MAC 246 Educational Broadcasting Course Guide PDF

COURSE GUIDE MAC 246 EDUCATIONAL BROADCASTING Course Team Aderibigbe, Adebola A. (Course Developer and Writer) Bowen University Ben U. Nwanne, Ph.D (Course Editor)- DELSU Jonathan E. Aliede Ph.D - NOUN NATIONAL OPEN UNIVERSITY OF NIGERIA 1 © 2021 by NOUN Press National Open University of Nigeria, Headquarters, University Village, Plot 91, Cadastral Zone, Nnamdi Azikiwe Expressway, Jabi, Abuja. Lagos Office 14/16 Ahmadu Bello Way Victoria Island, Lagos e-mail: [email protected] URL: www.nouedu.net All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. Printed 2021 ISBN: 978-978-058-938-7 2 CONTENTS PAGE Introduction…………………………………………………………………. 3 What You Will Learn in this Course……………………………...... 3 Course Aims…………………………………………………………………. 4 Course Objectives…………………………………………………………. 4 Working through this Course………………………………………….. 6 Course Materials……………………………………………………………. 7 Study Units…………………………………………………………………… 7 Text Books and References…………………………………………….. 8 Assessment…………………………………………………………………… 9 Tutor Marked Assignment………………………………………………. 10 Final Examination and Grading……………………………………….. 10 Course Marking Scheme………………………………………………….. 11 How to Get the Most from this Course……………………………… 11 Facilitators/Tutors and Tutorials………………………………………. 11 Summary………………………………………………………………………. 12 3 INTRODUCTION You are welcome to MAC 246: EDUCATONAL BROADCASTING. It is available for students in the Undergraduate Mass Communication programme particularly in their second year. It is a 2 Credits course which means you have two official hours in the week to participate in this course. This course provides an opportunity for you as a student to be exposed to a rare area of broadcasting. This is one course that teaches the broadcaster on the methods of reaching the different segments of their audience with educational information. Importantly, it also empowers the broadcaster with needed skills to teach like they are in the classroom. To achieve this, this writer has consulted widely in the field of education to put this course in proper shape. It is however advised that students dutifully fulfill all assigned task in this course for their own development as this would be needed for the acquisition of the needed skills to produce an educational broadcaster as they are the future broadcasters. This course guide provides you with the necessary information about the contents of the course and the materials you will need to be familiar with for a proper understanding of the subject matter. It is designed to help you get the best of the course by exposing you to some outstanding materials and books in the field. It also provides necessary guides on the way to approach your tutor marked assignment (TMAs). Overall, this course will leave you as a great educational broadcaster. And importantly you will acquire the skills that will help you in great way become an encompassing and better broadcaster. WHAT YOU WILL LEARN IN THIS COURSE The overall objective of MAC 246: EDUCATIONAL BROADCASTING is to bring to the awareness of the broadcaster the national importance of good educational broadcasting and to train the broadcaster on the ways of improving educational broadcasting in Nigeria. In this course, you will again be introduced to the foundational teachings in broadcasting. This is intentional because I do not want to assume that you are familiar with the rudiments of broadcasting as a course because this will drive all other discussions in the course of this exercise. From there, you are introduced to the discipline of Educational Broadcasting. Here, a proper introduction has been done on education and the need for a proper education and re-education of the populace because majority of our national dilemma is a result of ignorance and nothing more. An uneducated man will see the information that will kill him right in front of him and will not recognize it. Education is the only existing structure for national development. It therefore behooves on the 4 broadcaster to perform this role in order to corroborate other kinds of education acquired by the people in other lights. The general classification of educational broadcasting has been highlighted so the broadcaster can know that there are other medium in a medium. The principles of educational presentation and the qualities of a good broadcaster have been discussed. Just like the audience of any broadcast presentation vary, so does the audience for any educational broadcast. This are grouped into four and they are the Children, the Adults, Men and Women in Urban Communities and Men and Women in Rural Communities. The reason for this grouping is so to expose to the student that when you are planning to teach or pass across knowledge to a group of people, know who exactly you are trying to reach so your message will not be lost. Lastly, this course will expose the students to some skills in teaching like General Teaching Methods, Understanding Learners and the Use of Audio and Visual aids. COURSE AIMS The aims of this course are to; i. Expose the students to the need for educational broadcasting ii. Show the students how best to broadcast education on radio and television iii. Expose the students to the different groups exposed to educational broadcasting iv. To expose the students to some teaching skills for educational broadcasting COURSE OBJECTIVES Several objectives can be delineated from this course. In addition, each unit has specific objectives. The unit objectives can be found at the beginning of a unit. You may want to refer to them during your study of the particular unit to check on the progress you are making. You should