Educational Broadcasting Research Articles

Tuning In: Diasporas at the BBC World Service

This article looks at diaspora through the transformations of an established public service broadcaster, the BBC World Service in a fast changing landscape of global broadcasting, by considering some of the findings of the AHRC-funded Tuning In: Contact Zones at the BBC World Service, which is part of the Diasporas, Migration and Identities program. Tuning In has six themes, each of which focuses upon the role of the BBC WS: The Politics of Translation, Diasporic Nationhood, Religious Transnationalism, Sport across Diasporas, Migrating Music and Drama for Development

Digital TV in 3D: a passing fad or the next step in the evolution of digital television?

The recent development of 3D digital television (DTV) technology draws upon almost 100 years of media industry experience with 3D motion picture cameras and projection systems. New electro-optical television display systems provide remarkably sharp, clear digital 3D images. This study utilizes diffusion of innovation theory in the analysis of key factors that may enhance or delay the US diffusion of 3D television technology. Cost will be a major concern for consumers, as the first 3D-capable displays will cost twice the price of comparably sized DTV sets and additional required hardware such as special electronic glasses will add to the expense. The author concludes that initial adoption (20102014) of 3D television technology will be slow. After this period, manufacturers may include 3D decoding capability in standard DTV sets, and the increased production of 3D television programmes and films will provide an incentive for consumers to purchase these enhanced displays. This article is based on a top-three paper of the Production, Aesthetics and Criticism division of the Broadcast Education Association, which was presented on 15 April 2010 at the annual conference in Las Vegas.

McLuhan the Teacher

In a global information environment, the old pattern of education in answer-finding is of no avail: one is surrounded by answers, millions of them, moving and mutating at electric speed. McLuhan Laws of Media THERE ARE MANY WAYS TO CHARACTERIZE McLuhan--prophet and sage, celebrity and provocateur, conservative and radical. But it is his homelier role as a lifelong classroom and by extension a pedagogue in the public square, which better reveals him and his work to us today in a digital culture that feels like one of his carriage house lectures come to life. Such a humbler status demythologizes him, recovers his technological humanism (Kroker), and puts us where he would want us: amid the media unlimited, the bittorrent surging, aware that we are only as good as our questions. This present exercise in re-definition starts the observation made by his most celebrated student, a witness to early teaching at St Louis University in the 1930s. Above all and in all and through all, Marshall McLuhan was a teacher, Walter Ong wrote in an elegiac essay published shortly after death (129). I want to explore the implications of Ong's words and to argue that through understanding pedagogy--be it as ordinary classroom practice, as a model of inquiry characteristic of his intellectual process, and as a means of making sense of his public intellectual status--we come to realize how much being a university teacher shaped his life and work. We can also learn a practical lesson in how to better teach media ecology to a generation of students who have an innately phenomenological approach to media. To borrow a groovy McLuhanesque idiom, Generation Y is already with most recent biographer, novelist and critic Douglas Coupland, describes his classroom style: Marshall was a terrific professor, and it takes little energy to imagine him in his prime, burying students in cascades of ideas--not infrequently, ideas he generated on the spot.... He found it much more preferable to do his thinking in real time, out loud, an audience or a classroom as his catalyst. Conversation is what he called it. (138, emphasis in original) McLuhan needed students, collaborators, even talk show hosts and audiences, whom to converse, think, and write, as evidenced by those lively sessions at the Centre for Culture and Technology and his numerous co-written books. This preference followed his signature intellectual method of startling connections and juxtapositions: McLuhan's pedagogical project was to materialize the web of human relations ... through radical forms of collage (Marchessault 6). McLuhan is still teaching and always will be, because his probes, puns, and other forms of critical montage outlive him to become part of the cultural environment he described (Ong 135). But it is his failure as an educational consultant, namely his 1959 commission from the U.S. National Association of Educational Broadcasters to write a media studies curriculum for Grade 11 students, that ironically brings the pedagogical McLuhan most clearly into view. Notwithstanding the gnomic complexity of the naeb report, it served as the first draft of most intelligible book, 1964's Understanding Media. The pedagogical role invited by the naeb compelled him to render his vision in high definition, as coherently and comprehensively as he ever would, and allowed us to know him best through this text. The very possibility of media ecology followed from his identity as teacher. He believed artists were a sensory avant-garde, acutely responsive to instances of transition within or between media cultures; this was a status he extended to non-artists too. In opinion, the artistic and the learning processes were one and the same, as both extracted signal from background noise and made experience visible (Marchessault 5). …

