Multimedia Educational Content Research Articles

Is Web-Based Program Effective on Self-Care Behaviors and Glycated Hemoglobin in Patients with Type 2 Diabetes: A Randomized Controlled Trial.

Diabetes Self-Management Education and Support (DSMES) as a framework focuses on seven self-care behaviors. Moreover, technology-assisted self-care education is increasingly suggested for patients with Type 2 Diabetes Mellitus (T2DM). Therefore, we examined the effect of a web-based program on self-care behaviors and glycated hemoglobin values in patients with diabetes mellitus. This randomized controlled clinical trial was conducted at Alzahra Hospital in Isfahan, Iran, between April and November 2020 and included 70 patients with T2DM. Data were collected using a questionnaire that included a demographic information section and a diabetes self-management section with 21 questions on a Likert scale. Fasting blood samples (2.50 ml) were collected before and after the interventions to measure HbA1c levels. The study intervention involved a web-based program that included multimedia educational content (such as videos, lectures, educational motion graphics, text files, posters, and podcasts) presented in seven sections based on DSMES over a 21-day period with monitoring by an instructor. The mean scores for healthy eating (F = 3.48, p = 0.034) and medication adherence (F = 6.70, p < 0.001) significantly increased in the interventional group, while the mean scores for being active, monitoring, reducing risks, problem-solving, and healthy coping did not significantly change. Additionally, the mean differences in HbA1c values significantly improved in the interventional group compared to the control (F = 5,1, p = 0.026). A web-based program in accordance with DSMES improved HbA1c levels and increased scores for healthy eating and medication adherence in patients with T2DM. However, further research with larger sample sizes and qualitative interviews is needed.

The development of a free and user-friendly health education website targeting Egyptians with cardiovascular diseases

Abstract Background Health care provider’s patient education promotes patients’ comprehension and adherence to medical instructions, hence improving patient health. Various obstacles exist in providing successful patient education to patients with multiple chronic diseases, such as providing the appropriate time, variety, and types of learning materials, as well as assessing the level of comprehension. To assist in overcoming these obstacles, it is essential to investigate new electronic tools for patient education, such as mobile devices, interactive media, and multimedia educational content in healthcare facilities. Aim Determine the steps that need to be taken to develop a user-friendly, cost-free website for health education. Process and Steps Create a specialized team to manage the process of creating educational resources and a website; in MYF, the team comprised of nurses who moderate the website, create the leaflets and films, and an external supporter who edited and directed the videos. Choose the appropriate website and design templates. The MYF nurses use (Google Site), which is a free, easy-to-use website design tool, and for leaflets, the team uses (Ai illustrator), which is an easy-to-use software application for writing, sketching, and adding attractive images. Identify the patient education needs based on patient-centeredness and the most prevalent cardiac diseases, procedures, and preventative measures via the educational council. The offered leaflets are written in Arabic and English. The videos presented have Arabic voiceovers and subtitles. Using the most up-to-date evidence-based resources, identify the appropriate evidence-based resources. Determine the appropriate presenting techniques using electronic leaflets and educational videos. Materials design, including leaflet and video design, script, and voiceover development. Revision of instructional materials through the educational council. Following admission to the hospital, the nurses in charge conduct a health awareness session about the health education website and provide the link/QR code for accessing the website after discharge. Challenges Patients have barriers to using the free website due to economic circumstances and tocology illiteracy, such as a lack of access to a cellphone or internet, or an inability to utilise the associated technology. Additionally, MYF provide printed materials or invent other family members who can access the website for. Conclusion Clinicians can reduce patient apprehension and confusion and enhance the related knowledge by directing them to credible, up-to-date, and comprehensible sources of knowledge provided on a user-friendly health education website on a variety of internet platforms is regarded as a valuable cost-effective and expense-reduction strategy. Recommendation Health care facilities should develop free and user-friendly educational websites which will enhance patient knowledge and awareness.

