ASSIGNMENT NO.

1
NON-BROADCAST MEDIA IN DISTANCE EDUCATION (8622)

SUBMITTED BY:

AMEN NAZISH

Roll No: CB651584

PROGRAME: B. Ed (1.5)

Semester: 2nd Spring-2021

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD, PAKISTAN

Q.1 Explain the nature and scope of non-broadcast media. Support
your answer with examples.

Non Broadcast Media

Non-broadcast media refers to audio and visual media that is available at any time. Non-
broadcast media is information that can be turned on and off at any time, paused, rewound, and
fast-forwarded. Recorded television, radio, podcasts, the internet, and streaming services
are examples of non-broadcast media.
Non-broadcast audio is diametrically opposed to broadcast audio. One of the most important
abilities that non-broadcast material can have is the ability to pause, stop, rewind, and fast
forward video and/or audio whenever you want or need to. Non-broadcast media can be played
at any time of day or night because it is not live or continuous.

Scope:
There are two aspects of scope. They are: Audience Scope and Subject Scope.
Audience Scope:
It is essential for the communicator to clearly identify the communication's target audience. It
will also allow the communicator to tailor the communication to the audience's specific needs.
The communicator must ensure that the target audience is identified clearly. Without the
distribution list, communication can be forwarded or copied, and the target audience definition
is lost.
Subject Scope:
The subject scope of a communication should always be clearly identified. It specifies the
information covered by the communication. It may be more useful to define the scope in terms of
what the communication does not cover. The scope of a communication should appear as close to
the beginning as possible.

Importance of Non-Broadcast Media in Distance Education

As you may be aware, sensory experience serves as the foundation for intellectual activity.
Sensory aids help to save time while learning. For a long time, the most common way to
communicate knowledge was through writing and oral language. However, language has a
number of limitations that may contribute to learning difficulties. In general, modern educators
recognise basic values in non-broadcast media such as concreteness, enrichment, and dynamic
interest. The use of non-broadcast media in teaching has become so widespread that a teacher of
any subject no longer needs to rely on any of the archaic methods of instruction. Even the most
abstract ideas can now be presented to students in a concrete manner by means of more than
one aids. Some of the distinct advantages claimed for the use of non-broadcast media in helping
teachers to arrange more effective environments for learning are discussed below:
a. Inaccessible processes, materials, events, objectives, and changes in time, speed, and space
could be easily brought to the learners by using non-broadcast media materials. In certain cases,
teachers frequently face difficulties in making information available to students. Students in a
large classroom may be unable to observe the teacher's demonstrations, small models, objects,
and small pictures.
b. The use of non-broadcast media material leads to a greater acquisition of factual knowledge
and ensures that the information gained is retained for a longer period of time. Non-broadcast
materials give students firsthand experience in a variety of ways, and they sometimes require
them to actively participate. As a result, they are not on help to develop meaningful vocabulary
but also enable the pupils remember facts for a pretty long time. The non-broadcast media
technology provides pupils with meaningful sources of experience, primary visual sources as
well as additional resources.
c. The use of non-broadcast materials in the classroom can be an effective substitute for direct
student contact with the social and physical environment. A teacher can transport his students to
any distant location and thing by using an appropriate image. Such media could act as a magic
carpet, transporting people to places they need to go.
d. Any expected change in attitude and behaviour could be facilitated by using appropriate non-
broadcast materials. Such materials, in general, pique the student's interest and involvement in
the lesson. Students learn more when they are involved in meaningful and appealing activities.
Whether they are participating in individual or group activities, active participation maintains
interest and increases learning individual or group activities like a project.
e. Non-broadcast materials provide a concrete foundation for conceptual thinking, resulting in
meaningful concepts. They present abstract information to students in a variety of ways. In this
complex age, teachers should be able to guide students to a vast reservoir of knowledge by
utilizing additional resources such as television, film, diagrams, charts, globes, maps, and
transparencies. All of these resources improve communication clarity and comprehension speed.
f. The approach of using non-broadcast materials is through more than one sense, and they will
be able to secure and retain students' attention while also developing students' communication
skills.
g. Non-broadcast materials could be used to motivate and stimulate students' interest in learning
more.
h. The aforementioned materials could be used to advantage for any age or ability group. They
can be used as add-ons to illustrate, clarify, and focus attention.