Copyright and the Library Media Center

In 1978, the Board of Cooperative Educational Services, a consortium of public school districts in upstate New York, was sued by the Encyclopedia Britannica Educational Corporation because the consortium taped educational programs broadcast on local public television stations and provided copies to local schools. This case, known as Encyclopedia Britannica v. Crooks, illustrated the struggle for a balance between the fair use of materials for educational purposes and the rights of copyright holders to protect the market for their product. In this particular case, the public school consortium lost when it was shown that it had set out to “systematically” record the educational programming and distribute copies to member schools, thus having a detrimental effect on the market for those programs. Today, penalties for copyright infringement vary greatly; but, can be as high as $250,000 for repeated offenses of software piracy (Simpson 28). Although most media specialists will not find themselves in a courtroo...

STUDY ON ROLE OF RADIO FOR RURAL EDUCATION IN PAKISTAN

Radio is a mean not only for information and entertainment but also for education. Radio is being used for educational purposes all over the world. In Pakistan it is also a medium of communication. Pakistan broadcasting corporation has started broadcasting educational programs of Allama Iqbal Open University. There is no denying the fact that educational broadcasting in Pakistan is being run successfully. The rural population of the country is getting benefit from the educational programmes of the radio.The main aim of the study was to examine the effectiveness of educational radio and its various strategies being applied for rural education. The study was delimited the radio listeners, radio producers/comperes and social workers/opinion leaders. The masters list of listeners was obtained from Radio Station, Hyderabad. The second sample was radio producers/comperes whereas the third sample was social workers/opinion leaders. The tool used in this study was questionnaires. It was found that the majority of the listeners possessed radio sets and was getting benefit from the educational programmes of radio. The programmes were informative and motivating. The strategies of radio for rural education were appreciable because these infused mobility, widened horizon of rural people and focused attention on the goals and problems of rural people. It could be used to enhance literacy (through distance and non-formal education).the producers/comperes were found keenly interested in their job. It was revealed that priority was given to education and rural development programmes of radio. Programmes needed detail and summary at the end. Furthermore language was not easy. Mobile radio station was needed for rural educational programme to cater to the needs of far flung areas. School broadcast (distance and non-formal teaching) was the need of the day. Social workers/opinion leaders opined that there was need of developing self reliance. Radio provides guidance to rural people in solving the problems of rural development. They felt the need of starting school broadcasting .radio was being utilized for apprising villagers with their problem. There was need of maintaining more educational programmes.

THE LAST YET ALSO THE FIRST CREATIVE ACT IN TELEVISION?

A television channel's identity is shaped by its output: not just the relative share of different programme genres but equally so the relative position programmes take up in the schedule. This paper refutes the notion that the development of scheduling strategies and tactics – to make the programme schedules as interesting as possible for viewers – are a product of a commercial and competitive television environment. It will be demonstrated that, from its inception, public service television paid considerable attention to the way in which the actual programme schedules could help establish its cultural–educational broadcasting goals. Taking Flemish public service television between 1953 and 1974 as a case in point, the paper analyses how, first, European public service broadcasting (PSB) created its own annual, seasonal, weekly and daily rhythm and, second, how contemporary scheduling strategies and tactics (compatibility, hammocking, etc.) can be identified in the monopolistic past, albeit interpreted along historically dominant PSB policy objectives.

