This document discusses harnessing campus radio resources for open and distance learning (ODL) in Nigeria. It analyzes two university campus radio stations as case studies, examining issues like how ODL programs are packaged and delivered on radio, staffing and funding challenges, and using new media technologies. Radio is seen as an important educational tool in Nigeria due to its accessibility and affordability. The history of ODL in Nigeria and the development of campus radio licensing are described. Studies show radio has effectively delivered health, literacy, and nomadic education programs in Nigeria and other countries.
Harnessing campus radio resources for odl in nigeriaJoshua Olufemi
This document summarizes a study on harnessing campus radio resources to support open and distance learning (ODL) in Nigerian universities.
The study examined programming strategies, funding, human resources, and challenges of radio stations at the University of Ibadan (Diamond FM) and University of Lagos (Unilag Radio) in supporting ODL. It found that the stations package educational content from ODL institutions but face challenges like unreliable electricity and limited internet access.
The document recommends increasing radio coverage of ODL programs, innovating content packaging beyond lectures, improving human resources, gaining more funding, utilizing new media, conducting audience research, and prioritizing utility infrastructure for campus radio stations.
Presentation by Dr. Sanjaya Mishra on 29/12/2012 at the National Seminar on Radio for Equitable Education organized by DEP-SSA, IGNOU, New Delhi from 27-29 December 2012.
1. The document discusses the use of media and technology in education in India. It outlines various government initiatives and programs to promote literacy and education access, including the National Policy on Education.
2. It describes how television has been used as an educational medium in India, including school programming on Doordarshan and the Countrywide Classroom program on the UGC. Television and teleconferencing have helped expand access to education.
3. The Indira Gandhi National Open University was established to provide distance education opportunities and help professionals update their skills. It utilizes television and teleconferencing as part of its educational programming and outreach.
Broadcast media-unit 3-Role of educational tv case studiesEk ra
This document discusses the role of educational television in various countries. It outlines how Pakistan established the Allama Iqbal Open University to provide alternative education through television and distance learning. It also describes the educational television services of Singapore, China, Japan, the UK, and Thailand, noting how each country established television channels and programs to educate large populations through both formal and informal means. Overall, the document shows how educational television has been used across multiple nations to support, educate, and graduate millions of students and adult learners.
Educational broadcasting is a powerful mass medium that can be used to provide education through radio, TV, and the internet. It saves resources while allowing information to reach wide audiences anywhere in the world. In Pakistan, the AIOU and VU are universities that are famous for their use of educational broadcasting through radio and TV channels to provide opportunities to those unable to attend traditional classes. The AIOU in particular enrolls over a million students, more than half of whom are women, through a blended model using broadcasts, online content, and study centers.
This document summarizes distance education in China and India. In China, the main modes of distance learning are correspondence education, broadcast/TV-based education through institutions like the China Central Radio and TV University, and advanced online learning through networks like CERNET and CERNET2. India also utilizes print, broadcast media, and increasingly online learning through initiatives like Edusat. However, both countries face challenges to distance education like lack of infrastructure, funding, and quality and access disparities.
This document discusses educational television projects and programs in India. It provides details on major educational television projects from 1961 to the present, including the Secondary School Television Project, Delhi Agriculture Television Project, Satellite Instructional Television Experiment, UGC Higher Television Project, IGNOU Doordarshan Telecast, and Gyan Darshan Educational Channel. It also discusses the key stages and professionals involved in television production, as well as the advantages and limitations of educational television.
This document provides an overview of key concepts in the first two chapters of a study on secondary school teachers' perceptions of the role of radio and television in teaching and learning.
It begins with an introduction that outlines the background, problem statement, purpose, objectives, significance and structure of the study. Chapter 1 then discusses the historical use of radio and TV in education in African countries. Chapter 2 presents a literature review on the meaning and uses of radio and TV in teaching, as well as research on teachers' perceptions and the constraints of using these media. Social cognitive theory is identified as the theoretical framework.
Harnessing campus radio resources for odl in nigeriaJoshua Olufemi
This document summarizes a study on harnessing campus radio resources to support open and distance learning (ODL) in Nigerian universities.
The study examined programming strategies, funding, human resources, and challenges of radio stations at the University of Ibadan (Diamond FM) and University of Lagos (Unilag Radio) in supporting ODL. It found that the stations package educational content from ODL institutions but face challenges like unreliable electricity and limited internet access.
The document recommends increasing radio coverage of ODL programs, innovating content packaging beyond lectures, improving human resources, gaining more funding, utilizing new media, conducting audience research, and prioritizing utility infrastructure for campus radio stations.
Presentation by Dr. Sanjaya Mishra on 29/12/2012 at the National Seminar on Radio for Equitable Education organized by DEP-SSA, IGNOU, New Delhi from 27-29 December 2012.
1. The document discusses the use of media and technology in education in India. It outlines various government initiatives and programs to promote literacy and education access, including the National Policy on Education.
2. It describes how television has been used as an educational medium in India, including school programming on Doordarshan and the Countrywide Classroom program on the UGC. Television and teleconferencing have helped expand access to education.
3. The Indira Gandhi National Open University was established to provide distance education opportunities and help professionals update their skills. It utilizes television and teleconferencing as part of its educational programming and outreach.
Broadcast media-unit 3-Role of educational tv case studiesEk ra
This document discusses the role of educational television in various countries. It outlines how Pakistan established the Allama Iqbal Open University to provide alternative education through television and distance learning. It also describes the educational television services of Singapore, China, Japan, the UK, and Thailand, noting how each country established television channels and programs to educate large populations through both formal and informal means. Overall, the document shows how educational television has been used across multiple nations to support, educate, and graduate millions of students and adult learners.
Educational broadcasting is a powerful mass medium that can be used to provide education through radio, TV, and the internet. It saves resources while allowing information to reach wide audiences anywhere in the world. In Pakistan, the AIOU and VU are universities that are famous for their use of educational broadcasting through radio and TV channels to provide opportunities to those unable to attend traditional classes. The AIOU in particular enrolls over a million students, more than half of whom are women, through a blended model using broadcasts, online content, and study centers.