EXAMPLES OF NON BROADCAST MEDIA:

YouTube: It allows you to watch any video you want and to pause, stop, rewind, and fast
forward it. You can also download videos that you want to watch rather than going back to the
internet to watch them again.
BBC Player, like You Tube, allows you to play whatever audio you want while also allowing you
to pause, rewind, fast forward, and stop.
I tunes is another example: Non-broadcast  can also be listened to on a CD, Ipod, or MP3.
Although broadcast television is the most visible aspect of the television industry, non-broadcast
production is the largest in terms of personnel, equipment, and facilities. Institutional video,
which includes corporate, educational, religious, medical, and governmental applications, and
vocational television, which is associated with serious personal/professional applications, are
both included in the category of non-broadcast television. Although broadcast television is the
most visible aspect of the television industry, non-broadcast production is the largest in terms of
personnel, equipment, and facilities.
Included in the category of non-broadcast television is institutional video, which includes
corporate, educational, - religious, medical, and governmental applications, and a vocational
television, which is associated with serious personal/professional applications. Institutional
television has been particularly effective in seven areas:
Institutional video, which includes corporate, educational, religious, medical, and governmental
applications, and vocational television, which is associated with serious personal/professional
applications, are both included in the category of non-broadcast television. In seven areas,
institutional television has been particularly effective:
1. where graphic feedback is required Seeing something for oneself is generally more effective
than hearing about it from someone else. This is especially true when providing feedback on
artistic or athletic performance.

2. in situations where close-ups are required to convey information The TV camera can highlight
details and information. medical television It is possible to get cameras into hazardous and hard-
toreach places to reveal information. This is especially true in medical television.
3. where changing the speed of the subject matter makes it easier to see and understand Often,
things cannot be seen or understood clearly without the use of slow motion or time-lapse
(accelerated) photography.
4. when visual effects, such as animation, are most effective in conveying information Animated
drawings, flowcharts, and even animated characters can help to clarify concepts.

5. when it is necessary to connect a variety of disparate elements Television can connect and
interrelate events and objects so that the overall effect can be understood. The selection and
sequence of visual elements generates meaning and emotional response, as we discussed in the
section on editing.
6. where transporting specific personnel to required locations is difficult Experts are easily
accessible to viewers in a variety of locations via television.
7. When the same basic information must be repeated to multiple audiences over time, it is more
cost effective to use personnel to explain information to TV cameras once and then play the
videotape to multiple groups afterwards.
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Q.2 Critically examine the steps involved in the choice of media.

MEDIA:

A medium is defined as "a means of communication, information, or entertainment." Print, radio,

audio-cassettes, videocassettes, broadcast TV, satellite cable TV, multimedia CDs, computer-
based learning, and online instruction via the Internet are all examples of media technology. This
definition has the advantage of being brief while recognising the term's essential relativity. In
other words, what one source considers to be 'fit' may not be suitable for the needs of another;
similarly, fitness standards may change over time, and thus standards of what constitutes quality
may change.
This definition can be expanded to say that quality is a set of criteria that can be used to assess a
product.

Principles of Selection:
 They should suit the large level, grade level and other characteristics of the learners.
 It should be interesting and motivation.
 It should be the true representatives of the real things.
 They should have in the realization of desired learning objectives.
When selecting media there are a few factors we must consider.
1) Create a clear picture of your goals. Prioritize!
2) Individual Media Attribute Strengths
3) Remove Media and choose the best Attributes.
4) Examine any legal or geographical constraints.
5) Contrast your Target Audience with the Media Profile (s)

Criteria for Media Selection

Media can be selected and evaluated in an international setting based on the teaching and
learning of any subject can only be effective when teachers are able to select appropriate media.
Because not all media are equally effective for a given purpose, it is the role of teachers to choose
an effective medium and ensure that it is used to advantage. The “modify for choosing and
educational material for teaching or learning a specific topic” is referred to as media selection.
Whatever educational media a teacher intends to use, there should be a factor that will
determine the selection of such media. Such an educational medium provides effective education.
In light of these considerations, the teacher should be skilful in media characteristics and
education before any meaningful media solution can take place.