Self-help treatment for insomnia through television and book: A randomized trial

Objective Recently, a Dutch educational broadcasting company developed a 6 week self-help course for insomnia, which consists of a book and television programmes. In this study we examined its effects. Methods 247 subjects with sleep problems were recruited through the media and randomized to the self-help treatment ( n = 126) or a waiting list control group ( n = 121). The intervention group received the book, and for 6 consecutive weeks a DVD or videotape. Subjects were assessed before and after the course. Results Both groups improved significantly with respect to sleep but there were no significant differences in improvements between the groups. However, the intervention group improved significantly more on secondary outcomes: the subjective evaluation of sleep quality ( d = 0.65), dysfunctional beliefs and attitudes about sleep ( d = 0.62), depressive symptoms ( d = 0.35), and quality of life ( d = 0.34). Conclusion Cognitive-behavioral self-help treatment does not necessarily lead to sleep improvements but it does improve coping with insomnia. Practice implications About 2% of the Dutch adult population has watched the regular broadcastings of the course after the trial ended. This huge number of viewers underlines that there is a need for this type of low cost self-help treatment.

Television in Education

The seven Millennium Development Goals set out in the United Nations Millennium Declaration will be more achievable with an educated and aware population. Welfare economists like Amartya Sen have underlined the responsibility of states to provide universal access to education at various forums. India is struggling to provide universal access to education and educational broadcasting is increasingly seen as a powerful component in this. There is growing recognition that educational broadcasting can, under ideal conditions, cover dispersed geographical areas and vast populations, and take excellence in teaching to the deprived areas. The key, however, is to recognise what the ideal conditions are and to put them in place. Over the last 50 years, enough experience has been logged in this area all over the world to point towards best practices. This paper attempts to examine the Indian experience in educational broadcasting. The paper begins by giving an overview of the initiatives so far and the issues that require attention for greater success in deploying educational broadcasting projects.

Mantaro Kido and Educational Broadcasting during the War

Mantaro Kido and Educational Broadcasting during the War

A Model J&MC Curriculum for Developing Countries is Progress for them, Perhaps at Least Reminders for “Developed” U.S. J&MC Education

As mentioned in my Summer 2007 Editor's Note, the Model Curricula for Journalism for Developing Countries & Emerging Democracies, published by the United Nations Educational, Scientific and Cultural Organization (UNESCO), was unveiled in June at the World Journalism Congress (WJEC) in Singapore. Almost two years in the making, it is a rather impressive 148-page document covering print and broadcast education, for undergraduates (with three- and four-year university versions) and graduate students. (This curriculum does not cover public relations or advertising, or even photojournalism (which is merely mentioned], for that matter.) Scholars who managed this project were from Australia, Benin, Bulgaria, Canada, Denmark, Finland, France, Ghana, India, Lebanon, Morocco, Qatar, Singapore, South Africa, and the United States, while scholars from most of those countries and others wrote individual syllabi and/or reviewed various drafts. [Model Curricula reprints, on pages 35-38, the 2006 Tartu of the European Journalism Training Association, which I also reprinted in this space in the summer issue.) Model Curricula's introduction sets the tone, with its explicit references to democracy that were missing from the Declaration of Principles of Journalism Education drawn up by WJEC attendees, and the book's criticism that, weakness of much of education arises out of a failure to grasp the degree to which education in university disciplines constitutes (with reporting and writing) the of the practice of journalism. In case that isn't clear enough, Model Curricula, by page 9, is rejecting an education outside of that is merely a general background and is instead essentially propos[ing] that students in universities double major in and another discipline as politics, economics, arts and culture, social issues, international relations, and natural and physical science and associated subjects such as the environment, health, and technology. While many of us in the United States routinely recommend a second major to print and broadcast students, a much smaller percentage complete that second major, and the UNESCO document comes close to suggesting that such a plan be a requirement at universities where it is possible. A close reading of Model Curricula offers plenty else to think about. Among its foundations of journalism are a understanding of and research methods and of national and international political, economic, cultural, religious, and social institutions. Remember, these are standards being proposed for developing countries. Yet the book follows up on evidence and research mediods by specifying Arithmetical skills and a basic knowledge of statistics and survey methods. Similarly, the senior-level science and health reporting syllabus, written by Nigeria's Idowu Sobowale, takes it for granted that such a course should include-among other topics-the economic implications of well focused or healthcare delivery system....noise pollution....alternative sources of healthcare: medicinal herbs, leaves and roots; synergy between alternative and orthodox medicine; quality control....general agriculture....food science and technology....energy....mining....blood. Even among the relatively few science and/or health reporting courses being taught in the United States, how many of them are covering all of those topics? And could anyone seriously argue that such courses in developed countries shouldn't touch on them all (with the possible exception of the healthcare delivery system, as not all countries have one as haphazard as the United States')? Yet all I could think about are the various books, articles, and papers, by scholars both inside and outside journalism/mass communication, on how much science, social science, and just plain numbers (such as budget increases, or poll results) get mangled by U. …