Experience in the Development of Archaeological Multimedia Content for Students of Pedagogical Universities

Purpose. The article is devoted to the generalization of the integrating the Local History Museum and the equipment of the Altai State Pedagogical University Universal Pedagogical Competences Technopark funds with the resources of the historical park of the Novosibirsk region “Russia is My History” experience in order to create multimedia educational content applicable when teaching the “Archaeological tourism” course.Results. The importance of multi-channel perception of archaeological heritage objects (description, photo, drawing, 3D modeling) in the pedagogical process is shown. The development features of a program with elements of the game based on the materials of the archaeological sites of Altai (“Antiquities of Altai”) associated with their attributive and informative properties are discussed. Much attention is paid to the requirements for the description and analysis of the selection criteria for objects exhibited in multimedia. The features of the multimedia content integration into the educational process are considered.Conclusion. It is shown that situational gamification contributes to the figurative perception of specific archaeological eras and the material complex associated with them. It is concluded that the continued introduction of multimedia technologies in the teaching of historical disciplines will increase interest in science among students of the Pedagogical University. The combination of traditional and innovative teaching methods applied in practice both in higher and secondary schools will lead to an increase in the quality of historical and general education.

Project 80: a reproducible, student‐driven framework for creating multimedia educational resources from primary literature

Natural science education resources traditionally teach only codified theory. While theory education is crucial, much of academic science takes place via scrutinizing contested scientific discourse. Due to such resources’ content complexity, high school students are rarely exposed to current, debatable, and relevant science. In response, we introduce Project80: a systemic, student‐run protocol to synthesize the latest primary literature in a sub‐field into approachable, produced multimedia educational content. The protocol is run by a team of 7 students over the course of 1 month. Students running the protocol consume complex scientific literature, distill relevant data and findings, and synthesize a culminating product of audiovisual content to supplement existing biology and chemistry pedagogy. The system runs independently with limited faculty involvement. Our analysis indicates that the multimedia content created by this protocol will be relevant to roughly 30 courses locally at our institution and will have further extensions in secondary education beyond.

Trends for the Use of Online Courses in the Educational Process of the Department of Physics of SSUGT

The paper considers issues related to the use of digital educational technologies and the development of high-quality multimedia educational content when teaching Physics and other natural sciences at a university. First, we are talking about the distance education, in which the trend towards reducing the number of contact hours allocated to the study of these disciplines is strongest. To solve the related problems, it is proposed to use educational content presented as multimedia online courses. The development of such courses should be carried out using all the developments of modern pedagogical design and best practices of other educational institutions and organizations. Special attention should be paid to the quality of the content offered to students, including video lectures.

Advantages and disadvantages of developing and producing educational multimedia content

The article discusses current trends in the field of distance education services. There are three main types of multimedia content, such as webinar, video lesson, and video conference. The main characteristics are disclosed in detail, as well as algorithms that must be followed during their development and production. The analysis of the proposed algorithms for the development and production of the specified multimedia content revealed a number of advantages and disadvantages inherent in each of the three types of content. In the order of discussion, new trends in the multimedia context were considered, such as webinar in the form of an interview, webinar (video lesson) in the form of a master class and networking. It is concluded that a qualitative and quantitative leap is now taking place in the field of educational services provided remotely.

204 Electronic confirmed versus conventional consenting process (ECCCO): a randomized controlled trial

To evaluate an internet-based multimedia education and consent process for repeat cesarean. Patients scheduled for repeat cesarean were randomly assigned to in-person consenting (in-person group), internet-based multimedia consenting only (electronic group), or both (combined group). Patients in the in-person group underwent consenting on the day of surgery as usual at the site. Within 14 days of surgery, patients in the electronic and combined groups accessed a cloud-based interactive platform that delivered standardized surgical information in a video format followed by a knowledge assessment which participants needed to pass for e-signature to occur. A validated scale (COMRADE) of 20 statements to assess risk communication and treatment decision-making satisfaction was obtained after completion of assigned intervention. We calculated that 38 in each group would be needed to detect a 20% improvement in COMRADE scores. From June 2018 to August 2020, 114 patients were randomized (in-person: 38, electronic: 37, combined: 39). 11 were lost to follow up (4, 3, 4 respectively). Baseline characteristics were similar between groups. Median [range] COMRADE scores did not differ among groups (in-person: 97 [49-100]; electronic: 98 [55-100]; combined: 97 [70-100]; p=0.75). Compared with the in-person group, patients who received internet-based multimedia educational content were significantly more likely to know about the disadvantages of the proposed surgery (risks), know about other treatment choices (alternatives), and feel that an informed choice has been made (satisfaction). Some of the COMRADE components were better in the internet only, some in the combined, and some in both, but none were better in the in-person only group (Table). Internet-based consenting with multimedia educational content is an alternative to traditional in-person consenting and provides better patient understanding of the procedure’s risks and alternatives, increased patient confidence in their choice of procedure, as well as electronic documentation and confirmation of the consenting process.

