2. By the end of this presentation, the
students will be able to describe
instructional radio
effectiveness, limitations, and design
process.

3.  *Radio Technology was first developed during
the late nineteenth century and came into
popular usage during the early twentieth
century, 50 years later.
 *Though sometimes overshadowed by
television, radio represents a medium capable of
reaching a wide geographic audience at a low
production cost with proven educational results .
 *Radio has a greater value for weak students
who benefit from radio as a supplementary
learning tool.

4. *Broadcasting is the distribution of audio
and/or video signals (programs) to a
number of recipients ("listeners" or
"viewers") that belong to a large group.
This group may be the public in
general, or a relatively large audience
within the public.

5. With all technological endeavors a number
of technical terms are developed.
The term "broadcast" was coined by early
radio engineers from the mid-western
United States.
*The sequencing of content in a broadcast
is called a schedule.

6. Radio programs are distributed through
radio broadcasting over frequency bands
that are highly regulated by the
Communications Commission.
Such regulation includes determination of
the width of the
bands, range, licensing, types of receivers
and transmitters used, and acceptable
content.

7.  A broadcasting organization may broadcast
several programs at the same time, through
several channels (frequencies), for example
Oman Channel and Shabab.
 On the other hand, two or more organizations
may share a channel and each use it during a
fixed part of the day.

8. *Broadcasting forms a very large segment
of the mass media.
*Broadcasting to a very narrow range of
audience is called narrowcasting.

9. *Radio has been used extensively as an
educational medium in developing
countries.
Published reports confirm that it has
supported educational programs in a wide
range of subject areas and in many
different countries.

10. Instructional radio has been employed
within a wide variety of instructional
design contexts.
*In some cases it is supported by the use of
printed materials, and other technological
supports by local discussion groups, and
by regional study centers.

11. *It is sometimes designed so as to permit
and encourage listener reaction and
comment.
There is provision for the audience to raise
questions and to receive feedback.

12. *Instructional radio has been utilized in:
• Thailand to teach mathematics to school children
and for teacher training and other curricula.
• India for rural development.
• Swaziland for public health purposes.
• Mali for literacy training.
• Columbia for various programs.

13. • Mexico for literacy training and other programs.
• Nigeria for management courses for the
agriculture sector.
• Kenya in support of correspondence courses.
• Nicaragua for health education.
• The Philippines for nutrition.
• Paraguay to offer primary school instruction.

14. • Guatemala in order to promote changes in
farming practices and to improve production.
• Sri Lanka for family planning and health.
• Trinidad and Tobago to promote knowledge of
breastfeeding.
• South Korea in support of family planning.
• Botswana, for civics education.
• The Dominion Republic in support of primary
education.

15.  The popularity, availability, and low cost of
radio made it a convenient and practical medium
for use in programs for learning at a distance
and is mostly used in combination with other
media, such as with print medium followed by
face-to face teaching.
 It is:
• improving educational quality and relevance;
• lowering educational costs; and,
• improving access to educational inputs particularly to
disadvantaged groups.

16. IR is useful in
• *providing remedial tutorials, or some other
forms of tutorial based feedback;
• *providing corrections, 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.

17. • *enabling students to identify with the emotions
and viewpoints of the main participants;
• *providing an alternative view to that presented
in the correspondence text and/ or television
programs; and,
• *enabling students to perceive the different points
of view that exist, and observe ideas being
challenged, through discussion and interviews.

18.  *One of the most dominant and widespread
examples of the use of educational radio is
known as "Farm Radio Forum."
 It was started in Canada in 1941 as a radio
discussion program and served as a model
which was adopted subsequently in a number of
developing countries.
 After ten years, its sponsors invited UNESCO to
cooperate in carrying out an evaluation of the
program and its effectiveness as an instrument of
adult education.

19. Implications Learned:
• *the use of forums, multi-media, printed
materials,
• *two-way communication and;
• *various production techniques
(drama, interview, panel discussion)
These implications were then introduced
in India early in 1956, and in Ghana in
1964, with the initiative and sponsorship
of UNESCO.

20.  The radio programs for rural forums have been
concerned with:
• the problems of agriculture,
• rural development,
• rural education,
• innovations,
• self-government and literacy.
 Such forums have now been introduced in many
developing countries.
 By 1968, a total of about 15,000 was reported.

21.  group listening followed by group discussion
was more influential in changing beliefs and
attitudes towards innovation than was group
listening without discussion.
 Group decision making was found to be an
important factor as well.
 *It enabled farmers to approach their problems
in a more informed fashion and to work
together towards the solutions.