This document summarizes distance education in China and India. In China, the main modes of distance learning are correspondence education, broadcast/TV-based education through institutions like the China Central Radio and TV University, and advanced online learning through networks like CERNET and CERNET2. India also utilizes print, broadcast media, and increasingly online learning through initiatives like Edusat. However, both countries face challenges to distance education like lack of infrastructure, funding, and quality and access disparities.
This document discusses educational television projects and programs in India. It provides details on major educational television projects from 1961 to the present, including the Secondary School Television Project, Delhi Agriculture Television Project, Satellite Instructional Television Experiment, UGC Higher Television Project, IGNOU Doordarshan Telecast, and Gyan Darshan Educational Channel. It also discusses the key stages and professionals involved in television production, as well as the advantages and limitations of educational television.
This document provides an overview of key concepts in the first two chapters of a study on secondary school teachers' perceptions of the role of radio and television in teaching and learning.
It begins with an introduction that outlines the background, problem statement, purpose, objectives, significance and structure of the study. Chapter 1 then discusses the historical use of radio and TV in education in African countries. Chapter 2 presents a literature review on the meaning and uses of radio and TV in teaching, as well as research on teachers' perceptions and the constraints of using these media. Social cognitive theory is identified as the theoretical framework.
Broadcast media-Unit 9-Problems Involved in Implementing Broadcast MediaEk ra
Here are the answers to the assessment questions:
Q1. The main problems faced at the receiving end include lack of teacher training to effectively utilize broadcast media, lack of physical facilities like proper classrooms/halls for viewing, ensuring equipment is always operational, and ensuring classroom teachers are prepared and involved in utilizing the broadcasts.
Q2. When measuring the effects of radio broadcasts, it is important to consider the type of broadcast (ordinary vs educational), how teachers plan and prepare students, ensure active student participation and follow up, and overcome limitations like student carelessness, passive listening, and lack of proper follow up.
Q3. When using radio in teaching, the teacher must understand programming, motivate and instruct students, ensure proper
History of educational technology (1) informaticamariano37
The history of educational technology is marked by increasing complexity of devices used to supplement instruction. While technology was claimed to replace teachers, it has primarily been used to provide instructional variety and visual education. Early technologies included objects, photos, films and audio recordings in school museums. Instructional television gained popularity in the 1950s-60s with funding from the Ford Foundation and FCC, though enthusiasm declined by the 1970s due to high costs. Computers began being used for instruction in schools in the 1980s as microcomputers emerged, allowing more student access and internet connectivity by 2000.
This document discusses three case studies on the use of ICT for education:
1) Allama Iqbal Open University in Pakistan uses multimedia like audio, video and internet to provide distance education across the country, reaching over 70% employed students, with over 50% female enrolment.
2) BBC Janala in Bangladesh provides low-cost English language lessons by phone, reaching over 1.5 million users in under a year.
3) Plan CEIBAL in Uruguay aims to provide laptops to all primary students and teachers to promote ICT use, and has now expanded to secondary education. It shows commitment and adapting technology to the local context are key to effective ICT-enabled development.
1. Distance education has existed since the 19th century, originally using correspondence via mail. Technological advances like radio, television, and the internet have expanded the delivery methods for distance education over time.
2. In Brazil, distance education experiences began in 1939 and have grown significantly in recent decades to include both formal education and vocational training using various technologies.
3. Today, distance education can provide students flexibility to learn remotely using internet resources while still allowing for some classroom activities. It has grown rapidly in Brazil, with over 3.5 million students enrolled in 2011, especially in free courses.
The history of educational technology is marked by increasing complexity and sophistication of devices used to supplement instruction. While some predicted technology would replace teachers, it has instead enhanced instructional variety and visual education. Early technologies included films, radio, and instructional television in the 1950s-60s supported by organizations like the Ford Foundation. Computers began capturing educator interest in the 1980s and student access improved significantly by 2000, though implementation challenges remained regarding costs and equipment maintenance.
Ethel the nursing curriculum in the information ageethelOcana
This document discusses nursing education in the information age and accessible, effective distance learning. It provides a brief history of distance education from correspondence courses to modern computer and internet-based learning. Key points covered include different educational platforms for online learning, strategies and support for distance learners and faculty, and the role of nursing informatics in preparing nurses for the digital future of healthcare.
Interaction Radio Counselling in Distance EducationRamesh C. Sharma
The document discusses the use of educational radio in distance education. It provides examples of major educational radio projects in India, including the School Broadcast Project, Adult Educational and Community Development Project, and Farm and Home Broadcast Project. It also discusses current initiatives like IGNOU-AIR Broadcast and Interactive Radio Counselling programs, and the Gyan-Vani educational FM radio channel. Interactive radio counselling is used to bridge the gap between educational institutions and learners by responding to queries and providing academic support.
GyanDarshan and GyanVani are educational TV and radio channels in India that provide educational content. EDUSAT is an educational satellite launched in 2004 to provide interactive distance education across India. It has revolutionized classroom teaching through IP technology. The Consortium for Educational Commission is a primary user of EDUSAT and has over 100 terminals installed across colleges and universities to provide higher education in remote areas through satellite network. Live transmissions on EDUSAT allow subject experts to deliver lectures to students at different sites who can interact with the experts through audio, video, text or phone. VICTERS is an education channel on EDUSAT that offers virtual classrooms for direct communication between students, teachers and experts to dissemin
The document summarizes several case studies of alternative development communication approaches in India, including the Satellite Instructional Television Experiment (SITE), the Kheda Communication Project, and the Jhabua Development Communication Project (JDCP). SITE was a large-scale experiment conducted in 1975-1976 that demonstrated the potential of satellite technology for instructional television broadcasts to rural villages. It involved installing TV sets with satellite dishes in over 2400 villages across 6 states. The Kheda Communication Project from 1975-1990 used television to produce participatory development programs involving local audiences. The Jhabua Development Communication Project since the 1990s has used satellite communications to broadcast development-focused content produced locally in Jhabua district to meet rural information needs.
