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EIILM UNIVERSITY, SIKKIMEXAMINATIONS, OCTOBER -2011

MPHIL (ELECTIVE), YEAR I

EDUCATIONAL SKILLS

Time: 3 Hours Max. Marks: 60

Note: 1-Attempt any five questions.

2-All questions carry equal marks.

01. Explain the factors affecting classroom communication. As a teacher, how would you promoteeffective communication in the class?

02. Explain the relevance of educational technology in open learning system.

03. Explain the meaning, characteristics and application of systems approach to instruction.

04. Discuss the theoretical bases of educational skills.

05. Discuss the strengths and limitations of educational radio broadcasting in India.

06. Enumerate the criteria for choosing a teaching aid for your class.

07. Estimate programmed learning as an individualized learning approach.

08. Explain the concept of micro - teaching and its skills.

09. Explain the causes for teacher resistance to the use of educational technology.


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Ans 1

Communication is a difficult aspect of life to become proficient in, especially for students. Theyface a multitude of barriers to effective communication. While none of these are insurmountable,they can be difficult to overcome

Environment Environmental factors, ranging from the literal volume of a setting to the speaker's comfort level in

that setting can influence the effectiveness of anyone's communication skills. For students, thisaspect is multiplied tenfold. Students often face a great deal of peer pressure and fear of

judgment, and as such, self-impose barriers. For example, a student may not feel comfortableeloquently expressing herself so will use more slang in her presentation. A student also may beworried about looking foolish in front of his peers and let his nerves get the best of him whilemaking a presentation.

Lack of Experience Effective communication, like anything else in life, takes practice to make perfect. Students, by

their very age, often have not had the opportunity to practice their formal communication skills.While some may not face barriers in informal communication, they often face significant barrierswhen it comes to effective communication in formal presentations simply because they have notyet had the opportunity to hone those skills in a meaningful way.

Resources Often, the most effective communication is well-developed and presented. Unfortunately, students

may not have the resources to do this. They may not have access to the materials necessary tobest research the message they are trying to present, which limits their argument. Moreover, theymay not have access to the proper communication channels or the knowledge of how to accessthem. For instance, a student may want to convey a message regarding dissatisfaction with adorm or living situation, but she may not know the proper channels to pursue to have this concernadequately addressed. This limits the effectiveness of her communication overall

Start With Questions About Nature Sound teaching usually begins with questions and phenomena that are interesting

and familiar to students, not with abstractions or phenomena outside their range of perception, understanding, or knowledge. Students need to get acquainted with thethings around themincluding devices, organisms, materials, shapes, and numbers

and to observe them, collect them, handle them, describe them, become puzzled


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by them, ask questions about them, argue about them, and then to try to find answersto their questions.

Engage Students Actively Students need to have many and varied opportunities for collecting, sorting and

cataloging; observing, note taking and sketching; interviewing, polling, andsurveying; and using hand lenses, microscopes, thermometers, cameras, and other common instruments. They should dissect; measure, count, graph, and compute;

explore the chemical properties of common substances; plant and cultivate; andsystematically observe the social behavior of humans and other animals. Amongthese activities, none is more important than measurement, in that figuring out whatto measure, what instruments to use, how to check the correctness of measurements,and how to configure and make sense out of the results are at the heart of much of science and engineering.

Concentrate on the Collection and Use of Evidence Students should be given problemsat levels appropriate to their maturitythat

require them to decide what evidence is relevant and to offer their owninterpretations of what the evidence means. This puts a premium, just as sciencedoes, on careful observation and thoughtful analysis. Students need guidance,encouragement, and practice in collecting, sorting, and analyzing evidence, and in

building arguments based on it. However, if such activities are not to bedestructively boring, they must lead to some intellectually satisfying payoff thatstudents care about.

Provide Historical Perspectives During their school years, students should encounter many scientific ideas presented

in historical context. It matters less which particular episodes teachers select (inaddition to the few key episodes presented in Chapter 10) than that the selectionrepresent the scope and diversity of the scientific enterprise. Students can develop asense of how science really happens by learning something of the growth of scientific ideas, of the twists and turns on the way to our current understanding of such ideas, of the roles played by different investigators and commentators, and of the interplay between evidence and theory over time.