Steps involved in the choice of media:

1. Students
2. Ease of use
3. Cost
4. Teaching functions, including pedagogical affordances of media
 5. Interaction
6. Organizational issues
7. Networking
8. Security and privacy

1. STUDENTS:
Students are the first step in media selection. When selecting media and technology for students,
at least three issues must be considered:

• demographics of students;

• accessibility; and

• variations in how students learn.

The information you need about your students

It's critical to get to know your students. You will need the following information in particular to
provide an appropriate context for media and technology decisions:

1. What is your institution's, department's, or program's access mandate or policy? How will
students who do not have access to a particular technology be helped?

2. What are the demographics of the students you will be teaching likely to be? How suitable is
the technology you intend to use for these students?

3. If your students are to be taught in part off campus, which technologies are they likely to have
easy and consistent access to at home or at work?

4. If students must be taught at least partly on campus, what is – or should be – your or your

department’s policy with regard to students’ access to devices in class?

5. What digital skills do you anticipate your students to have prior to beginning the programme?
6. Will you be able to provide unique teaching experiences that will justify the purchase or use of
such technology if students are expected to provide their own access to technology?

7. What prior learning approaches are students likely to bring to your programme? How
applicable are such prior learning approaches likely to be to the way you need to teach the
course? How could technology be used to accommodate student learning differences?

There are numerous ways to obtain the information required to answer these questions.

2. EASE OF USE:
In most cases, the use of technology in education is a means to an end rather than an end in itself.
As a result, it is critical that students and teachers do not have to spend a lot of time learning how
to use educational technologies or troubleshooting them. Of course, there are exceptions where
technology is the focus of study, such as computer science or engineering, or where learning to
use software tools is essential for some aspects of the curriculum, such as computer-aided design
in architecture, spreadsheets in business studies, and geographical information systems in
geology. However, in most cases, the goal of the research is not to learn how to use a specific
piece of educational technology but the study of history, mathematics, or biology.

3. COST:
The primary cost are:
 material development/production; and
 the supply of materials
 the number of students and scalability;
 the knowledge of an instructor who has worked with the medium;
 whether the instructor creates materials on their own (self-development) or collaborates
with professionals.

4. TEACHING:
Identifying appropriate media uses is both a growing requirement for teachers and instructors in
the digital age and a very complex challenge. This is one reason for collaborating as closely as
possible with instructional designers and media professionals. Teachers working with
instructional designers will need to decide which media to use for pedagogical and operational
reasons.

5. INTERACTUON:

Interaction is the fifth step in media selection. How do various media facilitate interaction? The
‘affordance' of interaction is critical, as there is now a mountain of research evidence indicating
that students learn best when they are ‘active' in their learning.

6. ORGANIZATIONAL ISSUE:
One of the critical issues that will influence teachers' and instructors' media selection is:
 how the institution structures teaching activities;
  the instructional and technology services that are already in place; and
 the support for media and technology use that their institution provides.

7. NETWORKING:
There are at least five ways in which social media is influencing the use of networking in course
design:
• as a supplement to credit-based online software/technology;
• credit course design using only social media;
• student-generated learning resources;
• self-managed learning groups;
• instructor-led open educational resources

8. SECURITY AND PRIVACY:

Teachers, instructors, and students all require a private online workspace. Instructors want to be
able to criticize politicians or corporations without fear of retaliation; students may want to keep
rash or radical comments from becoming public, or they may want to experiment with
potentially controversial ideas without having them spread all over Facebook. Institutions, in
particular, want to protect students from online harassment or bullying to the greatest extent
possible. Creating a strictly controlled environment allows institutions to better manage privacy
and security.

Factors affecting the media: 

The problem of choosing the best medium or media for a specific advertiser varies greatly
depending on the specific situation, circumstances, and various other factors in which a person is
conducting individual business. A basic understanding of the capabilities and costs of the major
media is required for media selection. The following issues must be addressed by advertising in
the selection of media:
 Target market profile
 Coverage or exposure
 Frequency

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Q.3 Explain the significance of instructional media in education.