The aim of this study was to try and establish the influence of the quota system of education in Kenya on national unity. The study’s target population was four thousand one hundred and seventy one (4171), and the sample of four hundred and thirty (432), who include three hundred and ninety one (391) learners and forty nine (49) lecturers from The Catholic University of Eastern Africa. The study employed a combination of descriptive survey and naturalistic design, employing both qualitative and quantitative approaches in research. The instruments of data collection were the questionnaire and interview guide to enhance comprehensive data collection. Statistical procedures were used to sort, analyze and summarize
the data into frequencies and percentages. The qualitative data generated in the research was analyzed thematically. Analysis was done using Microsoft Word (a word processing program) and two statistical analysis software PSPP and R. From the research findings, on the quota system of education and its influence on national unity, the researcher was able to identify the following: teacher employment, student selection process and poverty as factors leading to minimal or lack of student / teacher interaction with other cultures and exposure to different environments giving rise to closed societies, closed cultures and teachers who are not globally exposed. These factors may give rise to a closed individual who might end up not being fully acculturated to different environments lacking the necessary skills to foster harmony in society.
Distance education involves teaching students who are not physically on-site through various technologies and instructional methods. It began in the early 1700s through correspondence education and saw more development with the introduction of audiovisual technologies in the early 1900s. Television was later explored as an instructional medium in the 1930s and 1940s, though its potential was never fully realized. Studies found student achievement from television instruction was comparable to traditional face-to-face teaching.
EDUCTIONAL TELEVISION PROGRAMMES RELATED TO HIGHER EDUCATIONLakshmiLakhhis
The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting high-quality educational programming on a 24/7 basis. The channels broadcast at least 4 hours of new content daily, which is then repeated 5 times to allow students flexibility in viewing. Content is provided by educational institutions and covers topics from school to post-graduate levels across various subjects. The channels aim to provide curriculum-based and certification-ready courses to lifelong learners in India and abroad. Doordarshan also launched a new educational channel called DD Roshini in partnership with Microsoft to broadcast live classes and lectures to teachers in BBMP schools via television and Skype.
Educational satellites can deliver learning materials to remote students and enable two-way communication between students and teachers. Some educational satellites that have been used include INSAT in India since 1982 for broadcasting educational TV programs. Radio instruction and television broadcasts have also been used successfully for out-of-school education. The internet allows access to vast information and transforms two-way communication, while email facilitates communication between students, researchers, and for administration purposes. Teleconferencing enables two-way audio and one-way video communication across locations, while telephone lines have been used for tutoring and counseling. While computers showed promise for instruction, their role requires further study on appropriate placement and objectives.
This document discusses utopian and dystopian viewpoints on plasma-based instruction in Ethiopia. It analyzes attitudes of implementing bodies, who were enthusiastic about expanding plasma instruction across the country, versus key practitioners, who were apathetic in using the medium. These opposing views had a great impact on the program's effectiveness. While proponents viewed plasma instruction optimistically, seeing benefits for equitable education, others viewed it more pessimistically in terms of potential negative effects. The document examines the plasma program's implementation and challenges in Ethiopia.
The document discusses free primary education in Kenya and its challenges in fighting illiteracy. Some of the key challenges identified are understaffing, poor working conditions, inadequate funding, and lack of school libraries. The introduction of free primary education led to a surge in enrollment but also issues implementing the program due to a lack of clarity around roles and responsibilities. For free primary education to succeed, ongoing dialogue with stakeholders is needed to define their specific roles in supporting the policy goals of eliminating illiteracy, improving living standards, and bridging the education gap between rich and poor.
The document discusses various educational technology initiatives in India, including learning resource centers, state resource centers, satellite instructional television experiments, the educational satellite EDUSAT, audio visual resource centers, the UGC consortium for educational communication, the centre for development of imaging technology, and the IT@School project. It provides details on the objectives, activities, advantages and disadvantages of these different programs aimed at enhancing education through technology.
Gyan Darshan is a set of educational television channels in India launched in 2000 to provide educational content. It began as a two-hour daily test channel and expanded to 24/7 transmission within a year. There are currently four channels - Gyan Darshan I beams educational programs, Gyan Darshan II provides interactive distance learning, Gyan Darshan III offers vocational programs, and Gyan Darshan IV focuses on higher education. A fifth channel on science and technology is planned. Television is an effective educational tool that brings learning to life, combines audio and visuals, and can reach large audiences simultaneously at low cost.
The document discusses the education landscape of the United Arab Emirates. It notes that the UAE has an education index of 0.83, with 1200 schools and 52 universities. The education system supports high student diversity, with 15 different curriculums used, most commonly British and American. Education is free for citizens but expensive otherwise, with private schools bringing in $1 billion in tuition fees annually. The document also outlines five unique aspects of education in the UAE, such as the diversity of curriculums used and the UAE government's large investment and support of education.
The constitution of South Africa guarantees equal access to basic education. The values of South African education include relevance, sustainability, democracy, efficiency, equity, access to lifelong learning, and quality. The basic education system consists of junior primary school (grades 1-3), senior primary (grades 4-6), grades 7-9 leading to a general education certificate, and further education and training (grades 10-12) leading to a senior certificate. Higher education then includes universities, technical colleges, and teacher training institutions.
This document contains a resume and application for the position of Senior Lecturer by Jacob Folasayo Oyedemi. He has 13 years of teaching and research experience including a PhD in Advanced Computing Science from The University of Springfield Park Campus in Hampton, USA. He is currently a Lecturer I at the Federal College of Education Kontagora and seeks to advance his career. He provides extensive details on his education history, qualifications, publications, projects, professional affiliations and references.
El documento presenta una serie de búsquedas avanzadas realizadas en Google y Google Académicos para encontrar documentos como un gestor documental en español, un presentación sobre SharePoint 2010-2013, artículos sobre células madres y la autora Pilar Sordo, y enlaces a artículos de álgebra lineal. También incluye búsquedas en Google Libros para encontrar versiones digitales de "El Quijote de la Mancha", libros de PHP y de problemas resueltos de circuitos lógicos, proporcionando enlaces a
Broadcast media-Unit 9-Problems Involved in Implementing Broadcast MediaEk ra
Here are the answers to the assessment questions:
Q1. The main problems faced at the receiving end include lack of teacher training to effectively utilize broadcast media, lack of physical facilities like proper classrooms/halls for viewing, ensuring equipment is always operational, and ensuring classroom teachers are prepared and involved in utilizing the broadcasts.