always look at the unit objectives before and after completing a unit. In this way, you could easily check whether or not you have covered what is required of unit in that unit. 5 At the end of this course, the students should be able to; i. Distinguish between Radio and Television ii. Provide a detailed account of the history of radio broadcasting in Nigeria iii. Provide a detailed account of the history of television in Nigeria iv. Explain the purpose of broadcasting v. Justify the need for good presentation vi. Define Diction and its use in educational presentation vii. Explain the essence of mood and emotion in educational broadcasting viii. Distinguish between intelligence and charisma ix. Identify the various classification of educational media x. Describe eight functions of educational media xi. Give an account of the history of educational broadcasting xii. Distinguish between teaching and learning xiii. Discuss reasons why children need educational broadcasting xiv. Discuss methods of reaching the children on radio and television xv. Describe some challenges in broadcasting to children xvi. Give a short account of Adult Education in Nigeria xvii. State why Mass Adult Education is important in Nigeria xviii. Outline ways by which Media can further aid adult literacy in Nigeria xix. State reasons why educational broadcasting is important to urban dwellers xx. Give examples of past educational programmes in the country xxi. Trace the emergence of rural broadcasting xxii. Enlist strategies for rural broadcasting. xxiii. Differentiate among the categories of learners xxiv. Identify possible causes of slow learning xxv. Explain the implications of the different learners to the educational broadcaster xxvi. Explain the term teaching methods xxvii. List the various methods of teaching xxviii. Identify useful materials in the library for the educational broadcaster WORKING THROUGH THIS COURSE To achieve the best in this course you are required to read the study units. Most of the units contain self-assessment exercises, and at some points in the course, you are required to submit assignments for assessment purposes. At the end of this course is a final examination. The following is a practical strategy for working through the course. If you run into any trouble, give your tutor a call. Remember that your tutor’s job is to help you. When you need assistance, you could even send an email. Nevertheless, do the following. 6 1. Read this course Guide thoroughly, it is your first assignment. 2. Organize a Study Schedule. Design a “Course Overview” to guide you through the Course. Note the time you are expected to spend on each unit and how the assignments relate to the units. Important information e.g. details of your tutorials, and the date of the first day of the Semester is available online on the NOUN website. 3. Once you have created your own study schedule, do everything to stay faithful to it. The major reason why students fail is that they get behind with their course work. If you get into difficulties with your schedule, please, let your tutor know before it is late to get help. 4. Turn to Unit 1, and read the introduction and the objectives for the unit. 5. Assemble the study materials. 6. As you work through the unit, you will know what sources to consult for further information. 7. You will learn a lot by dutifully doing the assignments. Keep abreast with the deadlines given to the submission of your assignments online. The assignments have been designed to help you meet the objectives of the course, and therefore, will help you pass the examination. Submit all assignments not later than the due date. 8. Review the objectives for each study unit to confirm that you have achieved them. If you feel unsure about any of the objectives, review the study materials or consult your tutor. 9. When you are confident that you have achieved a unit’s objectives, you can start on the next unit. Proceed unit by unit through the course and try to pace your study so that you keep yourself on schedule. 10. When you have submitted an assignment to your tutor for assessment, do not wait for feedback before starting on the next unit. Keep to your schedule. When the Assignment is returned, pay particular attention to your tutor’s comments, both on the tutor-marked assignment and also the written comments on the ordinary assignments. 11. See that you have fulfilled the objectives listed in the course guide and in the main course materials. After completing the last unit, prepare yourself for the final examination. Stated below are the components of the course. COURSE MATERIALS i. Course Materials ii. Educational Programmes on Radio iii. Educational Programmes on Television iv. Study Units v. Recommended Textbooks and other Reference Materials 7 vi. Assignment File vii. Writing Notes STUDY UNITS There are fourteen study units in this course, as follows: Module 1 Unit 1: Introduction to Broadcasting Unit 2: Introduction to Educational Broadcasting Unit 3: General Classification of Educational Media Unit 4: The Need for Education and Broadcasting in Nigeria Unit 5: Principles of Educational Presentation Module 2 Unit 1: Children Education Broadcasting Unit 2: Adults in Search of Education Unit 3: Men and Women in Urban Communities Unit 4: Men and Women in Rural Communities Module 3 Unit 1: Understanding Types of Learners Unit 2: General Teaching Methods Unit 3: Use of Audio-Visual Aids Unit 3: Study Skills for Educational Broadcasters Unit 4: Note-Taking Skills for Educational Broadcasters TEXT BOOKS AND REFERENCES Idebi, S.K. (2008). Fundamentals of Radio Production. Ibadan: Impact Motion Pictures and Media Koncept Nigeria. Onabajo, O. (2004). Introduction to Broadcasting. Lagos. Gabi Concepts. Owuamalam, E.O. (2007). Radio-TV Production. Owerri: Image and Slogan Consultants Ltd. Sambe, J.A. (2008). Introduction to Mass Communication Practice in Nigeria. Abuja.: Spectrum Books Limited. Onabajo, O. (2000) Principles of Educational Broadcasting. Gabi Concepts Limited. Lagos. 