History is important for the effective teaching of science, mathematics, andtechnology also because it can lead to social perspectivesthe influence of societyon the development of science and technology, and the impact of science andtechnology on society. It is important, for example, for students to become awarethat women and minorities have made significant contributions in spite of the

barriers put in their way by society; that the roots of science, mathematics, andtechnology go back to the early Egyptian, Greek, Arabic, and Chinese cultures; andthat scientists bring to their work the values and prejudices of the cultures in whichthey live.

Insist on Clear Expression Effective oral and written communication is so important in every facet of life that

teachers of every subject and at every level should place a high priority on it for all


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students. In addition, science teachers should emphasize clear expression, becausethe role of evidence and the unambiguous replication of evidence cannot beunderstood without some struggle to express one's own procedures, findings, andideas rigorously, and to decode the accounts of others.

Use a Team Approach The collaborative nature of scientific and technological work should be strongly

reinforced by frequent group activity in the classroom. Scientists and engineers work

mostly in groups and less often as isolated investigators. Similarly, students shouldgain experience sharing responsibility for learning with each other. In the process of coming to common understandings, students in a group must frequently inform eachother about procedures and meanings, argue over findings, and assess how the task is progressing. In the context of team responsibility, feedback and communication

become more realistic and of a character very different from the usual individualistictextbook-homework-recitation approach.

Do Not Separate Knowing From Finding Out In science, conclusions and the methods that lead to them are tightly coupled. The

nature of inquiry depends on what is being investigated, and what is learned dependson the methods used. Science teaching that attempts solely to impart to students theaccumulated knowledge of a field leads to very little understanding and certainly notto the development of intellectual independence and facility. But then, to teachscientific reasoning as a set of procedures separate from any particular substance

"the scientific method," for instanceis equally futile. Science teachers shouldhelp students to acquire both scientific knowledge of the world and scientific habitsof mind at the same time.

Deemphasize the Memorization of Technical Vocabulary Understanding rather than vocabulary should be the main purpose of science

teaching. However, unambiguous terminology is also important in scientificcommunication andultimatelyfor understanding. Some technical terms aretherefore helpful for everyone, but the number of essential ones is relatively small. If teachers introduce technical terms only as needed to clarify thinking and promoteeffective communication, then students will gradually build a functional vocabularythat will survive beyond the next test. For teachers to concentrate on vocabulary,however, is to detract from science as a process, to put learning for understanding in

jeopardy, and to risk being misled about what students have learned.

Ans3

the systems approach to educational technology


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The systems approach to the design and analysis of teaching/learning situations is the basisof the great majority of modern educational technology-related developments. However,the terms system and systems approach are themselves jargon terms that can have a varietyof interpretations. Let us therefore take a look at these terms in order to define the way inwhich we are to use them.

In general systems theory, a system is any collection of interrelated parts that together

constitute a larger whole. These component parts, or elements of the system are intimatelylinked with one another, either directly or indirectly, and any change in one or moreelements may affect the overall performance of the system, either beneficially or adversely.A simple system is illustrated schematically in Figure 2.

Figure 2. A typical system

In Figure 2, the system consists of four distinct elements A, B, C, D, which are related to or dependent upon each other as indicated. Note that some interrelationships may be two-way,

while others may be one-way only. These elements may themselves be capable of further breakdown into other smaller components, and may thus be regarded as sub-systems of theoverall system.

The processes of teaching and learning can be considered to be very complex systemsindeed. The input to a given teaching/learning system consists of people, resources andinformation, and the output consists of people whose performance or ideas have (it is to behoped) improved in some desired way. A schematic representation of systems of this typeis shown in Figure 3.

Figure 3. The 'systems' model of the educational process


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In such a system, the teaching/learning process may be so complex that it can only beconsidered as a 'black box' whose mechanisms are not fully understood. However, researchinto the nature of the learning process has thrown some light on what happens inside the'black box'. This has enabled educational technologists to structure the input to systems of this type in such a way as to try to improve the output through increasing the efficiency andeffectiveness of the learning process, thus leading to a systems approach to course andcurriculum design based on current knowledge of how people learn. Such a systems

approach attempts to mould the input to a course in such a way as to enable the optimalassimilation of knowledge and skills to take place during the learning process, and hencemaximize the quality of the output.