Q2. When measuring the effects of radio broadcasts, it is important to consider the type of broadcast (ordinary vs educational), how teachers plan and prepare students, ensure active student participation and follow up, and overcome limitations like student carelessness, passive listening, and lack of proper follow up.
Q3. When using radio in teaching, the teacher must understand programming, motivate and instruct students, ensure proper
History of educational technology (1) informaticamariano37
The history of educational technology is marked by increasing complexity of devices used to supplement instruction. While technology was claimed to replace teachers, it has primarily been used to provide instructional variety and visual education. Early technologies included objects, photos, films and audio recordings in school museums. Instructional television gained popularity in the 1950s-60s with funding from the Ford Foundation and FCC, though enthusiasm declined by the 1970s due to high costs. Computers began being used for instruction in schools in the 1980s as microcomputers emerged, allowing more student access and internet connectivity by 2000.
This document discusses three case studies on the use of ICT for education:
1) Allama Iqbal Open University in Pakistan uses multimedia like audio, video and internet to provide distance education across the country, reaching over 70% employed students, with over 50% female enrolment.
2) BBC Janala in Bangladesh provides low-cost English language lessons by phone, reaching over 1.5 million users in under a year.
3) Plan CEIBAL in Uruguay aims to provide laptops to all primary students and teachers to promote ICT use, and has now expanded to secondary education. It shows commitment and adapting technology to the local context are key to effective ICT-enabled development.
1. Distance education has existed since the 19th century, originally using correspondence via mail. Technological advances like radio, television, and the internet have expanded the delivery methods for distance education over time.
2. In Brazil, distance education experiences began in 1939 and have grown significantly in recent decades to include both formal education and vocational training using various technologies.
3. Today, distance education can provide students flexibility to learn remotely using internet resources while still allowing for some classroom activities. It has grown rapidly in Brazil, with over 3.5 million students enrolled in 2011, especially in free courses.
The history of educational technology is marked by increasing complexity and sophistication of devices used to supplement instruction. While some predicted technology would replace teachers, it has instead enhanced instructional variety and visual education. Early technologies included films, radio, and instructional television in the 1950s-60s supported by organizations like the Ford Foundation. Computers began capturing educator interest in the 1980s and student access improved significantly by 2000, though implementation challenges remained regarding costs and equipment maintenance.
Ethel the nursing curriculum in the information ageethelOcana
This document discusses nursing education in the information age and accessible, effective distance learning. It provides a brief history of distance education from correspondence courses to modern computer and internet-based learning. Key points covered include different educational platforms for online learning, strategies and support for distance learners and faculty, and the role of nursing informatics in preparing nurses for the digital future of healthcare.
Interaction Radio Counselling in Distance EducationRamesh C. Sharma
The document discusses the use of educational radio in distance education. It provides examples of major educational radio projects in India, including the School Broadcast Project, Adult Educational and Community Development Project, and Farm and Home Broadcast Project. It also discusses current initiatives like IGNOU-AIR Broadcast and Interactive Radio Counselling programs, and the Gyan-Vani educational FM radio channel. Interactive radio counselling is used to bridge the gap between educational institutions and learners by responding to queries and providing academic support.
GyanDarshan and GyanVani are educational TV and radio channels in India that provide educational content. EDUSAT is an educational satellite launched in 2004 to provide interactive distance education across India. It has revolutionized classroom teaching through IP technology. The Consortium for Educational Commission is a primary user of EDUSAT and has over 100 terminals installed across colleges and universities to provide higher education in remote areas through satellite network. Live transmissions on EDUSAT allow subject experts to deliver lectures to students at different sites who can interact with the experts through audio, video, text or phone. VICTERS is an education channel on EDUSAT that offers virtual classrooms for direct communication between students, teachers and experts to dissemin
The document summarizes several case studies of alternative development communication approaches in India, including the Satellite Instructional Television Experiment (SITE), the Kheda Communication Project, and the Jhabua Development Communication Project (JDCP). SITE was a large-scale experiment conducted in 1975-1976 that demonstrated the potential of satellite technology for instructional television broadcasts to rural villages. It involved installing TV sets with satellite dishes in over 2400 villages across 6 states. The Kheda Communication Project from 1975-1990 used television to produce participatory development programs involving local audiences. The Jhabua Development Communication Project since the 1990s has used satellite communications to broadcast development-focused content produced locally in Jhabua district to meet rural information needs.
The aim of this study was to try and establish the influence of the quota system of education in Kenya on national unity. The study’s target population was four thousand one hundred and seventy one (4171), and the sample of four hundred and thirty (432), who include three hundred and ninety one (391) learners and forty nine (49) lecturers from The Catholic University of Eastern Africa. The study employed a combination of descriptive survey and naturalistic design, employing both qualitative and quantitative approaches in research. The instruments of data collection were the questionnaire and interview guide to enhance comprehensive data collection. Statistical procedures were used to sort, analyze and summarize
the data into frequencies and percentages. The qualitative data generated in the research was analyzed thematically. Analysis was done using Microsoft Word (a word processing program) and two statistical analysis software PSPP and R. From the research findings, on the quota system of education and its influence on national unity, the researcher was able to identify the following: teacher employment, student selection process and poverty as factors leading to minimal or lack of student / teacher interaction with other cultures and exposure to different environments giving rise to closed societies, closed cultures and teachers who are not globally exposed. These factors may give rise to a closed individual who might end up not being fully acculturated to different environments lacking the necessary skills to foster harmony in society.
Distance education involves teaching students who are not physically on-site through various technologies and instructional methods. It began in the early 1700s through correspondence education and saw more development with the introduction of audiovisual technologies in the early 1900s. Television was later explored as an instructional medium in the 1930s and 1940s, though its potential was never fully realized. Studies found student achievement from television instruction was comparable to traditional face-to-face teaching.