8 Onabajo, O. (2002) Elements of Rural Broadcasting. Gabi Concepts Limited. Lagos. Schramm, W. (1969) Feedback for Instructional Television, Stanford: Institute for Communication Research. Thakur AS & Ezenne AN, (1980) A Short History of Education In Nigeria. De Ayo Publications. Ibadan. Klaumeier H.J. (1961). Learnng and Human Abilities. Educational Psychology. New York: Harper and Brothers. NOUN (2008). General Teaching Methods In www.nou.edu.ng/noun/Noun_OCL/Pdf2Edu233 Abdullahi A. (1982). Science Teaching in Nigeria. Ilorn Kwara State: Atoto Press Ltd. Shipley N.M. et al (1972). A Synthesis of Teaching Methods. New York: McGraw ill pierson. Abamba, P. (1955) Military Politics and the Nigerian Economy, Newswatch. Enekwe, O.O (1966) The Modern Nigerian Theatre in Nsukka Studies in African Literature. Ed. Achebe Chinua. Enugu: Intellect Publishers. Booth, W (1983) The Rhetoric of Fiction. Chicago. University of Chicago Press. Finnegan, R. (1970) Oral Literature in Africa. London: Oxford University Press. Okinda C.F (2009) Communication Skills, Creative and Critical Thinking in PDF Created with desk PDF Writer- Trial::http://www.docudesk.com ASSESSMENT There are two aspects to the assessments of this course. First, are the tutor-marked assignments; second is a written examination. In tackling these assignments, you are expected to apply the information and knowledge acquired during the course. The assignment must be submitted to your tutor for formal assessment in accordance with the deadlines stated in the Assignment File. The work you submit to your tutor for assessment will account for 30 percent of your total course mark. At the end of the course, you will need to sit for final examination of three hours duration. This examination will account for the other 70 per cent of your total course mark. 9 TUTOR-MARKED ASSIGNMENT There are a number of Tutor-Marked assignments in this course. I want to implore you to try hard to submit as many as you can. The best four (i.e. the highest four of what you submit) will be counted. Each assignment counts for 20 marks but on the average when the four assignments are put together, the score will count at 30 per cent towards your total course mark. When each assignment is completed, send it together with a TMA (Tutor-marked assignment) form to your tutor. Ensure that each assignment reaches your tutor on or before the stipulated deadline given. FINAL EXAMINATION AND GRADING Please be informed that the final examination for MAC 246 EDUCATIONAL BROADCASTING of two hours duration and with a value of 70% of the total course grade. The examination will consist of questions which will reflect the practice exercises and tutor marked assignments you have previously submitted. You are therefore advised to pay strict attention to all the practical exercises you have encountered in the course of your studying this course. COURSE MARKING SCHEME FOR MAC 246: EDUCATIONAL BROADCASTING ASSESSMENT MARKS Assignments Four submitted, best three counts for 30% of course marks. Final Examination 70% of overall course marks Total 100% of course marks. HOW TO GET THE MOST FROM THIS COURSE You will appreciate this course better if you consistently study the units and relate whatever you learn with the practical realities on the radio and television education broadcasting. Lastly, you should cultivate the habit of visiting reputable institutional or public libraries accessible to you. FACILITATORS/TUTORS AND TUTORIALS There are specified hours of tutorials allotted in support of the course. You will be notified of the dates, time and location of these tutorials together with the name and phone number of your tutor as soon as you are allocated a tutorial group. Your tutor will mark and comment on your article submissions and keep a close watch on your progress. Be sure that your tutor-marked assignments are promptly sent in, and feel free to contact your tutor in case of any difficulty with your self-assessment exercise, tutor-marked 10 assignment or the grading of an assignment. I strongly advise you to attend the tutorials regularly and punctually too. And please, active class participation will be noted. SUMMARY This is a practically driven course. Much of the effort to excel in this course lies in the hands of the students. Great success will be achieved if the student takes the assigned assignments seriously and turn in exercises promptly. But there is no doubting the fact that the students will enjoy the course. 