The Role of Values in Predicting Talk Radio Listening: A Model of Value Equivalence

Nontraditional sources of news, such as talk radio and the Internet, complement and sometimes replace traditional mainstream news sources. Using discriminant function analysis, this study reveals the role of values in predicting listening to political talk and religious radio programs. A model using the construct of “value equivalence” explains value differences between user and media that may affect whether or not news from nontraditional sources will be sought and used. Research questions are answered using data from the 2004 Pew Research Center Biennial Consumption Survey. Using selected independent variables (including value-based variables) to predict listening to the Rush Limbaugh program, 59% of all cases in this study were correctly classified. Using the same set of value-based variables to predict listening to religious radio shows yielded nearly 74% correctly classified cases. An earlier version of this manuscript was awarded first place, debut category, broadcast and Internet radio division competition, and presented at the 49th Annual Convention of the Broadcast Education Association, Las Vegas, NV, April 2004.

Radio and Localism: Has the FCC Dropped the Ball?

Although no news of the FCC task force initiative on localism came forth between 2004 and 2006, members of Congress have taken an interest in the effects of localism in radio broadcasting. This interest can be attributed to the view that radio consolidation has minimized local radio service. As well, satellite-delivered radio has begun to encroach on local radio as it now provides traffic and weather updates in selected metropolitan markets. This article investigates the status of radio and localism, an issue that affects listeners across the nation. The original version of this article was presented within the competitive paper session of the Radio & Audio Media Division at the Broadcast Education Association 2006 Annual Convention in Las Vegas, NV.

Review and Criticism: Research Pioneer Tribute—Sydney W. Head (1913–1991): Remembering the Founder of Modern Broadcasting Studies