EDUCTIONAL TELEVISION PROGRAMMES RELATED TO HIGHER EDUCATIONLakshmiLakhhis
The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting high-quality educational programming on a 24/7 basis. The channels broadcast at least 4 hours of new content daily, which is then repeated 5 times to allow students flexibility in viewing. Content is provided by educational institutions and covers topics from school to post-graduate levels across various subjects. The channels aim to provide curriculum-based and certification-ready courses to lifelong learners in India and abroad. Doordarshan also launched a new educational channel called DD Roshini in partnership with Microsoft to broadcast live classes and lectures to teachers in BBMP schools via television and Skype.
Educational satellites can deliver learning materials to remote students and enable two-way communication between students and teachers. Some educational satellites that have been used include INSAT in India since 1982 for broadcasting educational TV programs. Radio instruction and television broadcasts have also been used successfully for out-of-school education. The internet allows access to vast information and transforms two-way communication, while email facilitates communication between students, researchers, and for administration purposes. Teleconferencing enables two-way audio and one-way video communication across locations, while telephone lines have been used for tutoring and counseling. While computers showed promise for instruction, their role requires further study on appropriate placement and objectives.
This document discusses utopian and dystopian viewpoints on plasma-based instruction in Ethiopia. It analyzes attitudes of implementing bodies, who were enthusiastic about expanding plasma instruction across the country, versus key practitioners, who were apathetic in using the medium. These opposing views had a great impact on the program's effectiveness. While proponents viewed plasma instruction optimistically, seeing benefits for equitable education, others viewed it more pessimistically in terms of potential negative effects. The document examines the plasma program's implementation and challenges in Ethiopia.
The document discusses free primary education in Kenya and its challenges in fighting illiteracy. Some of the key challenges identified are understaffing, poor working conditions, inadequate funding, and lack of school libraries. The introduction of free primary education led to a surge in enrollment but also issues implementing the program due to a lack of clarity around roles and responsibilities. For free primary education to succeed, ongoing dialogue with stakeholders is needed to define their specific roles in supporting the policy goals of eliminating illiteracy, improving living standards, and bridging the education gap between rich and poor.
The document discusses various educational technology initiatives in India, including learning resource centers, state resource centers, satellite instructional television experiments, the educational satellite EDUSAT, audio visual resource centers, the UGC consortium for educational communication, the centre for development of imaging technology, and the IT@School project. It provides details on the objectives, activities, advantages and disadvantages of these different programs aimed at enhancing education through technology.
Gyan Darshan is a set of educational television channels in India launched in 2000 to provide educational content. It began as a two-hour daily test channel and expanded to 24/7 transmission within a year. There are currently four channels - Gyan Darshan I beams educational programs, Gyan Darshan II provides interactive distance learning, Gyan Darshan III offers vocational programs, and Gyan Darshan IV focuses on higher education. A fifth channel on science and technology is planned. Television is an effective educational tool that brings learning to life, combines audio and visuals, and can reach large audiences simultaneously at low cost.
The document discusses the education landscape of the United Arab Emirates. It notes that the UAE has an education index of 0.83, with 1200 schools and 52 universities. The education system supports high student diversity, with 15 different curriculums used, most commonly British and American. Education is free for citizens but expensive otherwise, with private schools bringing in $1 billion in tuition fees annually. The document also outlines five unique aspects of education in the UAE, such as the diversity of curriculums used and the UAE government's large investment and support of education.
The constitution of South Africa guarantees equal access to basic education. The values of South African education include relevance, sustainability, democracy, efficiency, equity, access to lifelong learning, and quality. The basic education system consists of junior primary school (grades 1-3), senior primary (grades 4-6), grades 7-9 leading to a general education certificate, and further education and training (grades 10-12) leading to a senior certificate. Higher education then includes universities, technical colleges, and teacher training institutions.
This document contains a resume and application for the position of Senior Lecturer by Jacob Folasayo Oyedemi. He has 13 years of teaching and research experience including a PhD in Advanced Computing Science from The University of Springfield Park Campus in Hampton, USA. He is currently a Lecturer I at the Federal College of Education Kontagora and seeks to advance his career. He provides extensive details on his education history, qualifications, publications, projects, professional affiliations and references.
El documento presenta una serie de búsquedas avanzadas realizadas en Google y Google Académicos para encontrar documentos como un gestor documental en español, un presentación sobre SharePoint 2010-2013, artículos sobre células madres y la autora Pilar Sordo, y enlaces a artículos de álgebra lineal. También incluye búsquedas en Google Libros para encontrar versiones digitales de "El Quijote de la Mancha", libros de PHP y de problemas resueltos de circuitos lógicos, proporcionando enlaces a
World War One. Conclusions and Restoring PeaceHeidi Schlegel
After WWI, the Allied powers and Germany negotiated the Treaty of Versailles in 1919. It imposed punitive terms on Germany to weaken its military and required it to pay extensive reparations. While Woodrow Wilson advocated his 14 Points plan for a just peace, the treaty largely ignored it and helped sow resentment in Germany. The negotiations also redrew borders in Europe, creating new states but leaving some populations unsatisfied and tensions remained high.
The document summarizes the origins and outbreak of World War I. It describes the various factors that contributed to rising tensions in Europe in the early 20th century, including nationalism, militarism, and a complex system of alliances. The assassination of Archduke Franz Ferdinand provided the spark that led to the outbreak of war. Austria-Hungary declared war on Serbia, drawing other European powers into the conflict through their various alliances until the war engulfed much of Europe.
Winston Churchill gave a famous speech on May 13, 1940 outlining Britain's policy of total victory against Nazi Germany "at all costs". After Germany's swift defeat of France, Britain stood alone against Hitler. The Battle of Britain in 1940 was Hitler's first major defeat as the Royal Air Force prevented Germany from gaining air superiority needed to invade. The US took steps to support Britain through destroyers-for-bases deal and passing the Lend-Lease Act in 1941 to provide military aid. Japan's expansionism threatened US and British interests in the Pacific, leading to increased tensions and an eventual Japanese attack on Pearl Harbor on December 7, 1941 that drew the US into World War II.