11 MODULE 1: BROADCASTING AND EDUCATION Unit 1: Introduction to Broadcasting Unit 2: The Communication Process and Educational Media Unit 3: Principles of Educational Presentation Unit 4: Introduction to Educational Broadcasting Unit 5: The need for Education and Broadcasting in Nigeria UNIT 1: INTRODUCTION TO BROADCASTING CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Contents 3.1 Distinction between Radio and Television 3.2 History of Broadcasting in Nigeria 3.3 Ownership and Control of the Broadcast media 3.4 The Purpose of Broadcasting 4.0 Conclusion 5.0 Summary 6.0 Tutor Marked Assignment 7.0 References/Further Readings 1.0 INTRODUCTION According to Onabajo (2000), broadcasting has been defined as the transmission of information through radio waves from a radio or television station, to the audience in far and near places, through their receivers, which help in decoding such information. Similarly, broadcasting can also be defined as the dissemination of information by an organization by an organization (radio or television) to a large widely dispersed heterogeneous audience through their radio or television receivers. Broadcasting is an entirely electronic means of communication. Unlike other forms of mass communication like newspapers, magazines and books, broadcasting it uses electronic technology to encode, distribute and decode messages; newspaper is not a form of electronic communication because it does not use electronic technology in all the stages of encoding, distributing and decoding messages. Broadcasting is distinguished from “cable-casting” - the transmission of television and sometimes radio signals directly into the home by means of coaxial cable - because whereas broadcasting is open to everyone provided they have radio or television receiver, cable is restricted and its services are exclusively available to only those who have the appropriate decoders. Similarly, broadcasting, from its definition and meaning, is distinguished from 12 narrowcasting - the transmission of special interest programmes to much smaller audiences. 2.0 OBJECTIVES At the end of this unit, the students are expected to; Distinguish between Radio and Television Provide a detailed account of the history of radio broadcasting in Nigeria Provide a detailed account of the history of television broadcasting in Nigeria. Be adequately informed on public and private ownership of radio and television in Nigeria Explain the purpose of broadcasting 3.0 MAIN CONTENTS 3.1 A DISTINCTION BETWEEN RADIO AND TELEVISION By definition, radio is a medium for sending and receiving messages through the air using electronic waves. It is also about the activity of broadcasting programmes for people to listen to the programmes being broadcast Idebi (2008). It can also be defined as the broadcasting of programmes for the public to listen to. It is the system of sending sound over a distance by transmitting electrical signals BBC English Dictionary (1992). In describing radio, Onabajo (2000) says in terms of general availability, radio is the leading mass communication medium. In today’s world, especially in the developing world of Asia and Africa, there are more radio sets than television sets, newspapers and cinemas. Radio stations are comparatively in expensive to run, after the initial capital expenses of transmitters and receivers. It has immediacy in a higher degree than other media of communication. Radio can talk back to its listeners by telephone, where the technical facilities exist, thus putting members of an audience in touch with one another. Radio is flexible because a scheduled programme can be dropped at short notice and replaced with something more topical or urgent. On the other hand, television, according to Akpan (1988) is an electronic device that brings to us informational, educational and entertainment programmes. It is one of the greatest communications mechanism ever designed and operated by man. It pumps into our brains an unending stream of information, opinion, moral values and aesthetic taste. Television influences our perception of politics, religion, governance, fashion and culture. 13 Television is, therefore, defined as an audio-visual medium. It blends pictures with sounds to produce a communication experience exhibited on the screen. It uses sound to explain the visuals presented on the screen. It addresses the emotion and intellect in a remarkable way. Owuamalam (2007) in Akpede (2010) says that television uses the movement of images in a unique way or pattern to express thoughts and feelings in an exciting and appealing manner. Television is defined by the BBC English Dictionary (1992) as the system of pictures and distance so that people can receive them on a television set. SELF-ASSESSMENT EXERCISE 1 In two paragraphs distinguish between Radio and Television. HISTORY OF BROADCASTING IN NIGERIA According to Onabajo (2000), the broadcast media in Nigeria have come a long way and have gone through a lot of changes, in trying to keep pace with the intricacies of an ever- changing society. What started as a rudimentary, experimental monitoring station can now boast of direct satellite communication equipment. Broadcasting started in Nigeria in 1932 as an experiment by the British Broadcasting Corporation (BBC). Lagos was chosen as one of the centres around the world, to receive and retransmit British empire service signals from Daventry, England. Then the Lagos station began to experiment with re-diffusion service, under the supervision of engineers and technicians at the Posts and Telegraphs Department, who were also mandated to design a system for distributing the signals, to major population centres across the country. This relay system of the BBC, was replicated in mainly English speaking countries across the globe and succeeded in taking BBC news and programmes to many parts of the world. The overall objectives of this innovation by the BBC were as follows; i. To develop links between Great Britain and English speaking people throughout the world; ii. To propagate the British way of life, particularly in the empire and; iii. To keep British citizens outside Britain informed about happenings back home. As a result of this, news, music and other aspects of programming at the time, were designed towards fulfilling these objectives. Radio Distribution Services (RDS) On December 1, 1935, Radio Distribution Service (rediffusion) was commissioned in Lagos. By 1939, when the Second World War