More than any other single individual, Sydney W. Head created the modern academic field of electronic media teaching and research. Although many others wrote earlier textbooks or undertook important research, Head's (1956) Broadcasting in America provided a broader and lasting scholarly basis for the analysis of radio and television's development and impact. It appeared in the midst of his 1955 to 1957 term as the first president of the new Association for Professional Broadcasting Education (APBE), predecessor of today's Broadcast Education Association (BEA). His landmark book, which went through nine editions over 4 decades, was later joined by Head's other pathbreaking books in broadcast programming and international broadcasting. An Active Life Sydney Warren Head, the elder of two sons of Albert and Catherine Riley Head, was born in London on October 9, 1913. The family emigrated to the United States in 1920, and Head grew up and attended schools in Springville (outside of Sacramento) and then Palo Alto, California, where he graduated from high school. For 2 years he attended what is now San Jose State University. For a time during the depression of the 1930s, Head worked (first on a road crew and then as a fire lookout) in the Civilian Conservation Corps, a New Deal agency providing outdoor employment for young men. A family friend financed his further education, and Head took both his undergraduate (1936) and master's (1937) degrees in theater at Stanford University. He began his long fascination with acting with the newly founded Palo Alto Community Theatre in 1933 and became lifelong friends with the director and his musician and choreographer wife. His M.A. thesis offered a textual history of Shakespeare's Henry IV (comparing the Quarto of 1600 with the Folio of 1623). After serving as technical director of the University of Colorado's theater in 1937-1938, Head took up duties teaching English, speech, and drama at the University of Miami in 1938, where he soon developed the school's first courses in radio broadcasting. Deciding to pursue an academic career, he began working toward a Ph.D. in theater and broadcasting at the University of Iowa in 1941-1942, but further study was interrupted by the coming of war. Beginning in the fall of 1942, Head was trained as an Army enlisted signals intelligence specialist, based in Washington, DC. As he already understood German, he studied Serbo-Croatian and Japanese, eventually doing top-secret traffic analysis of enemy radio communications. In April 1945 he shipped out from Seattle to Honolulu on a ghastly troopship voyage (his vivid description of this trip survives). Later that year Head returned to his theatrical experience, serving as a director and actor with the Maurice Evans soldier show unit into early 1946, when he left the Army as a staff sergeant. Head returned to the University of Miami to found one of the country's first freestanding departments of broadcasting in 1946, serving as well as director of broadcasting and film services for the university. He managed to find time to continue with some acting on the side. His teaching duties helped to focus his doctoral work and in 1952 he was granted his Ph.D. in mass communications at New York University, with a dissertation (under the supervision of Professor Charles A. Siepmann) on and Social Norms: An Analysis of the Social Content of a Sample of Television Dramas. An article drawn from it--his first broadcasting-related publication--appeared in The Quarterly of Film, Radio, and Television (Head, 1954). Head continued his administrative and teaching duties at the University of Miami until 1960 when he was named to head a National Association of Educational Broadcasters (NAEB) three-man team studying the role and potential of educational radio services in the Sudan from 1961 to 1963, funded by the U.S. Agency for International Development. Under a series of different grants and agencies (including a Fulbright award), Head remained in Africa for the rest of the decade, spending most of his time in Ethiopia, with some periods in Somalia, the Sudan, and Ghana. …

Improving the Outcomes of Metabolic Conditions: Managing Momentum To Overcome Clinical Inertia

Clinical trials have shown that better control of glycemia, blood pressure, and low-density lipoprotein cholesterol level leads to better outcomes of diabetes, hypertension, and dyslipidemia. Guide...

The practice of participation in broadcasting for development initiatives in post-independent Malawi

What is broadcasting for development? What methodological approaches have characterized the praxis of broadcasting for development in Malawi? This exposition critiques, with reference to the notion of participation as expounded by Paulo Freire, some of Malawi\'s broadcasting for development initiatives designed and implemented since the country became a multiparty democracy in 1993. It explores the field of broadcasting for development by highlighting the role played by the Los Banos School of the 1960s, which, the article contends, was responsible for laying the theoretical foundation of the field of development communication through broadcasting; thus providing a springboard from which modern scholars and development planners have rethought the role of communication in development. The study concludes by proposing that authentic participation is probably an ongoing process during which community members are allowed to defy and contest the standard or official notions of development and participation. Key words: development communication, development broadcasting, development, journalism, participatory broadcasting, educational broadcasting, radio for development Journal of Social Development in Africa Vol.20(1) 2005: 77-105

Yizo Yizo: Citizenship, Commodification and Popular Culture in South Africa

This article critically examines the development of an innovative approach to educational broadcasting in post-apartheid South Africa. Examining the policy background and the public debate sparked by the controversial drama series, Yizo Yizo, it is argued that the spatial restructuring of media markets re-articulates the sites and scales at which media practices and citizenship are connected. Yizo Yizo makes creative use of globalized media genres to address pressing social issues in ways that connect to national public policy debates. It does so by mainstreaming educational broadcasting, and by recognizing children’s complex media literacies and competencies. It is argued that the series is an example of a new rationality of media citizenship developed in the distinctive context of post-apartheid transition that has broader significance for understandings of the implications of media globalization for citizenship, culture and participation. Yizo Yizo is a practical example of mediated deliberation aimed at empowering citizens. It is indicative of subtle but important shifts in the dimensions of public culture in a highly divided society.

