creating large-scale, blended learning projects (courses than can span days, weeks, or even months) using multiple modalities of delivery. Great information for planning similar development projects.
The document discusses the importance and applications of multimedia in education. It covers several key points:
1) Multimedia increases student motivation and facilitates active and experiential learning by engaging multiple senses. However, poorly designed multimedia can be tedious.
2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
The Open Learning Initiative (OLI) was created to address limitations of traditional lecture-based education by using technology to enact online instruction differently. OLI courses present expository content and interactive practice problems with immediate feedback, collecting analytics to provide feedback to students, instructors, course designers, and researchers. Evaluation studies have found OLI courses are as or more effective than traditional courses in promoting learning, and students report enjoying the interactive format more than passive lectures.
This document provides an overview and syllabus for an introductory educational technology course. The course will cover the field of educational technology, technology planning, issues and concerns, and research related to educational technology. Assignments include a technology use plan, needs assessment, and research synthesis paper. Students will develop leadership skills and gain understanding of research, standards, and policies regarding educational technology integration. The course goals are to provide a comprehensive overview and promote effective use of technology for teaching and learning.
This document discusses technology tools for teachers. It introduces the Commonwealth Educational Media Centre for Asia (CEMCA), which promotes the use of information and communication technologies (ICTs) to serve educational needs in Commonwealth countries in Asia. The document examines different categories of technology tools that can help minimize time and effort spent on tasks, be easy to use, and support varied learning needs. These include mind tools, resource management tools, creativity tools, online learning tools, and subject-specific tools. The goal is to equip teachers with a toolkit to examine and use appropriate digital tools in their educational contexts.
This document discusses using technology and differentiation strategies to achieve educational equity. It outlines how technology can help differentiate content, process, and products for assessment. Assistive technologies can help students with disabilities. Culturally responsive teaching views student backgrounds as assets. Learner-centered strategies include meeting social needs through collaboration, cognitive needs through various thinking skills, and metacognitive needs through reflection. Overall the document provides guidance for teachers on using technology and differentiation to create an equitable learning environment.
This document presents an initial flexible learning development plan for a nursing course on contemporary Maori health issues. The plan aims to 1) develop online learning resources to complement existing face-to-face teaching, 2) increase off-campus access to course content, and 3) improve the flexibility of course delivery. Specific online tools and resources proposed include a Moodle site, discussion boards, video clips and self-reflection exercises. The plan is aligned with the strategic direction of Otago Polytechnic to foster collaboration and provide learners with increased flexibility and access.
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
This document summarizes a research article about alternative learning methods in chemistry education, specifically the use of animation, simulation, video, and multimedia. It finds that these technologies can help students overcome difficulties in conceptual learning of chemistry by allowing them to visualize chemical phenomena and build mental models. However, these tools must be designed based on cognitive load theory and integrated effectively into the classroom by teachers trained in their educational uses. When used appropriately, information and communication technologies provide significant opportunities to improve chemistry education.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
The document discusses the meaning and definitions of educational technology. It outlines four revolutions in education according to Eric Ashby: 1) shift from parents to teachers as educators, 2) adoption of written word, 3) invention of printing press and books, 4) development of electronics and communication. Educational technology aims to increase learning rates by enabling teachers to teach less and learners to learn more. It involves analyzing teaching/learning processes, exploring component functions, observing effects of manipulation, and translating findings into guidelines. Educational technology can refer to mechanization of the educational process through preserving, transmitting, and advancing knowledge using tools like printing, radio, TV, and research. Overall, educational technology systematically applies scientific knowledge of learning conditions to improve teaching
My portfolio in educational technology (anja) 2Anjaaaaa
This document outlines Anjanette Mendoza's portfolio in educational technology. It discusses her experience taking the Educational Technology 1 and 2 courses, which introduced her to how educational technology can be used as a teaching tool. These courses taught her about topics like integrating technology into instruction, developing digital skills in students, and using tools like PowerPoint. Through these courses, Mendoza learned how educational technology can empower both teachers and students and promote active, engaged learning. She now understands the importance of technology for preparing 21st century students and teaching them effectively.
