The document discusses the roles and responsibilities of various personnel involved in the broadcast media. It begins by explaining the role of teachers in radio and television, such as coordinating with subject specialists and producers, and identifying appropriate instructional materials. It then describes the responsibilities of different production staff, including directors, presenters, scriptwriters, and engineers. It also distinguishes between various media technicians and their functions. The role of media journalists as coordinators and evaluators is explained. Different types of media aids and their uses are outlined. Finally, the key role of the producer in overseeing the entire program production process from concept to broadcast is summarized.
2. UNIT OBJECTIVES
1. Explain the function of evaluation.
2. Specify different types of evaluation.
3. Appreciate the techniques of evaluation
4. Discuss the evaluation of educational program.
3. INTRODUCTION
Man is a being who constantly seeks to improve himself and his
environment. In our daily activities, we are all involved in planning and
evaluation in one way or another, in carrying out different activities and
programmes, we like to know how well we have done. If our performance
was below expectation some improvement for future programme is
necessary so that we can improve and do better. Similar, in carrying out a
project a method of measuring project effort, efficiency, and effectiveness
has to be designed in order to get a good appraisal of the project. All
these things can be taken care of by evaluation.
4. CONT…
Usually, when a project is planned there are expectations that it will
successful; otherwise there would be no point in starting it. In this case
every off must be made to bring the project to a fruitful end. It would be
absurd struggling to make a project successful if there is no way of
measuring this success. In Pakistan, like a many other countries, there
are many projects which going on, but their operation raises a lot of
questions that either remain unanswered or unsatisfactorily answered.
Most of these projects are not evaluation and if they are evaluated the
evaluation is inadequate.
5. CONTI..
planning and revising the executing programme for better ones, the
performance of training of the teachers, production and distribution
of adult education materials to concerned population, farmer
education programmes and other services of adult education and
basic literacy classes. Effort has been made to highlight functions of
evaluation, its types techniques in this unit.
6. FUNCTION OF EVALUATION
Evaluation is a process of measuring the success or failure of program in
the light of defined objectives.
It is an effort to know about the achievement of intended results
Not only success and failure but strategy is also evaluated .
Evaluation exposes the mistakes made and the difficulties encountered in
the implementation of the programme. Evaluation gives some light on
how to implement future plans by correcting mistakes made by changing
the strategies and evading impediments so as to realise greater success.
Evaluation, therefore, help's in minimizing wastage of manpower, efforts,
time and money.
7. CONTI……
Evaluation exposes the mistakes made and the difficulties encountered in
the implementation of the programme. Evaluation gives some light on
how to implement future plans by correcting mistakes made by changing
the strategies and evading impediments so as to realise greater success.
Evaluation, therefore, help's in minimizing wastage of manpower, efforts,
time and money.
In short we need to evaluate programmes or projects in order to:
i) measure and determine effectiveness of the programme. That are the
targets for outputs and purposes being achieved. What are the reasons
for its success or failure?
ii) measure and determine significance whether the change is attributed to
programme on hand;
8. CONTI…..
iii) measure and determine efficiency. Do the benefits justify the costs? Are
there more efficient means of achieving the same targets?
iv) provide a basis for selecting alternative causes of action and to lessons
learned available for future planning; and
v) to verify the project appropriateness and effectiveness in order permit an
informed decision about continuing the project. That whether the validity
of the project outputs were produced; whether these outputs achieved the
project purpose; and finally whether U achievement made a significant
contribution to the achievement the higher level goal.
9. NEED OF EVALUATION
• Measure and determine effectiveness of the program.
• Measure and determine significance whether the change is
attribute to program on hand.
• Cost effectiveness
• Availability of future resources
10. TYPES OF EVALUATION
• Ex-ante ( or pre- program) evaluation
• Ongoing ( current or formative) evaluation
• Ex-post ( summative) Evaluation
11. TECHNIQUES OF EVALUATION
• Determining the purpose of the evolution
• Formulation of the program objectives
• Identification of the source of information
• Decision on the research design
14. INTERVIEWS
• Collect data through face to face communication.
Types of interviews
Structured interviews: predetermined question are asked. Same question are
asked to all respondents.
Easy to match answers.
Unstructured interviews: questions are not predetermined; spontaneous
questions are asked in free following of conversation.
Different respondents are asked different questions.
15. TIPS GOOD FOR INTERVIEW
• Good introduction: who are you? What are you after?
• Interview setting: avoid multiple sessions, avoid public interviews
• Coverage: ask questions in sequence. Keep respondent on topic.
• Try to find the answer
• Take points.
• Advantages
• Flexibility, Better respond rate. Non-verbal behavior can be judged.
• Disadvantages: time taking process, expensive method( money and
time), Biasedness is involved.
16. QUESTIONNAIRE
• Set of questions are mailed or emailed to respondent to collect their
answers.