started, the Post and Telegraph department 14 which was overseeing the Lagos experimental station, had popularized the medium, and had extended the service to Ibadan, Oyo state. All through the war years, the British made good the service of RDS, through which the BBC kept the King’s subjects and citizens across the globe informed about the progress of the war against Nazi-Germany. Few years later, Radio Distribution Services were opened in Kano, Abeokuta, Port Harcourt, Ijebu Ode, Enugu, Kaduna, Jos and Zaria. National Broadcasting Service The success of the RDS motivated the British government to establish a proper radio station in Nigeria by integrating all the Radio distribution services in the country following the Turner Bryon report. On June 1, 1952, Colonial Governor, Sir John Stuart Macpherson commissioned the Nigerian Broadcasting Services (NBS). At first, BBC programmes dominated the Nigerian airwaves, efforts were also made to produce programmes that the local population could relate to. There were programmes and news in three main Nigerian languages as well as many dialects. The NBS was criticized based on the dominance of BBC programmes in its broadcasts, and for what critics described as lacking the Nigerian orientation. The BBC augumented Nigerian efforts by providing all the needed training and technical equipment. In fact, BBC’s T.W Charmer became NBS’s first Director-General, while his counterpart, J.W Murray became the Chief Engineer. Nigerian Broadcasting Corporation The Nigerian Broadcasting Corporation (NBS), was seen as the colonial government mouth piece, consequently, the central government thought it necessary to convert the NBS into Nigerian Broadcasting Corporation on April 1, 1957 by an act of Parliament. This was to address the issue raised against the former organization (NBS) and to shield it from government interference, and the propagation of the view of the ruling political party. The duties of the Corporation, as spelt out in its Act, included the right to speak as a public service by means of wireless telegraph and by television for general reception within Nigeria; to provide an External Service for general reception, in countries and places within the country; and to ensure that the services which it provides, when considered as a whole, reflect the culture, characteristics, affairs and opinions of the people of each, or part of the Federation. According to Sambe (2008), the evolution of television in Nigeria followed a similar pattern as that of radio. The irony here is that while it was the Federal Government that started the first radio broadcasting station in the country, it was a regional government that first ventured into television broadcasting. 15 The Nigerian Constitution of 1954 provided that regional governments could establish broadcasting services. As such, on October 1, 1959, the Western Region blazed the trail by establishing the first television station. Western Nigeria Television (WNTV) and Western Nigeria Broadcasting Service (WNBS) though the reason for the establishment of the medium was to use it as an additional means of improving the regional school systems. It must be pointed out that the denial of Chief Awolowo’s request for a rebuttal on comment made against his party by Governor Macpherson on NBS was the immediate cause of the establishment of WNTV/WNBS. A year after the establishment of Ibadan station, the former Eastern Nigerian Television Service (ENTV) based in Enugu came into being with the slogan “Second to None”. This was followed by the Government of the Northern Nigeria who established a Television station as an arm of the former Broadcasting Company of Northern Nigeria (BCNN). It was located in the capital, Kaduna as – RKTV Radio Kaduna Television. Not to be left behind, the Federal Government established the Nigerian Television Service, Lagos in 1962. Thus, the Federal government, which had pioneered the establishment of radio station in Nigeria, now trailed behind the regional governments in establishing television station. Immediately after independence, television stations tended to become political tools for the regional governments of the day. In short, the mass media were used to foster regional interest at the expense of national interest. Military Intervention This development was brought to a temporary halt when the military struck and took over power in 1966. With its unitary system of government, it means that the region would now take orders from the central government. Beyond that, the Gowon’s regime had haltered the structure of the country by creating 12 States from the four regions in 1967, which later increased to 19 states by the Muhammed/Obasanjo regime in 1976. This encouraged some of the new state administrations that were financially able to develop individual autonomous television broadcasting services within their respective states. The two military regimes were at first willing to give state governments freedom to establish their television stations, but in 1976 the Muhammed/Obasanjo regime forbade states from further construction and development of Television Service and amalgamated the already existing ones into one service known as Nigerian Television (NTV). It is important to know that television was established in Nigeria with the ostensible reason of providing adequate services in education, and social and economic development. However, the reason became altered as they began to go commercial and relying on foreign programmes. 