This document provides guidance for a practice scenario to evaluate a local education agency's (LEA's) response to an outbreak of COVID-19. The objectives are to improve preparedness for responding to infected students or staff, evaluate isolation and notification procedures, and assess emergency plans. Key considerations include timely identification and isolation, protecting students and staff, reporting to health departments, managing operations, and coordinating with partners. The scenario walks through three modules - no identified cases, cases in the community, and a case in the school - to discuss procedures and decisions around dismissal, communication, and continuity of services.
This study aims to examine the correlation between educational videos and academic performance among Grade 4 students in Maranding Central Elementary School in Lanao del Norte, Philippines. The researchers developed a questionnaire to understand the benefits and challenges students experience when watching video lessons, as well as their preferences for video style and length. They plan to analyze responses from students and teachers to identify ways to improve video lessons and better support learning. The results of this study will be used to propose an action plan for enhancing video production and students' academic performance.
Mass media and its advantages, Mass media, Important functions of Mass media, Merits of school broadcasting, Limitations and shortcoming, Suggestions for effective school broadcasting programmes, History of school broadcasting, ETV, Educational television, Significance of educational television, Merits of educational television, Limitations and shortcoming of ETV, Kinds of Educational TV programmes, Kinds of Educational TV, Advantages of CCTV, Role of teacher in school TV programme, Physical facilities for effective television education, Films in education, Main advantages of motion pictures, Limitations, Press as medium of Education, Advantages of internet, Disadvantages of internet,
This document provides information on various computer teaching strategies and methods for assessing learning. It discusses computer-assisted instruction, the internet, distance learning, teaching psychomotor skills, and clinical teaching. It also outlines different methods for evaluating learning, including multiple choice questions, true/false, matching, and essay questions. Qualities of good measurement tools like tests are discussed, including validity, reliability, and ensuring the test measures what it is intended to measure. Clinical teaching involves preparation, demonstration, observation assignments, and post-conferences to apply concepts and refine skills.
Mass media, including radio, television, films, and other forms, now play a fundamental role in modern education. Radio has advantages as an educational medium in that it can simultaneously reach thousands of learners, including those in remote areas, and help develop listening skills. Television combines both visual and auditory experiences to provide a versatile educational experience. Educational films can motivate learners and bring distant events into the classroom in a vivid way. However, effective use of these media requires adequate teacher training and integration with classroom instruction to maximize educational benefits.
Implementing a Flipped Classroom Approach in Medical EducationDanielERitchie
The flipped classroom model reflects the paradigmatic shift taking place within medical education from educator-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of using digital platforms.
This document outlines a proposal for a mid-year in-service training program for teachers. The 6-day training will focus on unpacking learning competencies, innovative teaching strategies, helping struggling learners, developing parent coaching skills, and designing action research. It will include virtual sessions led by the Division Office and school-based training. The training aims to equip teachers with skills for modular learning and support coping with challenges from the pandemic. A detailed budget, schedule, and monitoring plan are provided.
This document provides guidance for managing IT classrooms and computer-enabled classrooms. It discusses the importance of establishing clear classroom rules and procedures for using technology. Some key strategies discussed include:
- Planning lessons that integrate technology to meet instructional objectives. This involves selecting appropriate software and designing engaging student activities.
- Conducting well-organized lessons that include explaining objectives, demonstrating software, reminding students of rules, and providing alternative activities for early finishers.
- Using station-based approaches where students work in groups on different tasks, including on computers, while the teacher circulates to provide support.
- Anticipating and addressing potential behavior issues and ensuring all students stay focused and on task during the
Module12: The Power Of Film, Video and TV in the ClassroomKaren Acuario
This document discusses the educational benefits of using film, video, and television in the classroom. It notes that these mediums can bring real-world examples, experts, and events into the classroom. However, it also acknowledges the limitations, such as television being a one-way communication device and the potential for excessive viewing to hinder development. The document provides guidance for effective use, including preparing the classroom, pre-viewing activities to set expectations, active viewing, and post-viewing discussions to check understanding and application of the lesson.