• Advantages: less expensive, less skill, easy to collect date, measurement
on Likert scale, less pressure on respondents
• Disadvantages: difficulties in setting questionnaire, only for literate
respondents, return rate can remain low
17. OBSERVATION
• An act of getting information by observing behaviors of participates.
• Advantage, behavior can be recorded as it occurs, observed behavior is
compared with actual behavior, method is useful in the absence of verble
communication.
• Disadvantages
• Time taking process, acceptably of researcher in community
18. EVALUATION OF EDUCATIONAL
TELEVISION PROGRAM .
Is the program providing required results?
Is program achieving required results?
Is the format of program appropriate to the needs of learners?
Is communication strategy fine or needs refinement?
Do educational media strategies need revision?
19. OBJECTIVES OF MEDIA
EVALUATION
• Adjustment of program content.
• Adjustment program techniques.
• Providing more appropriate teachers notes.
• Monitoring the equipment performance.
20. VARIETY IN EVALUATION
METHODS
• General questionnaires to assess program usage practices.
• Specific questionnaires to study problems and objectives
• Interview schedules for administrators, community leaders, parents,
teachers and pupils
• School visiting
• Seminars to discuss some important problems and crucial issues.
21. BBC MODELS OF EVALUATION
• The BBC's Broadcasting Research Department (BRD) is continuously active
in obtaining this quantitative information (Sumner,1991).
• Termly postal surreys of school , it is conducted in tenth of primary and a third
of secondary school
• The Survey of Listening and Viewing (SLV). The survey is conducted by BBC
and ITV for schools. It also provide details about broadcasting equipment.
• Broadcasters' Audience Research Board Ltd, jointly owned by the BBC and
the Independent Downloaded by [University of Sussex Library] at 13:38 09
June 2016 Evaluating Educational Broadcasting 163 Television Companies'
Association.
22. BBC MODELS OF EVALUATION
• Meters are installed 3000 households to record viewing patterns.
• The data generated through methods helps in scheduling of the
program, when audience are available to watch and listen.
• Visit by the BBC’s education officers
• Piloting and evaluation of specific program through discussion
• Special projects which involve the sending of detailed questionnaires
• Occasional telephone enquiries
• Surveys commissioned from outside agencies such as universities.
23. A STUDY OF ETV
• Akhter (2011), has found that AIOU television programs aired on ETV are useful for
the student. She evaluated TV programs through survey methods. A sample of 250
students of AIOU was selected. They respondents were approached through
questionnaire.
According to the study 92% respondents found programs effectives, 58% found them
interesting, 62% respondents said these programs increased their knowledge. In this
study 55% respondents found the programs helpful for preparation of course
assignments and examination. 58% received the schedule but did not watch the
program and 66% did not received the schedule. 78% students watched the program
with out reading course books.43% students showed their dissatisfaction over the
onscreen teaching methods of teachers.
Conclusion
24. REFERENCES
• Sumner, H. (1991). BBC Education: the effectiveness and evaluation of educational
broadcasting. Journal of Educational Media, 17(3), 159-172.
• Akhter, N. (2011). Evaluation of Educational Television Programs for Distance
Learning. Turkish Online Journal of Educational Technology-TOJET, 10(4), 188-194.
26. UNIT OBJECTIVES
1. Identify the role of teacher for radio and T.V
2. Responsibility of Production staff
3. Distinguishing between different media technicians
4. Explain Media journalist.
5. Identify the media aids.
6. Role of producer in broadcasting
27. TEACHERS FOR RADIO/TV
Educational technology is useful for the teacher in the classroom in the
following manner:
• It provides a scientific basis to the teacher's work.
• It suggests new methods and techniques to settle problems of pupils
regarding individual differences.
• It has made the use of T.V. tape-recorder, radio etc., possible for teachers
as well as pupils. Education has become possible for the students located at
distances.
28. CONTINUED……
• Co-ordinate with subject specialist and producer
• Provide resources to make broadcast programs
• Help in making storyboard for students
• Identify proper graphics and animations
• t has made possible the maximum use of available aids.
• ix) It increases the efficiency of the teacher.
• x) It helps in bring about the desired changes in the behaviour of the pupil.
• xi) It makes use of memory level, understanding level and reflective level
• and thus helps the pupils to develop originality and creativity.
29. CONTINUED…
• It provides opportunity to arrange for maximum number of pupils e.g.
programmed learning and learning through correspondence.
• It helps the teacher to do research work in various fields.
• Hardware approach to educational technology helps in storing original
thoughts of scholars. A teacher can benefit from such a store-house of
knowledge at any time.
• It helps the teacher in specialization.
• It saves the time of the teacher.
• It gives an opportunity to the teacher to show his abilities.
30.
31. PRODUCTION STAFF
For a successful media production joint cooperation and coordination
among all departments is necessary.
The quality of programme can be improved by the hard work and
devotion of the media personnel. We can categorize them as following
i.e.