16 The establishment and management of television stations remained in the hands of the federal and state government until Decree No 38 of 1992 that deregulated broadcasting media and established the National Broadcasting Commission. This allowed for private ownership of both the radio and television in the country. SELF-ASSESSMENT EXERCISE 2 In just 400 words, give a summary of the history of radio and television broadcasting in Nigeria. The Issue of Ownership and Control of Broadcastng in Nigeria Before the 1992 deregulation of the media, the broadcast media were owned, operated and controlled by the federal and state governments. The state governments established their stations to educate, inform and entertain their people and actually did so during the second republic because they felt the National Television served the interests and needs of the ruling party, by then the National Party of Nigeria (NPN) was at the Federal level, and in those states where the party was in control. According to Sambe (2008), other states administered by other political parties in opposition were either blacked out or given unfavorable coverage. Those who challenged this form of democracy were told that the system of government that was being practiced during this time was the “winner take all”. In order to ensure absolute control of the television, for example, the government redeployed the Director-General, a seasoned broadcaster to the Ministry of Information and appointed a party ally and a historian n his place. Even these days, the federal government dictates what should be the content of broadcast and what should not. The state-owned broadcast stations are even worse in this practice. Try and tune to any state-owned radio or television and examine the percentage of time and attention given to the state government. Since the state government hires and fires staff, the station dare not broadcast any news that is against the government. News is always about what the governor and his team of politicians wants to hear. The Government even regulates news contents of private broadcast stations such as the African Independent Television (AIT). To a large extent, almost all, if not all government-owned and controlled broadcast media have become praise singers of government policies. At times, one listens to a one-hour broadcast news without coming up with anything news-worthy. The Purpose of Broadcasting According to Onabajo (2004), basically, broadcasting serves three broad purposes; it educates, it informs and entertains the audience. 17 Education Function: A core purpose of the broadcast media is the education of the widely dispersed audience available and depending on it. Through the broadcast media, people acquire new knowledge, attitude and skills, thus enabling them to cope better with life. This education function can deal with formal, non-formal and informal learning. News/Information: Broadcast stations survey the environment and give reports or information about things going on in the environment, especially those things that are likely to have impact on people, and those things that are new and of human interest. Opinion Function: The broadcast media provide an avenue for the different shades of opinion in society to be aired. Broadcast media enable us to know what different segments of the society are thinking. Entertainment Function: Entertainment is an unavoidable function of the mass media. In fact, it is the most craved among the numerous audiences. Present research has shown that the demand for entertainment among the numerous audiences is on an incredible increase. This has given birth to many programmes for different categories of the media audience (listeners or viewers). 4.0 CONCLUSION In this unit, effort has been made to give a clear definition of broadcasting as well offer clear distinction between the radio and television, for easy understanding. Furthermore, the history of radio and television was fully discussed so that students will know the antecedent of what they now see around today. Lastly, the ownership and control of the broadcast media in Nigeria was appraised and the purpose of broadcasting also clearly discussed. 5.0 SUMMARY Radio is a medium for sending and receiving messages through the air using electronic waves. And television is as an audio-visual medium. It blends pictures with sounds to produce a communication experience exhibited on the screen. It uses sound to explain the visuals presented on the screen. It addresses the emotion and intellect in a remarkable way. Historically, radio broadcasting was started by the federal government, while television began with the regional governments. The federal government joined the television race later. The ownership and control of the broadcast media were left in the hands of both the federal and state governments until 1992 when the federal government decided to deregulate the broadcast media. Since then, a number of broadcast stations have been established and owned by private individuals and sometimes corporate organizations. 18 6.0 TUTOR MARKED ASSIGNMENT 1. What do you think are the core purposes for establishing the broadcast media in Nigeria? Give your answers with substantial proofs. 2. List the key differences between radio and television as a broadcast media. 7.0 REFERENCES AND FURTHER READINGS Idebi, S.K. (2008). Fundamentals of Radio Production. Ibadan: Impact Motion Pictures and Media Koncept Nigeria. Onabajo, O. (2004). Introduction to Broadcasting. Lagos. Gabi Concepts. Owuamalam, E.O. (2007). Radio-TV Production. Owerri: Image and Slogan Consultants Ltd. Sambe, J.A. (2008). Introduction to Mass Communication Practice in Nigeria. Abuja.: Spectrum Books Limited. 