This document outlines problems and proposed solutions across several departments and programs at Sejong University. It discusses issues with course management, bio-convergence engineering, information security, globalization, and volunteer work programs. Specific problems identified include unnecessary courses, large class sizes, lack of executive skills courses, unclear department changes, curriculum mistakes, and inadequate hacking practice courses. Solutions proposed are providing more specialized course choices, expanding courses/faculty, adding executive skills courses, clearer communication, curriculum planning consideration, and inclusion of more hacking practice courses. The conclusion states addressing these problems could help students achieve success.
This document provides a communication plan for a pilot implementation of limited face-to-face classes amid the COVID-19 pandemic. It outlines objectives to guide key communicators and provide documentation protocols. It identifies key messages about conducting classes in a consultative, collaborative, and community-based manner. It also maps stakeholders and provides sample communication strategies, materials, and guidelines for documentation and crisis management. The plan aims to ensure students, staff, and communities are protected and informed about the gradual reintroduction of in-person learning.
This document discusses video lecturing, including its definition, pros, and cons. A video lecture allows students to both see and hear the lecturer, as well as visualize what is being discussed. Some benefits include students being able to review lectures before exams, lecturers being able to evaluate their own performance, and lectures being archived. However, some downsides are students possibly skipping lectures, a lack of interaction between students and lecturers, and the potential for lectures to be shared widely without control. The document provides a balanced perspective on both the upsides and challenges of the video lecture format.
The document outlines the agenda for a division orientation on implementing face-to-face classes while focusing on teaching and learning. It discusses three main topics: learning resources, face-to-face classes, and teacher support. Under learning resources, it describes the necessary learning materials and textbooks. For face-to-face classes, it provides a sample class schedule and discusses class size limits. It also describes the need to profile students returning to in-person learning. Finally, it addresses providing support to teachers through training and orientation on teaching strategies and workload expectations.
Radio-based instruction (RBI) and television-based instruction (TBI) use radio and television broadcasts to deliver lessons to students through self-learning modules. This allows DepEd to expand access to education for students in remote areas and those unable to attend in-person classes due to COVID-19. Teachers must prepare students for the broadcasts, integrate them into classroom lessons, and conduct follow-up discussions to assess learning and address questions. While RBI/TBI provide multimedia learning and access to experts, they lack interactivity and risk student inattention. Proper preparation, presentation, and follow-up are needed to make this a successful alternative learning modality.
This document provides information about using a slide projector. It describes the key components of a slide projector, including the light source, reflector, condensing lens, slide holder, and focusing lens. It explains that slides are loaded into a carousel that holds approximately 80 slides. The document outlines the basic steps to use a slide projector, such as gathering the slides, loading them into the carousel, powering on the projector, focusing the first slide, advancing through slides using buttons, and powering off when finished.
The document discusses three key domains of human learning: cognitive, affective, and motor skills. It then provides classifications and examples for each domain. Specifically, it outlines three levels for the cognitive domain (knowledge, comprehension, application), four levels for the affective domain (receiving, responding, valuing, characterizing), and one level for the motor skills domain (imitation). The document also discusses classifications and appropriate uses of educational technology to support teaching and learning objectives across different domains.
Frederic Fovet Keynote at the Perfect Blend Conference - Vancouver School BoardFrederic Fovet
Most schools around the world have been forced to launch extensive online and blended practices as the COVID pandemic precipitated the sector towards closure. This has been an unprecedented conjuncture for discovery, experimentation and exploration. As schools and teachers prepare for a post-pandemic landscape, it is also important nevertheless to acknowledge that the lessons learnt from these two years of forced change were not optimal. First, much of the work done online in the K-12 sector was not fully inclusive or designed for the full spectrum of diverse learners. Second, the blended and online practices that have emerged have generally been seen as poor substitutes, with teachers seeking to return to face to face urgently rather than reflectively integrating in their everyday teaching the rich pedagogical opportunities the blended formats have offered a glimpse of. The presentation will explore how Universal Design for Learning can be an immediately pertinent and effective framework, offering hands on tools, for teachers to capitalize on their pandemic experiences to transform their in-class practices, with the help of technology and a blended mindset.