Azure Tutors is an e-learning business and platform that offers free, paid and customized training and learning solutions for individuals, organizations and institutions.
Maternal & child mortality reduction (mcmr) by LACSOPJoshua Olufemi
An overview of study on availability and accessibility of facilities, equipment and personnel to support the Maternal & Child Mortality Reduction (MCMR) Programme in 20 Local Government Areas (LGAs) Lagos State.
World War One. Conclusions and Restoring PeaceHeidi Schlegel
After WWI, the Allied powers and Germany negotiated the Treaty of Versailles in 1919. The treaty imposed harsh terms on Germany, including war guilt, military limitations, and territorial losses. It failed to reconcile the countries or establish lasting peace. The US Senate rejected American participation in the League of Nations, leaving the country isolated. Radical groups conducted bombings in the postwar unrest, leading to a crackdown on suspected communists under the Palmer Raids. Overall, the treaty settlements exacerbated tensions instead of healing wounds from the war.
The Russian Revolution of 1917 overthrew the Tsarist autocracy and established the world's first socialist state. Years of war had devastated Russia and unrest was growing due to food shortages and heavy casualties. In March 1917, widespread strikes and protests in Petrograd led the Tsar to abdicate. A provisional government took over but struggled to assert control as workers councils (Soviets) gained power. In October, the Bolsheviks seized power on behalf of the Soviets and established the Soviet Union under Vladimir Lenin. A civil war then erupted between the Bolsheviks and opposing forces. After several years of fighting, the Communists emerged victorious by 1921.
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ICT supported Distance Teacher Education in UgandaStephen Ndawula
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Japan: The Revolution of Technology in Educationverisse verde
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2. In the 1970s, computers were introduced and triggered individualized learning where students learned at their own pace by interacting with computers.
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Increasing Access to and Quality of Open and Distance Learning Programmes thr...iosrjce
This study sought to explore how technology-driven pedagogy can be utilised in order to increase
access to and quality of Open and Distance Learning (ODL) programmes at Zimbabwe Open University (ZOU).
The study adopted the qualitative research methodology and utilised the case study design. The population of
the study comprised all Regional Programme Coordinators (RPCs) in the 10 regional centres of ZOU. A sample
of 30 (N=30) RPCs from all the Regional Centres was used while Convenience sampling was adopted in coming
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recommended that there is need for a University policy to guide the implementation of technology-driven
pedagogy and that ZOU as well as other similar institutions should maximally utilize technology in teaching
and learning in order to increase access to and quality of ODL. Future research on technology driven-driven
pedagogy should be university wide instead of focusing on a single area as in the current study.
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Harnessing campus radio resources for odl in nigeria
1. Harnessing Campus Radio Resources for ODL in Nigeria: Case Studies from
Universities of Lagos and Ibadan.
Akin Akingbulu and Joshua Olufemi, Institute for Media and Society, Lagos, Nigeria
imesoimeso@hotmail.com
Abstract
This article explores issues which arise from the use of campus radio stations as a tool for Open and Distance
Learning in Nigeria. As population and demand for education continued to increase, Nigeria turned to ODL
which in turn adopted the use of radio broadcasting. Using two university campuses as case studies, the study
analyses issues such as packaging/delivery strategies of ODL programmes on the radio stations, the status of
human resource availability, funding mechanisms, the additional and complementary use of new media
technologies and the challenges that confront programme delivery and reception. The work makes
recommendations to various stakeholders.
Keywords: Open and Distance Learning, Campus Radio, Access to Education, Technology.
INTRODUCTION
The demand for access to education continues to increase in Nigeria. The population of about 54 million at
independence in 1960 has today risen to about 160 million (Jegede, 2002) which incorporates a large schoolgoing proportion. Jegede (2002) noted that in 1960, there were less than 3000 primary schools which enrolled
about 3 million pupils while 534 secondary schools enrolled 24,640 pupils. At the tertiary level, there was only
one University College. Now, according World-statistics.org, as at 2010, primary school enrolment stood at 20,
681, 805 pupils, while secondary schools had 9,036,768 pupils. Another international data organization,
Nationmaster.com reported a total of 947, 538 students in tertiary level institutions.
Despite this expansion in school and enrolment figures, large numbers of citizens cannot gain access. In recent
times for example, more than one million candidates have applied into universities and other tertiary-level
institutions annually, but only about 20 per cent have been able to secure admission.
The denial of access to a huge proportion of the population presented the government with a challenge which
has implication for the country’s overall development. Open and distance learning (ODL) was embraced as one
major response to this challenge. Once incorporated into policy and implementation, ODL itself had to explore
beyond traditional learning delivery tools to adopt new ones such as radio broadcasting. This study focuses on
important issues arising in the interaction of ODL and the radio medium in some Nigerian tertiary institutions.
HISTORICAL BACKGROUND
Open and distance education in Nigeria had its beginning in the pre-1960 period when initiatives from abroad,
mainly Britain, provided correspondence courses to Nigerians. These prepared students for the Ordinary and
Advanced levels of the General Certificate of Education (GCE) as well as higher level training of teachers,
lawyers, commercial and secretarial staff, among other professionals (Akpan, 2008).
Proper planning for ODL started in the 1960s and continued to develop thereafter. According to Osuji (2005),
several significant events took place:
a. A government body, the Ashby Commission, in its 1960 report, recommended that the University of
Lagos should, in addition to offering day and evening courses, have a Correspondence Department
b. The newly established universities (University of Nigeria, Nsukka, Ahmadu Bello University, etc) joined
the University of Ibadan in offering extra-mural programmes
c. The Correspondence Studies Unit (COSU) of the University of Lagos took off with the admission of the
first set of students in January 1976, into courses in Education, Accounting and Business
Administration.
d. The External Degree Programme of the University of Ibadan, after several attempts in the 1960s and
1970s, took off in 1989.