22.  *Retention of information and overall learning
were greatly improved because of high interest
in the content and the reinforcement of messages
by various communication channels such as
radio, literature and field visits by extension
agents and technicians.
 *The IR staff and the farmer audience were
found to be extremely motivated by the Radio
Farm Forum activity.

23.  Radio can teach; it can present new concepts and
information.
 *Students who were taught through radio
lessons achieved significantly higher scores in
the final evaluation than those taught through
regular, face-to-face, classroom instruction

24. Radio lessons were effective in raising the
level of knowledge of those who knew
least.
*Using a format which combines
entertainment, humor and
instruction, radio programs were
measured effective in educating the
audience about modern child care
practices

25.  *IR is more cost-effective and results in a greater
learning effect size than textbooks or teacher
education.
 *It has the advantage of teaching subjects in
which classroom teachers are deficient or
untrained.
 *It provides instruction for one group of
students while the teacher works with another
group.

26.  *Radio has also been used to promote
community development, innovation, and other
programs in which self-help and community
participation are essential.
 *The potential of radio to motivate listeners to
take action, modify behavior, and undertake
activities is evident.
 *In some cases, radio has been used effectively to
advise populations of new government policies
and to encourage discussion, feedback, and
eventual support for new measures.

27.  Radio alone can bring when used in conjunction
with some form of interpersonal support such as
discussion/study groups, printed materials or
contact with extension workers is very efficient
and effective.
 Radio plays an effective educational role both as
the sole medium or in conjunction with print and
group support.
 A mixture of radio and home visits by a field
worker and an agricultural specialist worked
best.

28.  IR can be most effective when supported by
trained facilitators, group learning, group
discussion (dialogues), feedback and the use
of multimedia approaches.
 IR needs good preparation of training
materials and their continuous
improvements.
 Group learning is more effective than
individual learning; and that group
discussion is an effective method of learning
from radio.

29.  *The facilitator must converse with students in
order to emphasize the main points covered by
radio programs as well as to provide feedback
where necessary.
 *The facilitator must ensure that programs are
supported by visual demonstrations, that
groups are cohesive, and that discussions are
carried out effectively by employing techniques
of group discussion.

30. *The study centers where students
interact, help each other, replay programs
and opportunities for practical
experiments are important.
*The study centre aids the effectiveness of
IR and acts as a link between the
institution and the local community in
which it is embedded.

31. IR can be effectively utilized by employing
the following techniques:
1. *Using educators with long (and
preferably recent) experience of living in
rural areas.
2. *Communicating, in detail and
continually, with the leaders of village
and learning groups where these exist.

32.  paying careful attention to, and learning from, the
work of local communities or other organized
groups (for example, farmers, agricultural and
health service radio broadcasters).
 Working through valid intermediaries such as chiefs
or headmen in villages, i.e., through established and
accepted social structures.
 Encouraging illiterate people to communicate their
ideas and concerns through trusted and better
educated villagers, who can act as scribes if required.

33.  *Interaction is limited;
 *Instructor feedback and clarification is
generally unavailable;
 *The instruction is uninterruptible and not
reviewable;
 *The pace of the lesson is fixed for all
students;
 *Note-taking is difficult
 *No visual supports
 *Time for reflection on the content is
minimal.

34. *Successful IR projects require both
comprehensive and complex planning
using a team approach to
planning, development, and
implementation
*The IR planning team needs to have
knowledge and capabilities in several
technical (radio), social (context), and
educational areas (curriculum
development) .

35. 1. *Make inventory and evaluation of the facilities
should be made: studios;
broadcast, recording, equipment; classroom
radios; and so on.
2. *Assess capabilities of broadcast personnel and
provide training/hire specialist team.
3. *Initiate planning of radio lessons by assessing
learner needs, knowledge
topic, environment, social climate, and
assessment.
4. *Develop lessons that consider
audience, physical environment, topic, social

36.  *Develop lessons that consider
audience, physical environment, topic, and
assessment.
 *Evaluation specialist or team may be
employed, to evalute project evaluating the
project.
 *Subject matter testing is another technical area
of expertise needed by the project team.

37. Web 1. 0
Web 2.0
Amateur Radio

38. Podcasting
*Access
*Everyday People
*Mobile
*News Programs
*Special Topics and News Programs
*Practice Skills
*Cost Effective
*Audio Supports

39. *Provide opportunities to listen to
podcasts
*Provide hands-on instruction to create
podcasts
*Begin with a plan
*Plan includes knowledge of topic, visual
storyboard, script, and sequencing
*Provide opportunties to share podcasts
with others