The Teaching Profession Chapter 3-Lesson 5 This provides presentation on the use of technology in learning by understanding. This will enable prospective teachers to become a competent and innovative global teacher.
This document discusses how educational technology can bring the world into the classroom. It outlines how technology can support active learning models by emphasizing learning with understanding over memorization. The document also describes various technology programs that can be used for teaching, including standalone programs, internet-based programs, and information databases. Finally, it proposes modified technology education requirements for prospective teachers, such as demonstrating technology operations, planning technology-enhanced lessons, using technology for assessment, and understanding social and ethical issues related to educational technology.
Similar to BROADCAST MEDIA - UNIT 9 - PROBLEMS INVOLVED IN IMPLEMENTATION OF THE BROADCAST MEDIA - 8621- AIOU - B.ED (20)
The document discusses the aims, goals, and objectives of laboratory organization, management, and safety methods courses. It defines aims as general statements of educational intent, goals as describing student competencies upon completion, and objectives as brief statements of what students will learn. The document provides examples of aims, goals, and objectives for physics, chemistry, and biology labs and how they are implemented and used to guide student learning. It emphasizes the importance of clarity and communication of aims and objectives in course and lab design.
COMPUTERS IN EDUCATION - UNIT 9 - PROBLEMS OF USING COMPUTER FOR EDUCATION - ...EqraBaig
This document discusses several problems with using computers for education, including economic factors, lack of infrastructure, educational software, attitudes towards computers, and issues with installation, maintenance, planning, and teacher professional development. Some key challenges are the high costs of computers and software, lack of networking capabilities, scarcity of appropriate educational programs, and teachers' reluctance to adopt new technologies in the classroom. Effective implementation requires careful planning, training, and evaluation to maximize the educational benefits of computer use.
COMPUTERS IN EDUCATION - UNIT 8 - ROLE OF COMPUTER IN EDUCATION - B.ED - 8620...EqraBaig
The document discusses the role of computers in education. It states that computers have revolutionized education by allowing large amounts of data to be stored, facilitating online learning and distance education. Computers also make lessons more engaging through multimedia and help teachers deliver information more effectively. Computer education has been integrated into curriculums globally and plays a key role in modern education systems.
COMPUTERS IN EDUCATION - UNIT 7 - COMPUTER APPLICATIONS IN CONTENT AREAS - B....EqraBaig
This document discusses the importance of computer education and in-service teacher training. It outlines several approaches to developing computer literacy among teachers, including the New Primary Teacher Orientation Course offered by AIOU which aims to retrain 42,000 primary school teachers over 5 years to improve their practical teaching skills and competencies through activities like microteaching. It also discusses the role of organizations like the Teachers' Resource Center in providing workshops to upgrade teachers' content knowledge and teaching methods. Pre-service training must be supplemented with continuous in-service training to allow teachers to acquire new skills and adapt to changes in their fields.
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2. UNIT OBJECTIVES
1. Explain the problem faced at receiving end
2. Identify the specific problems measuring the effects of
radio broadcast
3. Discuss the procedure of program designing
4. Analyses the procedure of financing broadcasting
media
5. Specify the role of trained personnel .
3. INTRODUCTION
Identification of problems affecting academic performance of
students and their personality development is a matter of
serious concern for all teachers. Two factors are important in
prompting them to take suitable action.
(i) Impact of the problem on the whole class
(ii) Incidence of periodicity
Sometimes a problem may affect instruction as in the case of
an aggressive student frequency holding up the class
proceedings by a volley of irrelevant questions.
4. CONTI….
Open Universities in their routine work over the years have come across a
variety of student’s problem of varying magnitude and dimensions affecting
instructional activities. Some of them are late coming and continuous
absenteeism from classes, boycotting test and assignment, malpractice in
examination, teasing, strikes etc. While some of these problems may be so
serious as to affect the individual’s growth and peace of the institution, others
may not be so serious. When problems become violent, they may cause
damage to the institutional property and disrupt its normal life. It becomes
imperative and inevitable for open universities to initiate appropriate and
timely action to overcome the problems and minimize their effect. In this
process, they generally depend upon their own experience and that of others
in tackling problems. Such approaches may result in temporary solution
leading to the possibility of recurrence of such problems. Attempts are made
to find solution of a permanent nature based on well formulated and tried out
principles rather depending upon casual approaches.