Learning to Do What Comes Naturally: Delivery Instruction in Broadcast News Textbooks

Introduction In a recent survey of broadcast news directors by Ann Utterback, a respondent from Omaha summed up a frustration felt throughout the industry: seems that our education system has forgotten the power of voice. We don't teach people how to use and improve their voices in school. Often by the time they get through college and their first two jobs, it is almost too late. It's great to be a good journalist but if the voice is bad the audience won't listen. 1 Across the country, news directors complain that people who want on-air jobs have serious delivery problems - oven people who have graduated from college with majors in broadcast news, or people who have come through the broadcast programs of prestigious journalism graduate schools. News directors say they find themselves throwing out audition tapes in a matter of seconds because job candidates jusl aren't telling their stories well.2 And the great majority of news directors in Utterback's survey say they have people in their own shops who need to improve their delivery.3 One reason graduates leave school with poor announcing skills is that broadcast classes tend to give short shrift to delivery, concentrating instead on writing and technical skills such as field recording and studio production. As part of a project completed in 2000, the Broadcast Education Association collected syllabi from broadcast teachers at twenty-six colleges and universities and posted them on the World Wide Web.4 Not one of these syllabi asked students to buy an announcing textbook as a main or supplementary text. The texts that were required in those classes offer little or no instruction in delivery. There may be several reasons for this omission. Some teachers may feel that they already have too much to cover in broadcast writing and production classes, and that they do not have time to discuss delivery. Others may feel unqualified to teach voicing, even if they have experience as broadcast reporters or anchors. Some teachers may feel there is something to be disdained in the performance aspects of broadcast - that what's important is the substance, not the style. Similarly, textbook authors may believe that teaching delivery is not part of teaching writing and production, that it can't be taught in a book, or that it's not important. But learning to deliver a script is a crucial part of a broadcast education. Students who can deliver the news in a natural, conversational way are more employable. Broadcasters who deliver the news poorly deprive viewers and listeners of information. Delivery can be fitted neatly into a broadcast writing class. Rather than eating up precious class time, working on delivery may help students to learn broadcast writing skills more quickly and thoroughly. Students who have to read aloud what they have written discover quickly that they cannot write themselves long, complex sentences with introductory dependent clauses, appositives, wordy job titles, and detailed numbers, because they can't say these sentences in a natural way. Some delivery skills could be learned from a book. Unfortunately, most broadcast textbooks offer little help to teachers who feel uncomfortable addressing delivery in class. This research demonstrates that: * Most broadcast writing and/or production textbooks offer little or no delivery instruction. * Those that do discuss vocal performance generally fail to provide a principled approach that helps students decide what words to emphasize. * Some textbooks erroneously offer suggestions that will make speakers sound less natural. This article offers a system that can make up one element of a program to teach students delivery. It presents a principled approach, based on linguistic research, to teaching students how to decide what words to emphasize, so that they can mark their scripts before reading them aloud. This approach can help correct a singsong or monotone delivery. …

Educational broadcasting in Cyprus: a historical account

Educational broadcasting in Cyprus: a historical account

放送現業・コンテンツ制作 新しい教育放送サービスのための情報検索システム

We propose an educational broadcast service that supports not only passive learning by simply watching broadcast programs but also active learning in which students search for and collect programs for their own purposes, such as making presentations, and exchanging opinions. To achieve this new broadcast educational service, we have constructed an education support system that enables users to search multimedia databases using agent technology. The system assumes its users to be elementary and junior high school students and supports theme-based “investigative learning.” This paper describes the features of this system and presents a system overview.

The Role of School Broadcast Education and Change in Learning Environment(<Special Issue>New Percepectives for Broadcast Bducation in Japan in terms of its Historical Development)

The Role of School Broadcast Education and Change in Learning Environment(<Special Issue>New Percepectives for Broadcast Bducation in Japan in terms of its Historical Development)