A basic system that can be used in the design and development of virtually all types of teaching/learning situations is shown in Figure 4. A number of writers have presentedmuch more sophisticated systems, but these are considered to be unnecessarily complicatedfor our present purposes. (Readers who want to get a flavour of what they involve arereferred to Romiszowski's book: 'Designing Instructional Systems'.)


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Figure 4. A simplified systems approach to course and curriculum design

The various stages in the systems approach

Let us now take a more detailed look at the various elements of the basic system shown inFigure 4.

(a) Consider target population characteristics and topic areaThe range of backgrounds, interests, knowledge, attitudes and skills of studentscoming on to the course will have a strong influence on course design. Pre-knowledge and any common misconceptions will have to be catered for in thedesign of the course (these may, for example, affect sequence, structure and supportmechanisms).The broad thrust of the course content will also have to be considered. Considerationwill be given to the sort of people which the course is trying to develop. The subjectarea may have traditional aims and directions, but one may wish to consider the

justification of these and/or preparation for future change.


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(b) Estimate relevant existing skills and knowledge of learnersThere may be minimum standards of entry to the course, but this will not always beso. For example, the increasing numbers of non-standard and mature studententrants to higher education will not necessarily have conventional paper qualifications, but may possess skills and qualities which will have an influence oncourse design. This may have implications for teaching methods, bridging courses,support systems etc.

(c) Formulate objectives/learning outcomesThe roles of objectives and learning outcomes in a systems approach to instructionare dealt with in detail in the booklet on ' Specifying the Outcomes of StudentLearning '. The objectives and learning outcomes of the course or curriculum elementwill attempt to encapsulate the new skills, knowledge or attitudes which it isintended that the students will acquire. They may be formulated by the learnersthemselves, by employers, by teaching staff, by a validating, examining or

professional body, or by some combination of these and other sources.(d) Select appropriate instructional methods

Having specified the objectives and learning outcomes (ie, what we are trying toachieve in the course), we should be in a better position to select appropriateteaching/learning methods through which these have a reasonable chance of beingachieved. There are far more teaching methods available to choose from than most

people realise - one recent book describes no less than 303 differentteaching/learning methods! The process of attempting to match appropriate methodsto given objectives and learning outcomes is normally done on the basis of acombination of research and experience. The strengths and weaknesses of differentmethods are discussed in the booklet on ' Selecting Appropriate Teaching/LearningMethods '.

(e) Operate course or curriculumThe next element in the system is the actual implementation of the course. Thisinvolves all the logistical arrangements associated with running the course,including overall structuring, pacing, implementing the chosen teaching strategies,using appropriate supportive media and materials, and ensuring that all aspects of the course run as smoothly as possible. Later booklets will provide detailed guidanceon how this can be done.

(f) Assess and evaluateThe combined result of the preceding stages is that students are involved in alearning experience that is planned to develop their knowledge, skills and attitudes,

taking into account the individual needs and experience of the learners. Just howeffective the pre-planning and subsequent operation has been can be measured bystudying student performance in continuing and/or post-course assessments. Theseassessments should be closely related to the specified course objectives and learningoutcomes. Poorly-achieved objectives or learning outcomes should lead the coursedesigners to examine the entire system in order to identify places whereimprovements might be made. This could involve a change in the
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objectives/learning outcomes, a revised assessment of students' pre-knowledge, acritical review of the instructional methods used, an examination of the coursestructure and organisation, a consideration of the assessment methods used, or acombination of some or all of these. These deliberations, together with feedback onthe course from staff, students, employers, etc, can be used in an evaluation of theentire concept of the course, which should, in turn, form the basis of an on-goingcyclical course development process. The topic of assessment is reviewed in the

booklet on 'Assessing Student Performance ', with evaluation being covered in the booklet on 'Evaluating the Effectiveness of the Teaching/Learning Process '.

