Broadcast media-Unit 9-Problems Involved in Implementing Broadcast Media
- 1. PROBLEMS INVOLVED IN IMPLEMENTATION OF BROADCAST MEDIA Unit 9
- 2. UNIT OBJECTIVES 1. Explain the problem faced at receiving end 2. Identify the specific problems measuring the effects of radio broadcast 3. Discuss the procedure of program designing 4. Analyses the procedure of financing broadcasting media 5. Specify the role of trained personnel .
- 3. INTRODUCTION Identification of problems affecting academic performance of students and their personality development is a matter of serious concern for all teachers. Two factors are important in prompting them to take suitable action. (i) Impact of the problem on the whole class (ii) Incidence of periodicity Sometimes a problem may affect instruction as in the case of an aggressive student frequency holding up the class proceedings by a volley of irrelevant questions.
- 4. CONTI…. Open Universities in their routine work over the years have come across a variety of student’s problem of varying magnitude and dimensions affecting instructional activities. Some of them are late coming and continuous absenteeism from classes, boycotting test and assignment, malpractice in examination, teasing, strikes etc. While some of these problems may be so serious as to affect the individual’s growth and peace of the institution, others may not be so serious. When problems become violent, they may cause damage to the institutional property and disrupt its normal life. It becomes imperative and inevitable for open universities to initiate appropriate and timely action to overcome the problems and minimize their effect. In this process, they generally depend upon their own experience and that of others in tackling problems. Such approaches may result in temporary solution leading to the possibility of recurrence of such problems. Attempts are made to find solution of a permanent nature based on well formulated and tried out principles rather depending upon casual approaches.
- 5. CONTI…. The effectiveness of instruction imparted in institutions including optimal use of institutional resources depends, to very large extent, upon the way the students are managed by Teachers or Known to make all possible efforts to use appropriate methods of managing their students and helping them in solving their problems. The first and foremost step in my attempt at helping students to overcome their problems is to be aware of the actual problems. It is often noticed that administrators, and teachers and others concerned have tendency to wait for problems to occur instead of predicting the possibility of the occurrence of the problem. Only when they become aware of the problems they attempt to take steps to solve them. Problems do not erupt all of a student. Careful observations will enable teachers to notice their signs and symptoms. Hameed, who is normally very well behaved picks up an argument over a very issue and creates a big scene with his teachers. Zeeshan, who is regular in attending classes and is sincere in his studies starts absenting himself from the class without prior permission of the concerned teacher.
- 6. CONTI…. Muhammad Abdullah always sits alone in a depressed and withdrawn mood without involving himself in the activities in the class. Behavior of these types is indicated of the different types or problems of students. Some of them may be serious and others not serious enough to warrant attention of the teachers.
- 7. STEPS FOLLOWED IN PROBLEM SOLVING: The following steps are to be followed in problem solving: (i) Problem identification (ii) Gathering the data available (iii) Hypothesizing the probable causes of the problem. (iv) Identifying the data needed and collecting the data. (v) Arriving at the actual causes.
- 8. CONTINUED ……. (vi) Implementing at the actual causes. (vii) Follow up action initiation. The most important method of identifying a problem is observation. By studying the whole situation or the setting in which the problem has manifested itself, the problem may be pinpointed. It might be useful to classify the problem into main and subsidiary categories
- 9. CONTINUED…… • Observation must be carried out in natural setting i.e. where the students are involved. It would be a gross mistake to jump any conclusion on the basis of observation over short period of time. The best approach would be to OBSERVE OVER A SUFFICIENTLY LONG PERIOD Before drawing any inference.
- 10. PROBLEMS FACED AT RECEIVING END • Communication noise, Physical/ psychological • Broadcasting outreach territory covered by terrestrial and satellite • Program air schedule • Program format • Teacher training • Expertise of production team
- 11. CONTI……. The following problems are being faced at receiving end by the students as well as the general public at large. The problems identified and their possible solution are given below. (i) Educational television programme cannot be inspirational, meaningful and effective without the involvement of the teacher s. This can be done by providing formal in-service training to them to make them fully aware of the potentials of the medium, the mechanics of production and the elements of preparation presentation and utilization of a TV lesson.
- 12. CONT……. (ii) It is also to be realized that when we use the most advanced technology in our education, highly skilled and trained teachers are needed to handle the flow of information and stimuli. Effective television teaching demands better preparation and the assistance of extensively trained and more specialized personal than does conventional instruction.