Aderinoye and Ojokheta (2004) also noted the emergence and growth of ODL in various other centres such as:
2. a. Ahmadu Bello University, Zaria – which established a Correspondence and Teachers’ In-Service
Programme in 1976, to prepare middle-level teachers for primary schools;
b. The National Teachers Institute (NTI) – established in 1978 to upgrade unqualified teachers and
accelerate the preparation of qualified ones required for implementing the Universal Primary Education
(UPE) programme (initiated in 1796) and the Universal Basic Education (UBE) scheme started in 1999
c. The Centre for Distance Learning and Continuing Education established at the University of Abuja in
1992.
d. The re-opening of the National Open Universuty in 2001, after a 16-year closure
Many other tertiary institutions now also run ODL programmes in the country.
The need for a media tool, particularly radio, to strengthen ODL, was recognised early by policy makers and
practitioners. Immediately after the attainment of political independence in 1960, an English by Radio
programme was introduced by the Nigeria Broadcasting Corporation (NBC). Jegede (2002) observed that the
programmes “were a National Broadcast for both primary and secondary schools relayed during school hours...
were integral to school activities and school time tables provided for students to listen and follow instructions
with their work under the guidance of their teachers”. In the 1970s, these services were extended to higher
institutions where, for example, the NBC “provided facilities also to the University of Lagos for broadcasts to its
students registered under the Correspondence and Open Studies scheme” (Ladele, Adefela & Lasokan,
1979:112).
With time, these services were no longer available. The response of the tertiary education community was to
embark on advocacy for acquisition of licences to own and operate radio stations which would mainly cater to
educational services. One of the major flanks of this advocacy was the University of Lagos which wrote to the
government for permission to operate a radio facility, on its campus. According to Prof Alfred Opubor, the Head
of the university’s Department of Mass Communication, the Federal Government turned down the request
(Opubor, 2005).
The advocacy persisted but the advocates had to endure a long wait. The reason is that government delayed
the liberalization of the broadcasting sector till 1992 and even when licensing started, it was clear that campus
radio was not on priority consideration. A breakthrough of sorts was achieved in 2002, ten years in to the
liberalization policy, when the third edition of the Nigeria Broadcasting Code, released that year, provided for
the licensing of campus broadcasting in a framework of such conditions as that:
a) its transmission shall be within the confines of the campus area;
b) it shall be basically to promote learning
c) it shall not broadcast for more than six hours daily (NBC Code, 2002)
Subsequent editions of the code provided elaborations and refinement to the foregoing framework. For
example, the 2012 edition of the code is now silent on duration of daily transmission and has made such
specifications as that:
a) the principal mandate of a campus broadcaster is to train students in broadcasting and other related
fields and to provide opportunities for practical experience as well as promoting the social well-being of
the campus community. Pursuant to this, it shall devote at least 70 per cent of its airtime to
education/instructional programmes.
b) a major consideration for the grant of a campus radio licence would be that the institution offers Mass
Communication and such other courses as Theatre Arts, ICT, Electrical/Electronics Engineering and
Humanities (NBC Code, 2012).
This was the background on which a licence was granted to the University of Lagos in 2002, among a group of
sixteen commercial radio licences but sub-classified as “Specialised licence” for “Academic” purposes.
Subsequent campus licences followed in batches in 2006 and 2009. As at 2009, 27 such licences have been
approved.
LITERATURE REVIEW
Radio is regarded as an important modern medium because of its characteristics. It is cheap and affordable for
large sections of populations everywhere. Its content is inexpensive to create and transmit. It is accessible
3. because it does not require literacy. Listening to it is convenient while its programming is flexible. It can reach
far and remote places where there is no access to other mass media.
These characteristics have helped radio to perform important developmental roles, especially in the area of
education. Dagron (2001) compiled fifty case studies which gave vivid accounts of people and communities in
various parts of the world who appropriated media (including radio) as a means of empowerment and
mobilization for development and social change. Among his radio case studies were:
a) Radio Sutatenza which was used for educational purposes, especially in the education of rural adults. It
became a major tool in the battle against illiteracy in Colombia,
b) In the Republic of Kiritibati, a radio station by name Radio Kiritimati provided, for the first time, health
education to the local population.
c) Radio Kwizera, a station which served the refugee population in Western Tanzania, near the borders of
Burundi and Rwanda.
In Nigeria, a series of studies (cited in Ojebode and Adegbola, 2007) have also reported the use and
effectiveness of radio as a development medium in the area of education. Among the studies were:
a) Brieger (1990) which found (in two rural Nigerian towns) that “radio listeners consistently gain more
health information that those who receive other major mass media”.
b) El Nafaty (1999) in which about 83 per cent of respondents (nomads in their homesteads) said that it
was a particular radio programme that encouraged them to enrol their children in nomadic schools.
Conclusions gathered from several studies by Chandar and Sharma (2003) also testify to the usefulness of
radio in education. Among these conclusions were that: radio is capable of delivering high quality educational
programming to highly diversified audiences located across broad geographical expanses – all at a low per unit
production cost; radio benefits weaker learners when used as a supplementary learning tool; and it could be
more cost-effective and capable of exerting greater learning effects than textbooks or teacher education. Little
wonder that Dagron (2001, p.14) concluded that radio “is without doubt the communication tool most widely
spread throughout the world and has always been the ideal medium for change”.
RESEARCH QUESTIONS
This study seeks to answer the following five questions:
i.
ii.
iii.
iv.
v.
What are the programme packaging/delivery strategies used in support of ODL by the campus
radio stations?
What are the funding mechanisms in place for packaging and airing the ODL programmes?
What is the status of human resource availability for packaging and broadcasting the programmes?
How are new media technologies used to support/accompany campus radio broadcasting?
What challenges confront the campus stations in engaging ODL?
METHODOLOGY
Two main data-gathering methods were employed in the study. These were the In-depth Interview and Focus
Group Discussion (FGD). The in-depth interview puts the researcher in a face-to-face or mediated (through
phone or electronic means) relationship with respondents or sources. The FGD brings together and interviews
several people simultaneously, with a moderator controlling discussion among the respondents in a structured
manner. Both methods have characteristics which give them uniqueness and recommend them as suitable for
this kind of study.