Integrated Digital Patient Education at the Bedside for Patients with Chronic Conditions: Observational Study.

BackgroundPatient education delivered by a health care provider increases patients’ understanding and adherence to medical instructions, which helps to improve patient health. Multiple challenges exist to delivering effective patient education to patients with multiple chronic conditions, including giving the necessary time, range, and types of learning materials, and assessing the level of understanding. To help overcome these challenges, it is important to study new electronic means to assist in patient education, such as the use of mobile devices, interactive media, 3-dimensional images, and multimedia educational content at the bedside.ObjectiveThe goal of this study was to address the need for blended learning strategies combining technical and workflow integration of digital patient education systems for patients with chronic conditions within and across the regular process of care. Studies are needed to evaluate the utility and benefits of these technologies for providers and patients alike.MethodsA mixed-methods approach was employed including survey administration to 178 patients after they received digital patient education in person with a health care provider, and qualitative interviews with 16 nurse educators who used the mobile digital health education technology to deliver instruction to patients. Patient survey data were analyzed using chi-square statistical tests. Qualitative interviews were analyzed for user acceptance and perceived value themes.ResultsPatients who were counseled using a blended digital health education approach reported improved understanding of educational content (P=.034) and chronic health conditions (P<.001), were more motivated to care for themselves at home (P<.001), were more likely to say that they felt capable of making health care decisions with their doctors (P<.001) and on their own (P=.001), and were more likely to report their intention to follow their doctor’s instructions (P<.001) than were patients whose education was not computer-based. Nurse educators felt that the digital education system and content enhanced their education efforts and could be easily integrated into the outpatient clinical workflow.ConclusionsPatient education for individuals with chronic conditions may be more effective than traditional formats when provided in blended digital formats supervised by a health care provider.

DQAMLearn: Device and QoE-Aware Adaptive Multimedia Mobile Learning Framework

With the proliferation of mobile devices and online video services, mobile learning has grown both in popularity and complexity. New challenges include the multitude of mobile devices with different characteristics and limitations, as well as the exponential growth in educational multimedia content. Streaming multimedia content to mobile devices is a resource intensive task that requires significant resources such as network bandwidth, with demand expected to increase beyond future networks capacity as users adopt new technologies such as UHD, AR, VR, 3D and 360-degree video. While a number of adaptive m-learning systems have been previously proposed, none of these have thoroughly addressed the adaptation of educational multimedia content. This article proposes the novel DQAMLearn framework that aims to support mobile learner’s seamless access to educational multimedia content from a variety of mobile devices with different characteristics. Moreover, as mobile users are increasingly becoming quality-aware, the framework integrates novel mechanisms for decreasing the video quality in a controlled way, with the aim to support a good learner quality of experience (QoE) even in resource constrained situations. A comprehensive subjective study was conducted to evaluate the proposed framework. The results showed that the framework enables both high learning achievement from educational multimedia clips, with 12% and 83% correct response rates for pre and post-test questionnaires, respectively, and high learner QoE with a mean video quality rating of 79.19 on a 0–100 acceptability scale.

