The Role of Educational Communication in Development

What is development?
…. “ a widely participatory process of social change in
society, intended to bring about both social and
material advancement ( greater equality, freedom, and
other valued qualities) for the majority of the people
through gaining greater control over their environment”
(Rogers, 1976)

Social change Human change

The Role of Educational Communication in Development

 is in enhancing or inducing learning among intended

development participants.

such learning is a necessary part of social change,

because the core of development is in people changing
their awareness and understanding, attitudes and values,
and know-how and skills in a long-lasting manner.
Purpose of Educational Communication

… to make learning takes place, focusing on the

learners and the learning process itself

Learning –
any relative permanent change in
behavior.
Three behavioral domains:
Three behavioral domains:
Cognitive domain – awareness, knowledge,
understanding, comprehension, realization, recognition

Affective domain- emotions, attitudes, values,

aspirations, moods

Psychomotor domain – physical skills

Development
 is a process that involves changing people
 human change entails learning
 the type of human change needed in development is
relatively permanent

Educational communication
 helps bring about the development process
 by working towards the change in people’s
knowledge and awareness, attitudes and values,
and skills desired in development.
Characteristics of Educational Communication

1. Process and Systems Thinking

Process- a dynamic, continuous, never-ending-
nor beginning phenomenon.

 In Educl. Comm., what is learned can change,

because learning is continuous

 the learning that takes place inside the classroom, during

seminar, or as part of SOA continues even outside these contexts.

 Communication is a continuous interaction between or among

two or more persons.
 System- is an entity characterized by wholeness.

 its various parts are so interrelated, working

towards only one goal or set of goals

 “wholistic” or “systems” viewpoint – well-rounded

point of view of reality and in problem-solving
Problem or Issue: (wholistic viewpoint)

 the problem-solver has his objectives/s or goals foremost

in his mind

 he utilizes, among all available resources, those which

can interact towards attaining his objectives/goals

 Problem solver with wholistic viewpoint – realizes that any phenomenon

( which includes problems or issues facing him) can be influenced not just
one but several factors or causes, and in turn influences other
phenomena
Communication process as a system – we can only identify its purpose
and elements, then consider how each element affects the other elements
and the purpose of communication as a whole.
 Basic purpose of communication - to effect change in people’s behavior
(Berlo, 1960)
 The elements of communication includes the interactors ( or source-
receiver, the receiver-source), the messages and channels
 Each of these elements affects the other and the outcome of
communication as a whole
Learning as a system
 has minimum elements: the learner, the learning outcome and the learning
approaches (Davis et al, 1974)
 each of these interact and affect how learning takes place
2. Well-planned and Systematic

 procedures are well planned and systematic

learning and communication are considered system as a

method

the systems method of solving problems follows scientific

method, termed as the systems approach(Shrode, 1974)
 Scientific Method Scientific Method for EdCom (Davis, et al
1974) Learning-Comm Situation

1. A problem is felt/identified 1. Rationale-setting

2. Tentative answers/solutions are sought 2. Learner analysis

(setting of hypotheses)
3. Information are gathered or observations are made 3. Resource analysis
4. Hypothesis are tested or an attempt is made to verify the 4. Goal/Objective setting
consequences of logical implications
5. Conclusions are made, whether accepting, modifying or 5. Evaluation planning
rejecting the hypothesis
6. Learning task description and analysis

7. Planning of learning strategy/ies including

media materials

8. Implementation planning

9. Implementation

10. Evaluation

11. Redesign
3. Best Combination of Human and Non Human
Resources ( to achieve the best results in learning)

 Human resources – trainors, production specialists,

administrative staff

Non human resources – funds, physical facilities and

equipment, materials and supplies and time
3. Science Based

 applies concepts, theories and research findings on

human learning and communication – ultimate goal:
inducing or enhancing learning
4. Various Functions
Educational Development Educational Management
Functions (AECT 1977) Functions (AECT 1977)
Research-theory Organizational
Management
Design Personnel management
Production
Evaluation Selection
Logistics, utilization and
utilization dissemination
5. Emphasis: Non Formal Education
NFE - a deliberate, more or less organized set of
activities designed to bring specific messages,
knowledge, skill, new experiences and even new values
to a particular target population.
 messages and learning experiences – aimed at bringing attitudinal and
behavioral changes

 educational effort – may be organized by established institutions and

agencies, government and private or voluntary – conducted outside the
formal system although facilities and resources of the school may be
harnessed in carrying out its activities

 participation – depended on willingness of intended learners to be

involved and on recognition of the benefits they will derive from it
Comparison of Formal, Non-formal and Informal Education
(Coombs, 1974)
CRITERIA FOR FORMAL NON FORMAL INFORMAL
COMPARISON

 Orientation Content/knowledge Problem/need/goal Need/goal oriented

oriented oriented Person centered
Person centered
 Institutions/ Schools/colleges/ Gov’t and private Mass media; the
sponsors involved universities agencies/schools/college individual himself
s/universities

 Composition of Homogenous groups by Heterogeneous or All individuals

Participants age and educl. attainment homogenous groups,
homogeneity (based on
interest)
 Content Monodisiplinary/ Multidisciplinary, practical Multidisciplinary,
(specialization in practical, insightful
knowledge or theory)
 CRITERIA FOR FORMAL NON FORMAL INFORMAL
COMPARISON
 Behavioral domain Cognitive Cognitive-psychomotor Affective
emphasized
 Mode of instruction or Systematic and planned Systematic and planned Unplanned, accidental, haphazard
learning on educational policy depending on individual’s goal,
causal, based on social norms
 Setting Less flexible, classroom Flexible depending on the Every place in the individual’s world
centered demand of the situation(
learner’s home in distance
learning)
 Duration Long term Short term Lifetime

 Accreditation Formal; signifies eligibility Informal; signifies None

for job/higher education knowledge/experience in
the field