Using the systems approach in practice

The systems approach to course and curriculum design is no more than an attempt to use a process of logical development and on-going monitoring and evaluation in order to allowcontinuous evaluation of the course or curriculum to take place. As indicated in the

previous section, much more complicated systems approaches to course design do exist, but all of these contain the six core elements shown in Figure 4.

It is, however, worth adding some cautionary remarks about using the systems approach in practice. Although the approach is useful in mapping out the broad flow of factors to beconsidered and developed, diagrams such as the system shown in Figure 4 alwaysoversimplify the actual process. For example, Figure 4 has ordered the elements of thesystem in what is usually the most productive sequence for the initial planning of a course.If, however, we are re-designing a course or trying to build on a teaching/learning schemealready in place, we may enter the system in a different way - through evaluation perhaps,or through an ad hoc or unavoidable alteration to the implementation of the course (eg achange in the mode of delivery from full-time to part-time).

In implementing the systems approach, it is important to appreciate that, while thedecisions taken at each stage are always affected by earlier decisions, they may themselvesnecessitate some of these earlier decisions being changed. It is also important to realise thatthe stages shown are not the only ones possible, and that, once taken, a decision can always

be reconsidered. The approach should thus be dynamic and iterative, always allowing for second thoughts and the refinement of ideas. For example, although you should certainlymake a first attempt to define objectives and learning outcomes very early in the planning,you will invariably need to come back to re-define or add to them once you have workedthrough some of the later steps.

Two further misconceptions need to be avoided. First, the separateness of the boxes inFigure 4 may suggest that the processes covered by them are also clearly separable.Second, you may be tempted to assume that they can all be considered at leisure, awayfrom the actual hurly-burly of the teaching/learning situation. Neither of these assumptionsis necessarily true. While primarily addressing one step, you will almost inevitably haveseveral of the others partly on your mind at the same time. Similarly, while you can
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sometimes enjoy the luxury of 'armchair curriculum planning', much of the decision-making must take place 'on the hoof', with students, administrators and other academicstaff breathing down your neck!

The systems approach can be used at any time when a episode of teaching/learning of anylength is being planned. It can be applied to long-term planning for a whole course lastingweeks, months or years, through to daily lesson planning, or even to on-the-spot planning

for a learning experience of only a few seconds' duration. It can be applied by a group of teachers designing or adapting a complete course, as well as by an individual teacher

preparing his or her specific course input. The approach can also be used for analysing a previous teaching/learning experience.

The systems approach does not prescribe or promote any particular teaching methodology(eg individualised study, or group learning). Rather, it is a vehicle that helps teachers tothink more systematically and logically about the objectives relevant to their students andthe means of achieving and assessing these. On occasion, analysis may suggest that 'chalk and talk' may be the most appropriate method for achieving some objectives, but no one

method will be appropriate for all objectives or for all students. Later booklets will providedetailed guidance on how such analysis can be carried out, thus enabling you to makeeffective use of the systems approach in planning your work as a teacher.

Ans 9

Unit 4: Ressiissttaannccee ttoo CChhaannggee

In Unit 3, you were introduced to the concept of change in

schools. You were informed that change can be evolutionary,

that is, it unfolds over time, or it can be a process of

unexpected or planned events. You realised that you, the

teacher, can also be a change agent in your school.

In Unit 3, you were introduced to the concept of change in

schools. You were informed that change can be evolutionary,

that is, it unfolds over time, or it can be a process of

unexpected or planned events. You realised that you, the


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teacher, can also be a change agent in your school.

For teachers, dealing with change is inescapable. Ichak (Cole,

1990: 503) supports this view:

For teachers, dealing with change is inescapable. Ichak (Cole,

1990: 503) supports this view:

Living means solving problems and growing up

means being able to solve bigger problems. The

purpose of management, leadership, parenting

or governing is exactly that: to solve todays

problems and get ready to deal with

tomorrows problems. This is necessary

because there is change. No management is

needed when there are no problems, and there

are no problems only when we are dead. To

manage is to be alive, and to be alive means to

experience change with the accompanying

problems it brings.