- 13. CONT….. (iii) With the advent of satellite communication spread of learning will be on much larger canvas. The ETV programmes on a limited scale have already reached both, people in geographically isolated areas and people who are socially backward. This will also make the need of giving TV training to the teachers of those areas more pressing and urgent. (iv) Once the television becomes an integral part of class room teaching, the physical faculties available in the school are as important as the quality of the programme, from the utilization point of view. No matter how much rich and valid T.V. programmes are, they cannot reach the audience unless optimum physical facilities are available to the viewer. The availability of physical facilities appears to the quite simple yet it requires a constant visual to keep them all in operational readiness.
- 14. CONT…. (v) Another fact that emerges is that the classroom teacher is a part and parcel of the total school TV programme. (Vi) A teacher substantially contributes towards the preparation of suitable inputs and is personally responsible for the utilization of the end-products. (Vii) A T.V teacher cannot replace the classroom teacher how best his presentation or the programme may be. (viii) TV is only an additional aid. If utilized properly and judiciously by the classroom teacher, it help his make his teaching interesting, easy, useful and lasting.
- 15. (a) In each TV viewing school suitable space area must be ear marked for television viewing depending upon the number of viewers. Ideally speaking each class that has to view a TV lesson should have TV set fitted in the classroom itself but it is not possible. Therefore provision of a room, which can be converted into TV room should be made. Hall is another alternative for large number of viewers. Other points to be taken care of are: i) Placement of TV set and its adjustments. ii) Seating arrangement. iii) Ventilation.
- 16. PHYSICAL FACILITIES • Broadly speaking we can classify the physical facilities into these categories: • iv) Lighting •v) Space for demonstration, pre-telecast and post-telecast acidities activities. (b) It is needless to say that the TV sets should always be in operational condition so that these can be switched on at a very short notice. The
- 17. CONT…. various factors that put the operating off are: i) Defective power points and plugs. ii) Defective Antenna. iii) Maladjustment of TV controls. iv) Major defect in TV V) Voltage fluctuations. vi) Operational procedures like locked cupboards etc. (c) The school television programmes boy and large are syllabus-based and therefore, the students must know of the connecting links between their classroom teaching and the television programmes. These should reach the classroom teacher in the beginning of the session or term as the case may be
- 18. SPECIFIC PROBLEMS MEASURING THE EFFECTS OF BROADCAST Types of Broadcast • There are two types of radio broadcast: • i) Ordinary Broadcast • Knowledge of general incidents and situations is given through ordinary • broadcasts. • ii) Educational Broadcast • Such broadcasts are especially designed for pupils in the form of radiolessons • to achieve teaching objectives.
- 19. USE OF RADIO IN TEACHING First of all, the teacher must gather information about radio lessons and study the same. This type of study includes time table and list of programmes. b) He should carefully plan on the basis of information collected earlier and by establishing its relevance for the subject to be taught. c) He should motivate the pupils mentally so that they learn to listen attentively. d) Physical conditions i.e. seating arrangement, light and air, silence, etc., should be well-organized.
- 20. CONTI….. Follow-up should also be done after listening to the radio. Discussion should be held on the radio-lesson. Pupils should take notes while opportunity to remove to their doubts. They should take notes while listening to the broadcast lesson and thereafter they should get time to complete their notes. They should be asked not to put questions during the broadcast lesson. They should be instructed to note down all the question they want ask when the broadcast is over.
- 21. LIMITATIONS OF RADIO LESSON a) Sometimes the pupil’s carelessness neutralizes the benefits. b) Pupils remain passive during such radio lesson. c) Follow-up programme is sometimes not honestly done. d) Sometimes pupils and teacher fail to get prior information about radio broadcast and they, thus, remain deprived of their benefits.
- 22. PROGRAM DESIGN PROBLEM The mass communication media are important to modern social processes, they bring public issues before wider forum then they can be reached by public meetings. They help to broaden our enjoyment of life and further our knowledge and understanding of things about us, and they bringing us information they help to stimulate individual and group action. In Pakistan, they have to play a significant role in speeding the process of social change. However, it all depends on the proper programme design. It is a problem area needed to be taken well care of. The authorities broadcasts should take appreciate measure while deigning any programme. Before assigning of any programme the planning team must evaluate current and uture media potential.