ОРГАНІЗАЦІЙНО-МЕТОДИЧНИЙ СУПРОВІД ЗАСТОСУВАННЯ ІНТЕРНЕТ-СЕРВІСУ Н5Р НА УРОКАХ МАТЕМАТИКИ У 2 КЛАСІ

The question of "How to teach?" especially relevant now, when our society has already begun to be called informational. Psychologists and educators in their research show that low learning performance, deteriorating performance of many students is usually due to the use of ineffective tools and methods of learning. Today the teacher has the opportunity to freely focus on a creative approach to the organization of the educational process. The rather rapid development of modern education requires new forms, methods and means of organizing learning. Modernity dictates the need for such an education that could prepare students for a full life with the ability to quickly adapt to new conditions, think critically, be active and multifaceted personality. Accordingly, the modern teacher must also respond to changes in the world, must be able to apply innovative information and communication technologies and convey information to children. The Internet provides many opportunities to use available and free tools, services and resources that can restructure the learning process, make it interesting, creative and creative, meaningfully and instrumentally enrich learning. The article considers the concepts of "Internet service", "interactive multimedia educational content", the concept of organizational and methodological support for the use of Internet service H5P in mathematics lessons in primary school and its advantages over other forms of methodical work. Diagnosis of the advantages and possibilities of using the H5P service in mathematics lessons in primary school and methodical recommendations for the organization of work with the use of the H5P service in mathematics lessons in the 2nd grade. Criteria have been developed and the levels of readiness of the teacher to use the H5P Internet service in mathematics lessons have been described. The use of the H5P online service in math lessons provides a feedback process between teacher and students; to increase the level of visualization of the submitted educational material; provide an individual approach to each student; provide the ability to model the studied processes or phenomena; organize frontal, collective and group work; to carry out constant control and assessment of students' achievements.

Health-e Minds: a Participatory Personalised and Gamified mHealth Platform to Support Healthy Living Behaviours for People with Mental Illness.

This paper presents the development of an innovative platform (Health-e Minds) to support persons with diagnosed serious mental illness (SMI) in their self-management, but also to enhance multidisciplinary care provision. It comprises of a smartphone app and an interactive internet-based clinician web portal. The smartphone app accompanies and guides persons with SMI through their recovery journey by monitoring health measures, delivering simple interactive questionnaires and providing educational and motivational multimedia content. The web-portal enables clinical care providers to view their client's progress and provide individualized feedback and/or early care intervention dependent on the advice of the clinical review. A unique feature of the platform is an inbuilt gaming component which encourages patients to adhere to the goals set in consultation with their clinicians. Rewards are attained by comparison of activities achieved, measured against individualized goals, set through the clinical portal. A feasibility study is underway among 40 patients with SMI at the Sunshine Coast University Hospital, in order to ascertain levels of program efficacy and successful health-related outcomes.

THE MECHANISMS OF ADAPTING THE PEDAGOGICAL CONTENT TO THE LEARNER'S PROFILE IN A DYNAMIC CEHL ENVIRONMENT

Building quality educational resources with new technologies requires offering learners and teachers a simple computing environment that would be adapted and would allow it to use its pedagogy in respondent contents of learner’s needs, in terms of adaptability, portability monitoring and evaluation. In this article, the focal point is reminding the architecture of our Dynamic Adaptive Hypermedia (DAH) system, we shall focus on these different elements namely, the model domain, the student’s model, teaching model, the courses’ generator, and the multimedia database. Then, we will detail the steps of the proposed approach to the development of educational content through this (DAH) system, dedicated to both teachers and learners. The purpose is to come up with a mechanism that can adapt the course to the learner's profile, in a Computing Environment For Human Learning (CEHL). In this article, we are putting much importance on the various information stored in the models of our system, which would be useful to dynamically generate structured and comprehensive educational content according to cognitive status and the learner’s style. The aim is to try hard and to look for pedagogical contents, dealing with concepts of a particular field of knowledge that is adapted to a particular learner. In other words, we want to develop a generic model of interactive multimedia educational content and a learner model based on the integration of skills and knowledge.

INFORMATION AND COMMUNICATION COMPETENCE OF A UNIVERSITY TEACHER IN THE CONDITIONS OF DIGITALIZATION OF THE LEARNING PROCESS

With the increasing penetration of the internet ability to work with different computer programs is the skills that are increasingly important for everyone living in the digital age. The purpose of this paper to shed light on the practice of using digital technologies to enhance teaching and learning in order to ensure learners with the skills and knowledge that they need to achieve their achievement and to participate fully in society and the economy. The purpose of this article is to spotlight the practical use of digital technologies to enhance teaching and learning in order to arm learners with skills and knowledge they need to achieve successful results and fully participate in economy and social life. The rapid development of information technologies, the emergence of new Internet and mobile technologies, their application in training actualizes the issue of professional competence of university teachers during the organization of the modern educational process in conditions of its digitalization. Emerging models, such as blended or online learning, are creating fundamental changes in higher education. The use of additional capabilities of modern information technologies in the educational process, the creation of new didactic components in the educational system, to a large extent modifies and enriches it, requiring a high level of information and communication competence of teachers of modern universities. The necessity of constant update for teaching and methodical complexes of disciplines based on such digital technologies as elements of online learning, teachers’ own Web sites, development of video and multimedia educational content, organization of joint learning activities of students based on cloud technologies has been proved. The advantages of introducing digital technologies into the educational process are analyzed, their disadvantages are given. The importance of expanding access to educational resources through existing online courses or creating it by teachers through the using of available software resources is underlined. It was noted the feasibility of organizing at the state level programs to enhance the professional training of teachers of modern universities in the digital education process based on short-term thematic training courses, seminars, trainings and targeted funding of such training in the form of grants It is noted the feasibility to organize state level programs for raising the qualifications of teachers in conditions of digitalization of the education process based on short-term thematic training courses, seminars, trainings and targeted funding of such training in the form of grants.