Living means solving problems and growing up

means being able to solve bigger problems. The

purpose of management, leadership, parentingor governing is exactly that: to solve todays

problems and get ready to deal with

tomorrows problems. This is necessary


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because there is change. No management is

needed when there are no problems, and there

are no problems only when we are dead. To

manage is to be alive, and to be alive means to

experience change with the accompanying

problems it brings.

You will appreciate that change in any organisation comes in

all shapes and sizes. Change can be resisted for various

reasons. As a teacher, you should understand how resistance

to change affects the smooth functioning of the school, retards

progress and affects quality education at the school. This unit

will deal with reasons why teachers resist change.

You will appreciate that change in any organisation comes in

all shapes and sizes. Change can be resisted for various

reasons. As a teacher, you should understand how resistance

to change affects the smooth functioning of the school, retards

progress and affects quality education at the school. This unit

will deal with reasons why teachers resist change.

AAffter co ter comp mpleting this u leting this unnitit, yo , you sho u shouuldld b bee abable to le to: :

1. Explain why change is resisted.

2. Describe how resistance to change can be overcome.

Most of the reasons for resistance to change are a result of poor

communication between the change agent, the person who is


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managing the change, and the client system, a person or group

of people who are helped by a change agent (Stoner and

Wankel, 1986: 355). The following reasons have been selected

to enable you to understand why change is resisted in schools:

Most of the reasons for resistance to change are a result of poor

communication between the change agent, the person who is

managing the change, and the client system, a person or group

of people who are helped by a change agent (Stoner and

Wankel, 1986: 355). The following reasons have been selected

to enable you to understand why change is resisted in schools:

Module 15, Unit 4: Resistance to Change 37 Fear of the unknown. Teachers resist change because of the

uncertainty about causes and effects of the change.

Lack of information. Teachers carrying out the change need

information about the aims and benefits of change, what is

needed to introduce the change and how the change will be

introduced. If this information is not provided, change will be

resisted.

Misinformation. If incorrect information is given about a

change, the teachers view of the change will be unclear; hence

the usefulness of the change will not be perceived.

Threat to status. A change may mean adopting new ways of

doing things. Old ways that teachers are used to or are

competent in are now useless. If there is no training to develop


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new skills to cope with the change, then the change will be

resisted. Some changes may call for a reduction in the size of

an organisation. This means that some people may lose their

top posts or positions.

Threat to power base. Some changes can reduce the influence

one has in a school. Such a change will be resisted by the

affected persons.

No perceived benefits. If the benefits of the change are not

clear, the change is seen as a threat to the already established

routine.

Low-trust organisational climate. If there is mistrust within a

school, any change introduced is seen as a trap.

Poor relationships. When relations between the change agent

and the client system are strained, communication and the

general flow of information are bound to be poor. This leads to

resistance to change.

Fear of failure. Teachers may fear to try out new ideas because

they are not sure of the results.

Fear of looking stupid. Resistance occurs when the

procedures for implementing the change are not explained andthey are unfamiliar.

Custom. Changes that tamper with traditions and customs are

seen as a threat, hence they are resisted.


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Peer-group norms. A group of teachers develop rules and

values that they want to be identified with. If the whole group

does not accept the change, individual teachers may not adopt

the change being introduced.

Module 15, Unit 4: Resistance to Change 38 Self-Assessment 1

Explain how the following can cause resistance to change at a

school. Give realistic examples.

lack of information

fear of the unknown

threat to status.

Possible answers to this activity are provided at the end of this

unit.

Overcoming Resistance to Change

Resistance to change may be a sign that something is wrong

with the proposed change. Mistakes made during the

introduction or presentation of the proposal can also lead to

resistance to the proposed change. From your experience, you

are aware that resistance to change is caused by many factors.

These factors can be dealt with using different techniques so as

to experience success in the implementation of the change. Asa teacher, it is very important for you to know how you can

overcome or manage resistance to change, since you can also

be a change agent.


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Kotex and Schlesinger, as cited by Kreitter and Kinicki (1992:

737), offer six major strategies for overcoming resistance to

change:

education and communication

participation

facilitation and support

negotiation

manipulation and co-option

coercion.

Education and Communication

This method is used where there is little or no

information about the change.

Teachers do not see the need for the change.