- 23. CONT…. f They must set this potential against an ideal media pattern and evolve and present alternative propositions to put to policy makes with balanced arguments for and against each. while making a survey to current conditions, the following check points may be considered. i) Social structure of the country. ii) Educational goals, objective, priorities of the social system. iii) Changes needed in educational structure for educational media. iv) Availability of trained personal. v) Availability of technical facilities.
- 24. CONT… vi) Availability of finance. vii) Utilization of the programme. To make the media programme effective, the above mentioned points are must to make programme designing successful.
- 25. FINANCIAL PROBLEMS /BUDGETING Financing of broad cast media is a problem of great significance. Broadcast media costs vary enormously from one programme to another. However, there are many cost saving possibilities in comparison to those of formal education and that there is virtue not in low costs are accompanied by effective results per set, but only when lose costs. The main issue concerning finance is how to keep the coasts as low as possible while keeping programme effectiveness high. The main issues concerning resources are how best to deploy whatever resources are available to broadcast media as a whole. In addition to the above mentioned problems and issues in the use of broadcast media. There are other problems like evaluation, person-centered development, to be taken care of to make the programme a success.
- 26. TRAINED PERSONAL In broadcasting, the availability of trained personnel is a great problem. There is acute shortage of trained staff. Question arises what role of training is needed? What will be the scope of training facilities? This all depends on the size of the station or broadcasting system. A large broadcasting system with several hundred employees will need a whole training wing with several full-time officers, whereas, a small station can do more than delegate to a member of its senior staff some added responsibility for training.
- 27. CONTI…. The building of a staff that is technically competent, expert in the techniques of the medium, efficient and responsible. ii) The encouragement of creative and artistic ability. iii) The fostering of understanding of the potential uses of broadcasting for the general economic and social development of the continent. However, the training should emphasize the utilization of the media in education, agriculture, social welfare and community development. Every effort should be made to familiarize the trainee with pertinent experiments which have been conducted in various parts of the world, and the necessity of using broadcasting to provide support for development projects should be emphasized.
- 28. CONT…. Training is broadcasting can be continued throughout the career of broadcaster as the availability of new equipment makes possible new techniques and as new social development leads to new programme needs. It is not something to be confined to newcomers only. The following training methods must be adopted. 1. Basic training: As much as possible, broadcasting organizations should be encouraged to arrange basic formal in-school training in Pakistan. Equipment in such schools should be comparable in sophistication to facilities normally provided for broadcast purpose. 2. On-the-job training: On-the-job broadcasting training in Pakistan is useful and should be continued.
- 29. CONT… However, its many shortcomings must be thoroughly appreciated by Pakistan broadcasting organization. It is most useful if it is utilized only as familiarization note course and not as a complete training course in itself. It is recommended that is should not last more than six months and should commence immediately after recruitment, and be followed with formal training in a broadcasting training school. 3. Overseas training: As much as possible, training in foreign broadcasting schools should be limited to advanced level or specialist courses designed for the experienced broadcaster. It presents an opportunity for him to broaden his outlook at the same time acquire specialist training which is at present not easily available in Pakistan. Future attachment courses should be limited to experienced senior staff and should not exceed three months. All efforts should be made to secure as many such opportunities as possible.
- 30. CONTI… • 4. The occasional special course. Occasional special course, workshops and seminars should be considered as necessary regular features of broadcasting training schemes. The training of a broadcaster should be envisaged as a continuing process. Everyone concerned with the production of radio/TV programmes, newcomers and more experienced broadcaster alike: script typists, production clerical staff; technical operators; microphone talent, announcers, compares and actors and musicians, producers, writers, outside contributors, people who give talks, and participate in discussions, conduct religious services; supervisors, heads of programme section, the programmme • manager, all require training.
- 31. ASSESSMENT QUESTIONS • Q. No. 1 Explain the problem of broadcast media faced at receiving end. • Q. No. 2 Critically examine the problems measuring the effects of radio broadcast. • Q. No. 3 Discuss the problems involved in the use of radio in teaching. • Q. No. 4 Describe the limitations of radio lesson. • Q. No. 5 “The mass communication media are important to modern social processes, • they being public issues before wider forum then they can be reached by public • meetings”. Discuss. • Q. No. 6 Discuss the significance of financing of broadcast media. • Q. No. 7 The availability of trained personnel is a problem in Pakistan Suggest some • measure to overcome such problems.
- 32. THANKS