5. CONTI….
The effectiveness of instruction imparted in institutions including optimal use of
institutional resources depends, to very large extent, upon the way the
students are managed by Teachers or Known to make all possible efforts to
use appropriate methods of managing their students and helping them in
solving their problems. The first and foremost step in my attempt at helping
students to overcome their problems is to be aware of the actual problems. It
is often noticed that administrators, and teachers and others concerned have
tendency to wait for problems to occur instead of predicting the possibility of
the occurrence of the problem. Only when they become aware of the
problems they attempt to take steps to solve them. Problems do not erupt all
of a student. Careful observations will enable teachers to notice their signs
and symptoms. Hameed, who is normally very well behaved picks up an
argument over a very issue and creates a big scene with his teachers.
Zeeshan, who is regular in attending classes and is sincere in his studies
starts absenting himself from the class without prior permission of the
concerned teacher.
6. CONTI….
Muhammad Abdullah always sits alone in a depressed and withdrawn mood
without involving himself in the activities in the class. Behavior of these
types is indicated of the different types or problems of students. Some of
them may be serious and others not serious enough to warrant attention
of the teachers.
7. STEPS FOLLOWED IN PROBLEM SOLVING:
The following steps are to be followed in problem
solving:
(i) Problem identification
(ii) Gathering the data available
(iii) Hypothesizing the probable causes of the problem.
(iv) Identifying the data needed and collecting the data.
(v) Arriving at the actual causes.
8. CONTINUED …….
(vi) Implementing at the actual causes.
(vii) Follow up action initiation.
The most important method of identifying a problem is
observation. By studying the whole situation or the setting in
which the problem has manifested itself, the problem may
be pinpointed. It might be useful to classify the problem into
main and subsidiary categories
9. CONTINUED……
• Observation must be carried out in natural
setting i.e. where the students are involved. It
would be a gross mistake to jump any
conclusion on the basis of observation over
short period of time. The best approach would
be to OBSERVE OVER A SUFFICIENTLY
LONG PERIOD Before drawing any inference.
10. PROBLEMS FACED AT
RECEIVING END
• Communication noise, Physical/ psychological
• Broadcasting outreach territory covered by terrestrial
and satellite
• Program air schedule
• Program format
• Teacher training
• Expertise of production team
11. CONTI…….
The following problems are being faced at receiving end by
the students as well as the general public at large. The
problems identified and their possible solution are given
below.
(i) Educational television programme cannot be inspirational,
meaningful and effective without the involvement of the
teacher s. This can be done by providing formal in-service
training to them to make them fully aware of the potentials of
the medium, the mechanics of production and the elements of
preparation presentation and utilization of a TV lesson.
12. CONT…….
(ii) It is also to be realized that when we use the most advanced
technology in our education, highly skilled and trained teachers
are needed to handle the flow of information and stimuli.
Effective television teaching demands better preparation and
the assistance of extensively trained and more specialized
personal than does conventional instruction.
13. CONT…..
(iii) With the advent of satellite communication spread of learning will be
on much larger canvas. The ETV programmes on a limited scale have
already reached both, people in geographically isolated areas and
people who are socially backward. This will also make the need of
giving TV training to the teachers of those areas more pressing and
urgent.
(iv) Once the television becomes an integral part of class room teaching,
the physical faculties available in the school are as important as the
quality of the programme, from the utilization point of view. No matter
how much rich and valid T.V. programmes are, they cannot reach the
audience unless optimum physical facilities are available to the viewer.
The availability of physical facilities appears to the quite simple yet it
requires a constant visual to keep them all in operational readiness.
14. CONT….
(v) Another fact that emerges is that the classroom teacher is a
part and parcel of the total school TV programme.
(Vi) A teacher substantially contributes towards the
preparation of suitable inputs and is personally responsible
for the utilization of the end-products.