In order to reduce resistance, teachers have to be

informed about the rationale or reasons for the change.

Teachers have to know what is happening and why they

have to do what they have to do.

The information can be passed to the teachers through

one-to-one discussions, memos, group presentations or

reports.Module 15, Unit 4: Resistance to Change 39 This method works only if the relationship

between the

change agent and the client system is good.

Communication should be honest, sincere and truthful.


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Language used should be clear and straightforward.

Participation

It is rare for individuals to resist change if they have

participated in all the stages of decision making.

Participation in both the design and implementation of a

change creates a sense of commitment to the change.

Facilitation and Support

The client system (teachers) should be prepared to face

the effects of the planned change.

This can be done by facilitating, retraining and providing

staff development programmes which will help the

teachers acquire new skills to cope with the change.

Staff development programmes can be in the form of inservice workshops or seminars.

Negotiation

During negotiation, the change agent should

democratically and in a friendly manner campaign for

change.

Discussion should be held with those opposed to

change.

The client system (teachers) realise that their rights,welfare and views are respected.

The planned change is thus supported.

Manipulation and Co-Option


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When using this strategy, the change agent twists facts

to make them attractive to the client system.

All negative information is withheld. False rumours may

be created in order to make the client system accept the

change.

Leaders of the resistance are bought off by giving them a

key role in the change process.

These leaders contributions do not improve the quality

of decisions made.

Coercion

This method involves using force and threats on the

resisters of change.

Module 15, Unit 4: Resistance to Change 40 These can be in the form of threats of transfers, negative

performance appraisals, loss of promotion or a poor

letter of recommendation.


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The advantage of this method is that change is implemented quickly.


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Educational Radio in India


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Professor R V VYAS, Director,Kota Open University, Kota, Rajasthan INDIADr. R C SHARMA,Indira Gandhi National Open University INDIAAshwini KUMAR,IGNOU Regional Centre, Lucknow INDIA


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The Global Beginning

Radio Technology was first developed during the late nineteenth century and came into popular usage during the early twentieth century. Though sometimes overshadowed bytelevision, radio represents a medium capable of reaching a wide geographic audience at alow production cost with proven educational results (Couch, 1997). Studies by the U.K.Open University have demonstrated that radio has a greater value for weak students who

benefit from radio as a supplementary learning tool (Tripp & Roby, 1996). The Agency for International Development has shown that radio is more cost-effective and results in agreater learning effect size than textbooks or teacher education (Tripp & Roby, 1996). Radiohas the advantage of teaching subjects in which classroom teachers are deficient or untrained. An added benefit for multi-grade classrooms is that it provides instruction for onegroup of students while the teacher works with another group. Radio can also bring new or unavailable resources into the classroom (Muller 1985).Jaminson and McAnany (1978), reported three main advantages of radio: improvingeducational quality and relevance; lowering educational costs; and improving access toeducational inputs particularly to disadvantaged groups. Some of the limitations of radio for education are that interaction is limited; instructor feedback and clarification is generallyunavailable; the instruction is uninterruptible and not reviewable; the pace of the lesson isfixed for all students; note-taking is difficult; and that time for reflection on the content isminimal. To overcome these drawbacks, preparation, supporting materials, and follow-upexercises are recommended when possible (McIsaac & Gunawardena, 1996).The popularity, availability, and low cost of radio made it a convenient and practical mediumfor use in programmes for learning at a distance and is mostly used in combination withother media, such as with print medium followed by face-to face teaching etc. Although,educational use of radio started around 1930, but perhaps U.K.O.U. was first make itsutilization effective. Satyanarayana and Sesharatnam (2000) found that radio is useful in

providing remedial tutorials, or some other forms of tutorial based feedback; providingcorrections, alterations or updating of material, where print re-make budgets are limited, or

where print cannot reach students quickly enough; recordings of naturally occurring events,e.g. political speech, children talking, concerts or performances, talks previously recorded for other than Open University proposes eyewitness interviews at historical events; presentingmaterial in a dramatized form, enabling students to identify with the emotions andviewpoints of the main participants; providing an alternative view to that presented in thecorrespondence text and/ or television programmes; and enabling students to perceive thedifferent points of view that exist, and observe ideas being challenged, through discussionand interviews.The Indian Beginning