19 UNIT 2: THE COMMUNICATION PROCESS AND EDUCATIONAL MEDIA CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Contents 3.1 Definition of Communication 3.2 The Communication Process 3.3 Types Of Educational Media 3.4 Functions of Educational Media 4.0 Conclusion 5.0 Summary 6.0 Tutor Marked Assignment 7.0 References/Further Readings 1.0 INTRODUCTION According to Salawu (2008), Communication is essential for the existence of societies, whether they are developed or developing. It is necessary for your accumulation of knowledge and capability. Furthermore, it serves as an instrument of social interaction. For the desirable change in leaner’ behavior and acquisition of knowledge and skills to be accomplished, communication must both take place between the teachers and learners. It is important for teachers to have deep knowledge of what communication process is and also be skillful in the use of communication skills. This unit is devoted to the study of communication process for you to be able to acquaint yourself with how you can improve your communication as an individual and more importantly as a teacher/communicator. 2.0 OBJECTIVES At the end of this unit, students are expected to; Define the term communication Explain the concepts “Communication Process” Identify and describe, at least 6 elements in communication process Establish the relationship between communication process and teaching learning process Identify and discuss various factors that could constitute communication noise in a typical classroom teaching learning process Identify the various classification of educational media Describe eight functions of educational media. 20 3.0 MAIN CONTENT Definition of Communication Communication is a universal and everyday occurrence, and therefore, it is a concept that has generated a lot of interest on the part of researchers, governments and organizations. The universal nature of communication has led to countless definitions of the term. Some of these definitions are; 1. Communication is any means by which a thought is transferred from one person to another (Chappel, R. and Read, W.L. 5th ed 1984). 2. Communication is the process by which one person (or a group) shares and imparts information to another person (or group) so that both people (or group) clearly understand one another (Udall, R and Udall S. 1979). 3. Communication is not just the giving of information; it is the giving of understandable information and receiving and understanding the message. It is the transferring of a message to another party so that it can be understood and acted upon. (E.C. Eyre 1983). 4. Communication is the exchange of ideas, thought or knowledge between at least two people with an intention of changing the behavior of one another particularly the decoder. (Abimbade, 1997). In terms of classroom usage, the term communication can be defined as the totality of the teacher’s efforts to ensure that all the stated instructional objectives are accomplished through effective manipulation of the task, method (s), media, learners as well as the entire teaching learning environment. SELF-ASSESSMENT EXERCISE 1 Give three outstanding definitions of communication. The Communication Process By its nature, communication involves an exchange of ideas or information with at least two people. By so doing, many variables are involved, and therefore account for communication being regarded as a process. Thus, the process of communication always involves the sender, the message/information, the medium/media and the receiver. According to Berlo (1960), the ingredients of communication process include; the source, the message, the channel/medium and the receiver. Berdell (1978) referred to the sender and the receiver as the encoder and the decoder respectively. As a process involving many interrelated parts, all the parts are expected to work harmoniously for the purpose of communication to be achieved. It is important to note 21 that if there is a problem why any of the elements/ingredients of communication process, communication will be impaired thereby resulting to either partial or complete communication breakdown. The Sender This is a technical term that refers to the person who initiates the exchange of idea/information. He/she is responsible for what is to be disseminated, how it should be done, where and how it should be assessed. The sender plays a prominent role in communication process. If the sender is to be successful in conveying his message, he must, according to Lazarus (1981); Know the receiver and present the information at his/her level Speak or write clearly and concisely Convey the desire to reach the receiver by his attitude and Obtain feedback to confirm that the message has been received correctly. According to Salawu (2008), in order to achieve the above four points, the sender must take into account the language proficiency, cognitive ability, social status, aspirations, learning styles, psychological situation as well as the family structure of the receiver. The sender must always use the basic skills in speaking and writing interpreted as the KISS principle which means Keep It Short and Simple. The simpler (simple and brief) you make the information you send as the sender the better. Furthermore, a sender has to be mindful of his attitude to the receiver during presentation. Attitude of the sender to the receiver must be warm and friendly. Saul (1968) said that “communication depends on the attitude of the sender towards the receiver”. An attitude of understanding by the sender can serve as a motivating factor to the receiver. In addition, the sender is expected to consider selecting appropriate medium/channel of communication. When wrong channel of communication is used, communication will be impaired. It is expected of the sender to be sure that the communication process is effective. A way by which this could be done is for the sender to engage himself in periodic assessment of the receiver’s gains during communication process. The adoption of the formative evaluation procedure will provide him/her the needed feedback on the receiver’s performance. Where expected outcomes are discovered as accomplished necessary steps are taking to encourage further practice and retention. However, where the expected outcomes are lacking, immediate steps must be taken to fine tune the communication process. This is necessary because without the purpose of communication being achieved, the sender’s efforts are regarded as nullity and of no effect. 