• a) Production staff
• b) Administrative staff
• c) Engineering and technical staff
• d) Craftsman and specialists
• e) Educationists.
32. FUNCTIONS OF THE
PRODUCTION TEAM
The following are the main functions of the production team.
• i) Directors: They are considered to be the supervisors for the
programme production because from the very start till the end (i.e.
recording) they have to play active role.
• ii) Presenters: They are responsible for the actual teaching in the
studio. They use a variety of illustrations for the purpose.
• iii) Scriptwriters: They basically have the duty to write the scripts of
the programme. They are appointed as part time or on contract basis.
33. CONTINUED….
• Production Assistant: He is thought the assistant of the
producer. He can directs both film sequences and studio
recordings.
• Script Assistant: He has to look after the administration of
the production unit. Further, he assist the director during
recording of the rogramme. Moreover, high grade secretarial
appointments and will often progress in time to higher
appointment level.
34. CONTINUED ….
• Research Assistant: He does research related to the programme
• which has to be presented. Research assistants are chosen for their
academic skills. They may assist or reinforce the contribution of
scriptwriters and resource experts.
• Engineers and Operational Staff: Engineers and operational staff
contribute a lot in the establishment of programme In the absence of their
support the difficulty is faced in the process of programme production. For
successful educational media services the separate production
arrangement or staff is essential To them relative training is needed
beside higher qualification in the concerned field.
35. MEDIA TECHNICIANS
• The media technicians must view themselves as part of the 'delivery
mechanism for these kinds of classes. Prior investigation has found that if
the technician does not get involved in the instructional aspects of the
class inappropriate images are often projected, e.g., not staying on
blackboard material long enough or staying an excessively long time.
• They must coordinate with the instructors and to feel comfortable when
working with the technical system (through the technicians). Therefore,
the instructors will have certain expectations of the technicians in terms of
having them do certain things so that the two of them can operate as a
team.
36. MEDIA JOURNALIST
Journalist generally is a person who observes his surrounding, interpret it
and give recommendations to improve the situation. In the context of media
he is recognised as the coordinator, conductor, ringmaster and presiding
officer of the media programme.
• He does his utmost try in establishing the climate in which a programme can
flourish.
• For a person who want to become a media journalist must has the interest,
aptitude, ability to organize, administer and evaluate all those factors which
make a media centre work, in himself.
37. MEDIA AIDE
Media aide is useful on two grounds.
• i) It is the key to the successful day to day operation of the media
centre.
• ii) It establishes vital link between students and teachers and the
professional.
38. FUNCTION OF MEDIA AIDES
• The functions of media aides are as following:
• i) It maintains records, inventories and account
• ii) It is helpful in typing correspondence, reports and bibliographies.
• iii) It provide convenience in locating retrieving materials and equipments.
• iv) It assists in the production of transparencies, slides; tapes and other non
book media.
• v) It also assists in the maintenance and minor repair of equipment.
• vi) It operates reproduction equipment.
39. PRODUCER
• The producer is responsible for every programme that goes out
on the air whether it is simple record programme, a talk or
discussion, the news, an outside broadcast, a musical
performance or a drama. In the broadest sense the man or
women responsible for the programme who organizes it and
brings it into the studio is producer.
• The term 'producer' in radio is difficult to define. Perhaps we
can best do so by briefly tracing the way in which the role of
producer developed in radio broadcasting.
40. CONTINUED..
• Producer is king
• Creativity
• Technical skills
• Responsible of program production
• From idea to on air
44. REHEARSAL
There are two distinct kinds of rehearsal: the dry-run,
sometimes called a read through, and the microphone
rehearsal. The dry-run is a rehearsal held in an office, a
conference room or an unmanned studio, that is a studio
without the equipment switched on. it reduces the pressure
on studios and technical services. A straightforward talk may
need only one dry-run whereas a complex drama may need
several and the technical operator to attend at least one so
that he can familiarize himself with the dramatic production.
45. CONTINUED …….
Before attending the studio for a microphone
rehearsal or performance the producer should make
a last minute check on his organization. Does he
have sufficient copies of the script? Pencils?
Records and tapes, if needed? Stop watch? Only a
badly organized producer arrives at the studio to find
he must return to his office because something has
been forgotten
46. PERFORMANCE
The producer should arrive at the studio ahead of his artists
and make sure that everything is ready, tables and chairs as
required for a discussion, drinking water, pencils and note
pads. How many microphones does he need?
• In a complex production the producer may have a good dei1
to do during the performance. There are cues to give to
different artists, and he must advise his technical operator
about coming tape, disc or studio cues. He must also keep
an eye on over-all time, possible indicating a speed up here
or a slow-down there.
47. EDITING
• Cleaning program form extra takes
• Clearing fumble
• When it doubt cut it out
• Graphics and animation
• Color correction
• Name bands, topic headers and useful text on screen
• Final copy