The data gathering has a distinct population which consists of managers/administrators, operators and students
within the campus radio and ODL establishments in the two universities. The study used purposive sampling
which means that respondents possess such characteristics as that they should be part of the operations,
management or beneficiaries of the campus radio-ODL programme broadcasting relationship. Data was then
analysed.
RESULTS
Analyses of data are here presented to provide answers to each of the research questions.
4. Programme Packaging/Delivery Strategies of the Stations
Programming for ODL is a year-round activity on the schedule of Diamond FM. The materials broadcast are
taken from course materials which curricula have been approved by the university Senate. The materials are
packaged in classroom lecture format and recorded by the Distance Learning Centre (DLC). They are then
aired each day of the week, except Sunday. On the average, four lectures are broadcast daily and more than 16
hours are devoted to the programme weekly. One of the weekly programmes is devoted to feedback. Students
phone into the programme, ask questions and receive responses from resource persons from the DLC.
At Unilag Radio, the ODL programmes are broadcast during a residency period for the students of the Distance
Learning Institute (DLI) which holds once in a year. The educational materials are packaged by the staff of the
DLI but presentation in the radio station, which also takes a lecture format, is live. After a lecture is presented,
the studio telephone lines are opened to students/listeners to phone in and interact with the lecturer, which is an
opportunity for immediate feedback. This programme holds four days each week, from Monday to Thursday.
Human Resource Availability
The packaging and delivery of the ODL materials on radio is done on both campuses by the same group of
professionals: lecturers from the institutions who teach both regular and ODL courses. The main difference is
that: while the DLI at the University of Lagos sources its personnel beyond its campus to other universities and
similar institutions, DLC recruits from within the University of Ibadan. They are planning to develop the in-house
core staff in future.
At their own end, the two radio stations ensure that the programmes are anchored by their in-house presenters.
At Diamond FM, these presenters could sometimes be student volunteers.
Funding Mechanisms
The ODL programmes pay for the radio stations’ services in both institutions. Dedicated funding for the
broadcast of those programmes is not available from the owner-universities or government. Periodic invoices
for broadcast airtime move from the radio stations to the respective ODL institutions, which verify and make
payment.
But some payment concessions are granted in both institutions. Unilag Radio gives DLI “a slight discount” while
Diamond FM charges “minimal running costs... rates that have wide disparity from what obtains on other radio
stations”.
However, funding sources for these programmes differ. The DLC programmes aired by Diamond FM get
funding support from international donor agencies such as the MacArthur Foundation and Partnership for
Higher Education in Africa. At the University of Lagos, they are not as lucky; it is the students that pay, that is,
the charges of Unilag Radio are settled from students’ fees
The Use of New Media to Complement Radio Broadcasting
The use of new media is popular in both stations to support and expand the reach of traditional broadcasting.
During interactive programmes, students/listeners send reactions to the studios using social media platforms
such as Facebook and Twitter. Beyond this, students and lecturers are linked through various online platforms
which enable them to continue discussion on issues which are raised in the broadcast lectures. These happen
in both campuses.
Challenges That Confront Optimal Engagement of ODL
Diverse challenges are confronted by stakeholders in the radio-ODL interaction process. At Diamond FM,
management and operators rank power supply and internet access as top challenges. Epileptic electricity
supply disturbs the smooth running of the station’s operations. Poor internet infrastructure limits students’
access to educational materials and the use of new media to engage and enjoy the resources of radio
broadcasting. For the students/listeners the major concerns are:
a) Inappropriate timing of some programmes: they miss out on some programmes which are broadcast in
the afternoon when many of them are still at work. They would prefer late evening schedules
5. b) Change of schedule: the broadcast times of some programmes are arbitrarily changed. As a result,
students also miss them. They want fixed, consistent programme schedules.
c) Reception on radio still has limitations: the content is fleeting and listeners may miss them. The
students suggest that content broadcast should also be made available through such formats/platforms
as CDs
But at University of Lagos, two key challenges are dominant:
Students complain that awareness of the broadcast of ODL programmes is low; for those who are aware, the
programmes are broadcast during the day when many of them are at work. They want vigorous awarenesscreation on the programmes done by the DLI authorities, and re-scheduling of broadcast hours by Radio Unilag.
There is also the concern at DLI that the limited coverage of Radio Unilag means that their students who are in
relative distant locations cannot receive the broadcast programmes. They would want internet radio platform
created for the station so as to extend its reach.
CONCLUSIONS
The study set out to examine issues arising from the use of campus radio broadcasting to support ODL in two
Nigerian tertiary-level institutions: the Universities of Lagos and Ibadan. The study found mainly that
a) Programmes broadcast for ODL is a year-round activity in one radio station (Diamond FM) while it is for
a short campus residency period in the other (Unilag Radio); the materials are broadcast in lecture
format in both stations although it is delivered live in Lagos while it is mainly recorded before being
broadcast in Ibadan.
b) The human resources for packaging and broadcasting the ODL materials are sourced from the
university system within the country. These are lecturers.
c) There are two dominant funding sources for packaging and broadcasting the programmes. These are
students’ fees and donor support.
d) New media platforms are being actively used to support broadcasting in both institutions.
e) Some critical challenges confront the stakeholders: epileptic power supply and internet access – for the
broadcasters; inappropriate/arbitrary programme scheduling and non-introduction of some new media
technologies – for students.
The following recommendations are made for various stakeholders:
a) For ODL institutions that provide year-round instructions for their students, the radio programming and
broadcast should cover the entire period
b) Innovations should be introduced into the packaging of ODL content such that it would not be restricted
to the lecture format
c) Vigorous human resource capacity building should be done by ODL institutions to produce modern
programme packaging specialist teams which will comprise lecturers and other education professionals.
d) Government and international organizations should get involved in the funding of delivery of ODL
though radio broadcasting
e) Campus stations should invest further in the use of new and social media to support programme
delivery
f) Campus stations should do participatory audience research to determine the tastes/needs of their
audiences
g) Government and institutional authorities should prioritise the provision of utilities/facilities such as power
and internet access for radio stations on their campuses.
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