Instructional Media:
All of the materials and physical means that an instructor may use to implement instruction and
facilitate students' achievement of instructional objectives are referred to as instructional media.
Computer labs, classroom technology, Blackboard, and audio and video conferencing may all be
included.
We hold training sessions and workshops on a regular basis. The scheduling is determined by
the level of interest. You can also contact us to arrange for a training session on any of our
equipment. The Instructional Media Department provides the following services and procedures
to faculty and staff on a regular basis.
Instructional Media is one of the critical variables that allows the teaching and learning process
to run smoothly. As a result, as evidenced by the literature, its use has a significant impact on
students' learning outcomes. The availability and adequacy of instructional media contribute to
increased pupil participation by exposing students to the real world of learning while also
building understanding and retention because things are remembered more when they are seen
rather than simply heard. Similarly, the use of instructional resources related to the basic content
of a lesson aids learners in understanding a specific lesson.
The use of various instructional media improves the learning process by increasing
understanding, reinforcement, and retention of the subject matter. In the same vein, the use of
instructional material not only cements discovered facts firmly in learners' memories, but also
makes learners enjoy participating in lessons and motivates them to repeat the activity during
their free time. There are numerous advantages to using instructional media in terms of
repeatability, portability, and increased equity access. Furthermore, instructional media assist
teachers in transmitting knowledge in an impressive manner, making learning more effective as
they assist learners in greater knowledge acquisition. They also aid in attracting students'
attention and improving classroom discipline.

Categorization of Instructional Media:

The instructional media used for the 3Rs is no different than the instructional media used in
other learning areas. The instructional media is divided into three categories: visual, audio, and
audio-visual, which are briefly described below:
1. Visual media: These are media whose content is received through the sense of sight, such as
books, pictures, photographs, charts, diagrams, maps, posters, drawings, real objects,
chalkboards, cartoons, and so on.
2. Audio media: This type of media involves hearing. Radio, tapes, telephones, disc recordings,
telephones, and sound distribution systems are all examples of audio media.
3. Audio-visual media: This includes films, television, and video games.
Significance of Instructional Media:

 A variety of studies explain the importance of Instructional Media in effective teaching and
learning. The use of visual aids in the classroom motivates students and reinforces the
language they have learned. It also provides exciting learning experiences and aids in the
development of reading, writing, speaking, and listening skills. Language instruction can
benefit from the use of media resources. They also contend that instructional resources are
critical to the successful teaching of any subject. In this regard, mastery of the 3Rs requires
the use of various instructional media.
 The lack of wall charts, models, and other traditional media in schools to supplement the use
of chalkboards and textbooks made it more difficult for teachers to provide quality teaching
and learning to promote high academic performance for junior high school students. In
Zimbabwe, Chinooneka and Mupa conducted a similar study and discovered that teachers'
failure to use a variety of media in the teaching and learning process resulted in failure to
grasp basic reading and writing skills.
 The use of instructional media improves the learning process by increasing understanding,
reinforcement, and retention of the subject matter. This is supported by the argument that
when Instructional Media are incorporated in the teaching and learning process, pupils can
easily and effectively understand and retain what is being taught in the classroom.
 There are numerous advantages to using instructional media in terms of repeatability,
portability, and increased equity access. Furthermore, instructional media assist teachers in
transmitting knowledge in an impressive manner, making learning more effective as they
assist learners in greater knowledge acquisition.
 They also aid in drawing students' attention and improving classroom discipline. The
computer, in particular, has many educational benefits, such as improving academic work,
improving lesson and student understanding, and influencing independent learning.
 The importance of instructional media in education is that teaching and learning resources
are important in education because they motivate and encourage learners to utilize more
than one sense hence increasing their attention and retention capacity. Similarly, teaching
and learning resources create motivation in learning. Thus, it can be said that combination of
various instructional media is vital when ones need to achieve the desired objectives in any
leaning aspect and particularly reading and writing skills.
 Instructional media such as newspaper, magazines, handouts, poster, models, maps, graphs,
still pictures, slides, motion pictures, multi-images, computer and LCD projector,
whiteboards, and human have helped me a lot in my work in teaching in a foreign land where
English fluency is not good enough. I usually prepare visuals for my class so they can see the
objects and activities I’m teaching them.
 These students after seeing the visuals tend to translate it to their language, and then I would
reinforce the English counterpart. It just takes time and effort in searching for appropriate
visuals to be used in a particular lesson and preparing everything. But, when it is all set
teaching comes easy, smoothly and fun. I always utilize instructional media in my class or else
we won’t understand each other.
Q.4: Critically examine the role of record player in distance
education.
Record Player:
Hand-operated gramophones were the oldest form of recorder-player. It was a disc player. The
electric version was used to play lingua phone records, which taught correct pronunciation of
languages. English teachers in good schools continue to use these records in their daily teaching.
Occasionally, sound effect recordings are also available.
Teachers can use these records in a variety of teaching-learning situations. Learner speech
recordings can be effectively integrated into classroom teaching activities.
A recorder player is a portable electronic device that can both play and record pre-recorded
sound on magnetic tape. It allows you to play, forward, rewind, and pause a specific tape. It can
be used to teach nursing students verbal communication and counselling skills. CD and DVD
players have largely replaced the traditional tape recorder because they are more convenient
and have a larger storage capacity on a single CD-ROM or DVD-ROM.
A tape recorder is a portable electronic device that uses magnetic tape to record, reproduce,
erase, and re-record sound. Anyone can use this device without much difficulty by operating the
following press buttons attached to the recorder, stop, play, wind, rewind, record, pause, and
eject.
It is used to learn foreign languages, rhymes, and songs in a clear manner. PHONES FOR GRAME
Gramophones, like radios, are important teaching tools.
Listening to famous speeches is beneficial.
 Teaching with a record player:
 In the classroom, a record player can be used in the following ways:
 You can use a record player to supplement a lesson.
 A record player can be used to teach music appreciation.
 A record player can be used to teach literature appreciation.
 A record player can be used to help students learn to sing, deliver a proper speech, and
recite a poem correctly.
 The player can be used to end or conclude a lesson;
 Introduce a lesson and review a lesson.
 A record player can be used for physical exercises accompanied with music