MASSIVE OPEN ONLINE COURSES FOR PEDAGOGICAL STAFF TRAINING

Introduction . At the present time much attention of the society is fixed more and more to the problem of qualification improvement of pedagogical staff on account of total informatization of society, cardinal technological changes, becoming stronger interrelation of education, science and production, and active introduction in practice of professional standards. The existing system of professional development of pedagogical staff stands in need of reorganization and modernization. The search of the formats corresponding to modern realities, models and technologies of continuous training and retraining of education experts is becoming urgent today. The aim of the article is to show the possibilities of innovative forms of distance learning, realized in the form of a massive open online course (MOOC), for the training and continuous training of pedagogical staff. Methodology and research methods . The methods involve system-based analysis, synthesis, and generalization. Results and scientific novelty . The concept «mass open online course» (MOOC) is clarified. MOOC is considered as a form of electronic distance training carried out on the basis of educational multimedia content, and wherein a large number of participants are involved online. The advantages of MOOC in the organization of hybrid forms of distance learning are shown: these online courses enable to combine planned online interactions of students with lecturers and tutors; mass discussions on topical professional subjects; offline study of records of training materials, and independent participants’ online coursework. The model of professional development of pedagogical staff on the basis of MOOC and realization of the principles of open education is presented: open platform, open schedule, open training, and open certification. The main approaches to the formation of new educational environment based on MOOC are designated as an innovative platform of preparation and professional development of pedagogical staff. The experience of Togliatti State University of MOOC approbation is briefly summarized. Practical significance . The authors consider MOOC as a future-oriented form of e-learning in network professional communities. The proposed innovative model of professional development of pedagogical staff allows to quickly realize the progressive pedagogical ideas, and to apply the tutorials created on the basis of modern information and communication tools. This model can be used by managers of inter-industry institutes of professional development and professional retraining of personnel.

Codificación de contenidos multimedia educativos para videostreaming

&lt;p&gt;En la actualidad existen diversas herramientas para la codificación de contenidos de vídeo, las cuales son usadas para cambiar el formato y modificar el nivel de compresión de los contenidos. En lo que respecta a las herramientas libres de codificación, por lo general estas carecen de interfaz gráfica, obligando al usuario a realizar este proceso mediante línea de comandos. En este artículo se presenta una propuesta de un proceso de codificación de contenidos multimedia educativos, considerando herramientas libres. A nivel metodológico, este trabajo se desarrolló en 4 fases: análisis de tecnologías y herramientas, diseño e implementación de la herramienta de codificación, construcción del escenario de videostreaming y evaluación del escenario de videostreaming. Como principales resultados de este trabajo se destacan la construcción de una herramienta de codificación para contenidos multimedia educativos y la conformación de un escenario de transmisión de streaming a partir de la herramienta desarrollada. Este trabajo permite concluir que la herramienta desarrollada posibilita la automatización del proceso de codificación de contenidos multimedia, haciendo uso de herramientas libres. Así mismo, el escenario conformado puede ser considerado como referencia en diversos entornos de aplicaciones que requieran el montaje e implementación de servicios basados en vídeostreaming, como es el caso de los procesos de educación virtuales.&lt;/p&gt;

Content type and perceived multimedia quality in mobile learning

The increased usage of mobile devices for learning purposes raises several concerns regarding how this adaptation affects learning and perceived quality of educational content across different screen resolutions. This research looks into how educational content type and video adaptation affect the perceived quality of multimedia educational content on two different mobile devices. We consider seven different categories of educational content: slideshow, screencast, presentation, lab demo, interview, documentary, and animation. The results show that the participants could learn regardless of the video content type and the adapted version of the video. We found no statistical significant difference between the perceived quality of the highest quality video and the lower quality video for two of the categories (lab demo and interview) and statistical significant difference on the remaining ones. The implications of this study are also discussed.