(Vii) A T.V teacher cannot replace the classroom teacher how
best his presentation or the programme may be.
(viii) TV is only an additional aid. If utilized properly and
judiciously by the classroom teacher, it help his make his
teaching interesting, easy, useful and lasting.
15. (a) In each TV viewing school suitable space area must be ear marked for
television viewing depending upon the number of viewers. Ideally speaking
each class that has to view a TV lesson should have TV set fitted in the
classroom itself but it is not possible. Therefore provision of a room, which
can be converted into TV room should be made. Hall is another alternative for
large number of viewers. Other points to be taken care of are:
i) Placement of TV set and its adjustments.
ii) Seating arrangement.
iii) Ventilation.
16. PHYSICAL FACILITIES
• Broadly speaking we can classify the
physical facilities into these categories:
• iv) Lighting
•v) Space for demonstration, pre-telecast
and post-telecast acidities activities.
(b) It is needless to say that the TV sets
should always be in operational condition
so that these can be switched on at a
very short notice. The
17. CONT….
various factors that put the operating off are:
i) Defective power points and plugs.
ii) Defective Antenna.
iii) Maladjustment of TV controls.
iv) Major defect in TV
V) Voltage fluctuations.
vi) Operational procedures like locked cupboards etc.
(c) The school television programmes boy and large are syllabus-based and
therefore, the students must know of the connecting links between their
classroom teaching and the television programmes. These should reach
the classroom teacher in the beginning of the session or term as the case
may be
18. SPECIFIC PROBLEMS
MEASURING THE EFFECTS OF
BROADCAST
Types of Broadcast
• There are two types of radio broadcast:
• i) Ordinary Broadcast
• Knowledge of general incidents and situations is given through ordinary
• broadcasts.
• ii) Educational Broadcast
• Such broadcasts are especially designed for pupils in the form of
radiolessons
• to achieve teaching objectives.
19. USE OF RADIO IN TEACHING
First of all, the teacher must gather information about radio
lessons and study the same. This type of study includes time
table and list of programmes.
b) He should carefully plan on the basis of information collected
earlier and by establishing its relevance for the subject to be
taught.
c) He should motivate the pupils mentally so that they learn to
listen attentively.
d) Physical conditions i.e. seating arrangement, light and air,
silence, etc., should be well-organized.
20. CONTI…..
Follow-up should also be done after listening to the radio.
Discussion should be held on the radio-lesson. Pupils should
take notes while opportunity to remove to their doubts. They
should take notes while listening to the broadcast lesson and
thereafter they should get time to complete their notes. They
should be asked not to put questions during the broadcast
lesson. They should be instructed to note down all the
question they want ask when the broadcast is over.
21. LIMITATIONS OF RADIO LESSON
a) Sometimes the pupil’s carelessness neutralizes the benefits.
b) Pupils remain passive during such radio lesson.
c) Follow-up programme is sometimes not honestly done.
d) Sometimes pupils and teacher fail to get prior information
about radio broadcast and they, thus, remain deprived of their
benefits.
22. PROGRAM DESIGN PROBLEM
The mass communication media are important to modern social processes,
they bring public issues before wider forum then they can be reached by
public meetings. They help to broaden our enjoyment of life and further our
knowledge and understanding of things about us, and they bringing us
information they help to stimulate individual and group action. In Pakistan,
they have to play a significant role in speeding the process of social change.
However, it all depends on the proper programme design. It is a problem area
needed to be taken well care of. The authorities broadcasts should take
appreciate measure while deigning any programme. Before assigning of any
programme the planning team must evaluate current and uture media
potential.
23. CONT….
f They must set this potential against an ideal media pattern and
evolve and present alternative propositions to put to policy makes with
balanced
arguments for and against each. while making a survey to current conditions,
the following check points may be considered.
i) Social structure of the country.
ii) Educational goals, objective, priorities of the social system.
iii) Changes needed in educational structure for educational media.
iv) Availability of trained personal.
v) Availability of technical facilities.
24. CONT…
vi) Availability of finance.
vii) Utilization of the programme.