Role of record player in distance education:

 Voice Recorder is easy to download onto classroom devices. As a supplement to
classroom content, audio recording is a flexible and accessible space for student practice.
 Brainstorming: Before students start a research project, audio recording can speed up
the brainstorming process. With audio recording, struggling students can focus on the
creativity and thinking instead of stressing over spelling errors.
 Refining voice: Audio recording can help students listen for the tone and voice that can
be tough for students to recognize, let alone control. For narrative writing, audio
 recording gives students a chance to hear the colorful comparisons or folksy interjections
in their speech so they have a vision of voice to take to the page.
 Practice & Revision: Even published authors read their writing out loud to check for
errors or confusion. At times, we ask students to audio record themselves reading their
work aloud as a way to hold students accountable for practicing this important revision
step. When students play back their recording, they have a new tool for encountering
their text and finding places to revise.
 With group work, audio recording offers a practice space before final presentations.
For example, if students are working on integrating primary sources in a social studies
class, audio recording can help them listen for appropriate source introductions.
 Self-assessment: When students are self-assessing or reflecting on their strengths, or
challenges, recording their thoughts instead of writing offers a space free of red pen
marks. In audio recording, students can back up, self-correct, and restate as they think.
 With audio recording, they can complete the assignment in a medium with which many
of them are already quite practiced and comfortable.

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Q.5: Discuss the importance of slides documentary in distance