The Radio Club of Bombay broadcast the first radio programme in India in June 1923

(Sharma, 2002a). Afterwards a Broadcasting Service was set up (that began broadcasting inIndia in July 1927) on an experimental basis at Bombay and Calcutta simultaneously. Thiswas done under an agreement between Government of India and a private company calledthe Indian Broadcasting Company Ltd. In the year 1947 (when India became independent),the AIR network had only six Stations located at Delhi, Bombay, Calcutta, Madras,Lucknow and Tiruchirapalli with a total complement of 18 transmitters - six on the mediumwave and the remaining on short wave. Radio listening on medium wave was confined tourban limits of these cities. As against a mere 2,75,000 receiving sets at the time of Independence, now there are about 111 million estimated radio sets in about 105 million


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Educational Radio in IndiaProfessor R V VYAS, Director,

Kota Open University, Kota, Rajasthan INDIADr. R C SHARMA,

Indira Gandhi National Open University INDIAAshwini KUMAR,

IGNOU Regional Centre, Lucknow INDIA
http://www.allindiaradio.com/


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The Global Beginning

Radio Technology was first developed during the late nineteenth century andcame into popular usage during the early twentieth century. Thoughsometimes overshadowed by television, radio represents a medium capable of reaching a wide geographic audience at a low production cost with proveneducational results (Couch, 1997). Studies by the U.K. Open University have

demonstrated that radio has a greater value for weak students who benefitfrom radio as a supplementary learning tool (Tripp & Roby, 1996). The Agencyfor International Development has shown that radio is more cost-effective andresults in a greater learning effect size than textbooks or teacher education(Tripp & Roby, 1996). Radio has the advantage of teaching subjects in whichclassroom teachers are deficient or untrained. An added benefit for multi-grade classrooms is that it provides instruction for one group of studentswhile the teacher works with another group. Radio can also bring new orunavailable resources into the classroom (Muller 1985).

Jaminson and McAnany (1978), reported three main advantages of radio:improving educational quality and relevance; lowering educational costs; andimproving access to educational inputs particularly to disadvantaged groups.Some of the limitations of radio for education are that interaction is limited;instructor feedback and clarification is generally unavailable; the instruction isuninterruptible and not reviewable; the pace of the lesson is fixed for allstudents; note-taking is difficult; and that time for reflection on the content isminimal. To overcome these drawbacks, preparation, supporting materials,and follow-up exercises are recommended when possible (McIsaac &Gunawardena, 1996).

The popularity, availability, and low cost of radio made it a convenient andpractical medium for use in programmes for learning at a distance and ismostly used in combination with other media, such as with print mediumfollowed by face-to face teaching etc. Although, educational use of radiostarted around 1930, but perhaps U.K.O.U. was first make its utilizationeffective. Satyanarayana and Sesharatnam (2000) found that radio is useful inproviding remedial tutorials, or some other forms of tutorial based feedback;providing corrections, alterations or updating of material, where print re-makebudgets are limited, or where print cannot reach students quickly enough;recordings of naturally occurring events, e.g. political speech, children talking,concerts or performances, talks previously recorded for other than OpenUniversity proposes eyewitness interviews at historical events; presentingmaterial in a dramatized form, enabling students to identify with the emotionsand viewpoints of the main participants; providing an alternative view to thatpresented in the correspondence text and/ or television programmes; andenabling students to perceive the different points of view that exist, andobserve ideas being challenged, through discussion and interviews.

The Indian Beginning

The Radio Club of Bombay broadcast the first radio programme in India in June1923 (Sharma, 2002a). Afterwards a Broadcasting Service was set up (thatbegan broadcasting in India in July 1927) on an experimental basis at Bombayand Calcutta simultaneously. This was done under an agreement betweenGovernment of India and a private company called the Indian BroadcastingCompany Ltd. In the year 1947 (when India became independent), the AIRnetwork had only six Stations located at Delhi, Bombay, Calcutta, Madras,Lucknow and Tiruchirapalli with a total complement of 18 transmitters - six on


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