To make the media programme effective, the above mentioned points are
must to make programme designing successful.
25. FINANCIAL PROBLEMS
/BUDGETING
Financing of broad cast media is a problem of great significance. Broadcast
media costs vary enormously from one programme to another. However,
there are many cost saving possibilities in comparison to those of formal
education and that there is virtue not in low costs are accompanied by
effective results per set, but only when lose costs. The main issue
concerning finance is how to keep the coasts as low as possible while
keeping programme effectiveness high. The main issues concerning
resources are how best to deploy whatever resources are available to
broadcast media as a whole. In addition to the above mentioned problems
and issues in the use of broadcast media. There are other problems like
evaluation, person-centered development, to be taken care of to make the
programme a success.
26. TRAINED PERSONAL
In broadcasting, the availability of trained personnel is a
great problem. There is acute shortage of trained staff.
Question arises what role of training is needed? What will be
the scope of training facilities? This all depends on the size
of the station or broadcasting system. A large broadcasting
system with several hundred employees will need a whole
training wing with several full-time officers, whereas, a small
station can do more than delegate to a member of its senior
staff some added responsibility for training.
27. CONTI….
The building of a staff that is technically competent, expert in the
techniques of the medium, efficient and responsible.
ii) The encouragement of creative and artistic ability.
iii) The fostering of understanding of the potential uses of broadcasting for
the general economic and social development of the continent.
However, the training should emphasize the utilization of the media in
education, agriculture, social welfare and community development. Every
effort should be made to familiarize the trainee with pertinent experiments
which have been conducted in various parts of the world, and the necessity
of using broadcasting to provide support for development projects should be
emphasized.
28. CONT….
Training is broadcasting can be continued throughout the career of
broadcaster as the availability of new equipment makes possible new
techniques and as new social development leads to new programme
needs. It is not something to be confined to newcomers only. The following
training methods must be adopted.
1. Basic training: As much as possible, broadcasting organizations
should be encouraged to arrange basic formal in-school training in
Pakistan. Equipment in such schools should be comparable in
sophistication to facilities normally provided for broadcast purpose.
2. On-the-job training: On-the-job broadcasting training in Pakistan is
useful and should be continued.
29. CONT…
However, its many shortcomings must be thoroughly
appreciated by Pakistan broadcasting organization. It is most useful if it is
utilized only as familiarization note course and not as a complete training course
in itself. It is recommended that is should not last more than six months and
should commence immediately after recruitment, and be followed with formal
training in a broadcasting training school.
3. Overseas training: As much as possible, training in foreign broadcasting
schools should be limited to advanced level or specialist courses designed for the
experienced broadcaster. It presents an opportunity for him to broaden his
outlook at the same time acquire specialist training which is at present not easily
available in Pakistan. Future attachment courses should be limited to experienced
senior staff and should not exceed three months. All efforts should be made to
secure as many such opportunities as possible.
30. CONTI…
• 4. The occasional special course. Occasional special course,
workshops and seminars should be considered as necessary regular
features of broadcasting training schemes. The training of a broadcaster
should be envisaged as a continuing process. Everyone concerned with
the production of radio/TV programmes, newcomers and more
experienced broadcaster alike: script typists, production clerical staff;
technical operators; microphone talent, announcers, compares and actors
and musicians, producers, writers, outside contributors, people who give
talks, and participate in discussions, conduct religious services;
supervisors, heads of programme section, the programmme
• manager, all require training.
31. ASSESSMENT QUESTIONS
• Q. No. 1 Explain the problem of broadcast media faced at receiving end.
• Q. No. 2 Critically examine the problems measuring the effects of radio broadcast.
• Q. No. 3 Discuss the problems involved in the use of radio in teaching.
• Q. No. 4 Describe the limitations of radio lesson.
• Q. No. 5 “The mass communication media are important to modern social processes,
• they being public issues before wider forum then they can be reached by public
• meetings”. Discuss.
• Q. No. 6 Discuss the significance of financing of broadcast media.
• Q. No. 7 The availability of trained personnel is a problem in Pakistan Suggest some
• measure to overcome such problems.