전통적 교육이론에 따른 유아교육용 멀티미디어 콘텐츠 설계 방안

This study investigates design strategies for improving the educational quality of multimedia contents for early childhood education. It emphasizes both traditional education theory and developmental aspects in its exploration of interactive and educational qualitative multimedia contents for early children. Accordingly, for an effective early childhood education, it is necessary to experience of the playful learning for the conception of ideas and the understanding of the social life. Because this study 1) possibility of multimedia contents for early childhood education, 2) computer application method for early childhood education, 3) examines used in the designing of multimedia contents for early childhood education according to traditional education theory. Multimedia early childhood education system is possible to organize information such as test, image, sound and video based on hyperlink system. I use Microsoft's Ms-office and Asymetrix's ToolBook software that are useful for hyperlink and parameter. Multimedia contents and other pages are used by Dynamic Data Exchange(DDE). Therefore multimedia contents for early childhood education is a useful tool for students of early childhood education department, parents, and children.

Privacy-preserving public auditing for educational multimedia data in cloud computing

Nowadays, as distance learning is being widly used, multimedia data becomes an effective way for delivering educational contents in online educational systems. To handle the educational multimedia data efficiently, many distance learning systems adopt a cloud storage service. Cloud computing and storage services provide a secure and reliable access to the outsourced educational multimedia contents for users. However, it brings challenging security issues in terms of data confidentiality and integrity. The straightforward way for the integrity check is to make the user download the entire data for verifying them. But, it is inefficient due to the large size of educational multimedia data in the cloud. Recently many integrity auditing protocols have been proposed, but most of them do not consider the data privacy for the cloud service provider. Additionally, the previous schemes suffer from dynamic management of outsourced data. In this paper, we propose a public auditing protocol for educational multimedia data outsourced in the cloud storage. By using random values and a homomorphic hash function, our proposed protocol ensures data privacy for the cloud and the third party auditor (TPA). Also, it is secure against lose attack and temper attack. Moreover, our protocol is able to support fully dynamic auditing. Security and performance analysis results show that the proposed scheme is secure while guaranteeing minimum extra computation costs.

A framework for multimedia educational content development and assessment of publication quality

Usage of information and communication technologies for content development and delivery is increasing with evolution of communication channels and variety of devices. With the increasing trend in accessing content through online mode, it has become important to assess the content before its publication in digital format especially in education sector. This paper highlights one such attempt in defining a standard practice for content development based on suggestive list of multimedia and other technologies to make content assessment possible in objective manner to the maximum extent that is possible and reduce the load on domain reviewers to focus on only those characteristics that cannot be evaluated in quantitative manner. Though this effort we can establish e-content quality conformance criteria as Level A and Level AA where Level A constraints can be assessed completely in objective manner and Level AA puts more stringent criteria that require domain reviewer’s attention.

Teachers' Experiences In Educationalmulti-Media Content Development: The Case Of Tanzania’s Institute Of Adult Education

This paper is an academic observation of an Educational Multimedia Content development-training programme funded by the Commonwealth of Learning (COL) in Tanzania. This project focused on skills development in script writing and in radio and video programme development, aimed at transforming selected subjects from text to multimedia content. The ultimate objective was to enable better and easy understanding of the lessons, for Open and Distance Learning learners. A group of 25 teachers from the Tanzania’s Institute of Adult Education participated in the training and development of the programmes. In this paper the author shares the new and exciting experiences of teachers on adding such skills to their professional career, as the development of these programmes. Author’s own participation and interviews with peers in the project were employed as methods of data collection. A total number of 13 videos and 12 radio programmes were developed over the span of six months. Five school subjects were covered, namely: English, Mathematics, Biology, History and Geography. Some of the challenges encountered in developing the programmes included: difficulties in developing a video idea from the textbooks; working as a group online in collaboration with the training consultant in another country especially in script development; memorizing words (as actors playing in the productions) and saying it on camera; and time constraints (working under pressure). The author recommends to African nations and educators in other parts of the world to access these multimedia-learning programmes online since they are OER, and to use them in their context. The video and radio programmes reflect the Tanzanian context to some extent, but most of the lessons are general for use by any country.