education.
Importance of Slide Documentary:
A slide is a small transparent piece of material on which a single graphical image is placed or
photographed. Slides are an important visual aid that is commonly used with a slide projector to
provide high-quality images to the learner. It displays still images in sequence on the screen,
enhancing students' learning experiences. Slide projectors and filmstrip projectors are AV
devices that project slides and filmstrips onto a screen.
Slides are small-format photographic transparencies in colour or black-and-white that are
projected using slide projectors. Filmstrip projectors, on the other hand, display images
contained in filmstrips which are a series of small slides photographed in permanent sequence
on a 35mm or 16mm film, either in color or in black and white. Each film strip usually contains
12 to 18 films in a sequence. They are less expensive, easily handled and can be stored for future
use. They are adaptable for use in every subject area.
There are two types of slides which are as follows.
1. Photographic slides: they may be black and white or colored. The size may vary between
2″ × 2″ and 3″ × 4″.
2. Handmade slides: this type of slides can be made by using different types of materials
(acetate sheets, cellophane, etched glass etc.).
For instructors teaching in distance education learning environments – either courses offered
completely online or as a blended mix of face-to-face meetings and online activities – many
choices are available to facilitate the creation of instructional materials. Some instructors
approach the development of their online content by integrating newer technologies. For others,
many of the "tried-and-true" technologies from the face to-face classroom environment serve as
the vehicles to create instructional materials. Included in these technologies are presentation
programs such as Microsoft's PowerPoint® software.
Questions about the use of presentations created with these programs have arisen, however.
There is an interest in knowing more about the impact this format has upon students and
learning. Some have examined the effectiveness of PowerPoint®, specifically, as it relates to
student engagement and achievement. Others have examined individual aspects related to the
design of presentations, including the display of visual and textual information and its impact
upon cognitive processing. Newer developments in this research area are turning towards the
examination of new features that can be added to presentation slides, such as embedded video,
audio narration, and interactive hypermedia elements.
These features are made possible by new functions available not only in standard presentation
software packages but also in new hybrid programming tools in which interactive elements are
overlaid onto a presentation slide base. The resulting product is one that truly represents the
characteristics of multimedia – the integration of multiple mediums into a single presentation.

Role of Media in Distance Education

Distance education is inevitably linked to media and technology. The organizational pattern and
operating practices of a distance education facility are generally based upon the same
educational philosophy as conventional system. However the use of media is greater in Distance
Learning.
Technologies and Media:
One of the greatest strengths of Open Distance Learning is its ability to harness the latest
technologies to reach the unreached Employing mass media technologies distance education
institutions have bridged distance and made education more accessible. Various technologies
and delivery media are available for distance education. Different media types are used to deliver
information. Each medium and each technology has its own strengths and weaknesses. Many
factors control these media technologies. How a medium is used is more important than what
particular technologies are selected. The use of the medium is part of the design of the distance
education program itself. Certain resources may provide a better framework and cater to the
different perspectives of the distance education learner: That is, the sender and receiver do not
communicate at the same time."
Advantages of using slide documentary in distance education:
 Attracts the attention of the students.
 Makes learning easy.
 It is a portable visual aid, can be used in variety of settings.
 Greater flexibility in selection of slides and illustration of teaching points.
 Picture quality can be improved and pictures can also be edited as per requirement.
  Safe, clean and minimal storage space required.
 Textual information can be copied and retrieved any time and can be converted into hard
copy.
 Capable to provide maximum stimulus variation, e.g., photographs interspersed with
models and data, audio, video and animation etc.
 Cartoon slides or fun slides can serve an educational purpose as well as lighten the
teaching– learning environment.
 Maintain a high level of interest in the lesson.
 Promote greater student participation.
 Can be used at all levels of learning.
 It is time-intensive to create PowerPoint slides but it is an investment which can easily be
updated and reused once teaching and learning patterns develop.
Disadvantages of using slide documentary:
 It easily becomes a replacement for the presenter rather than reinforcement
 there is a greater risk of misuse
 the presenter may simply read from slides, defeating the purpose of the AV aid.
 The teacher may dare to teach a class without adequate preparation by putting all of the
content material on the slides and simply reading from them in the classroom.

Guidelines to Make Effective PowerPoint Slides and Presentation

 Select a dark or light background for the slides based on your needs.
 Choose a dark font if your background is light, and vice versa.
 Select an appropriate layout for each slide based on the requirements (comparison,
picture, video, audio layout slide).
 Projected text should be large enough that everyone in the classroom can see it easily. The
headline font size should ideally be 36–44, and the rest of the text should be 32–36. The
font size should never be less than 24. Choose a Sans Serif font style because it is thought
to be the best for PowerPoint presentations. CAPITALIZED letters are difficult to read and
should be avoided at all costs.
 Use images to emphasize a particular point or concept but it should never be used just to
occupy free space on the slide. Images must be relevant to the content of the slide,
otherwise it may distract the students.
 Use simple animation whenever necessary, it is better to use it sparingly.
 Follow the rule of eight (eight lines in each slide, eight words in each line.)

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