22 Salawu (2008) further suggested that in order to find out whether the communication process is effective or not, feedback can be sought by using such approaches like: Questioning the receiver on specific points during presentation Careful observation of the receivers facial expression and manner Solicit suggestions, or explanations or examples from the receiver In general, make your receiver(s) active during communication. The Decoder The decoder is the receiver of the message. He is referred to as the decoder, communicattee, as well as the audience. In several contexts the decoder could be the listener, the viewer or the participant. The decoder therefore refers to the person for which the message is designed. The extent to which communication process is effective can be determined by the degree of changes noticeable in the decoder. For effective communication to take place, the decoder should be: A good listener for him/her to get correct information from the sender/encoder Psychologically ready in that he should be in right frame of mind. Nothing should preoccupy his mind other than what the sender is imparting to him. Ready for the task in terms of maturity as well as determination to learn. Follow instruction and take active part in the communication process. The Message This refers to the information, the task; the content, the subject matter, knowledge, attitude, values, beliefs and/or skills designed and planned to be acquired by the decoder. The message has to be correct and adequate. The Channel Anything that carries the message to the receiver is a channel. Another common term commonly used as channel is “the medium”. A general interpretation of means through which information is packaged and disseminated as a combination of channels and medium will include, not only oral, written, and non-verbal; but also such media like; the radio, the television, overhead projector, films etc. Noise Noise in communication is a technical term for all forms of obstacles which conspire to reduce the fidelity of communication. It then implies that what makes it impossible for the decoder to get the message as intended by the encoder constitutes communication noise. Noise can be physical/environmental, physiological and psychological. 23 Let us then examine the categories of noise one after the other so you can understand in detail. Physical/Environmental Noise Any form of disturbance to communication process traceable to the factors within the immediate physical environment is classified as physical/environmental noise. Continuos or intermittent loud sound from radio sets, markets, grinding machines, block making machines, hooting by moving vehicles, outcry from the next class etc are examples of this kind of noise. Physiological Noise Any form of disturbances to the communication process arising from ill health on the part of the sender and/or the receiver is referred to as the physiological noise. Cases of headaches, stomach disorder, body pains etc, during communication process are examples of physiological noise. Psychological Noise This refers to unfavourable state of the mind of the sender and/or the receiver. Psychological noise includes fatigue, emotional depression, annoyance and lack of enthusiasm arising from internally or externally related problems. Other sources of communication noise especially on the part of the sender include: Poor preparation Lack of deep knowledge of the message/topic under discussion Usage of wrong media Exhibition of disturbing mannerisms Inadquate mastery/usage of language of communication Insensitivity to the receiver and a host of others. SELF-ASSESSMENT EXERCISE II Imagine that you are a radio presenter; enlist the possible sources of noise for your listening audience. Feedback This is a technical term which refers to the available facts collected to determine the effectiveness or otherwise of the interaction between the sender and the receiver during communication process. The feedback provides opportunities for the sender to readdress, in whole or in part, deficiencies during the course of communication. Close to feedback is 24 assessment. Feedback is necessary in communication because without it, decisions on whether communication is effective or not cannot be determined. TYPES OF EDUCATIONAL MEDIA (A BROAD CATEROGY) There are many ways of classifying educational media. They may be perceived according to the levels of technology i.e low-level or high-level technology. They may also be grouped according to the senses they stimulate. Visual media, audio media and audio visual media, or classified as projected and non-projected media. They can be further classified as printed and non-printed media e.t.c. in fact, there is no rigid form of classification. Ogwo (1996) in Olagunju (2008) presented a descriptive example of a way in which educational broadcasting may be classified. Fig 1: Classification of Educational Broadcasting. EDUCATIONAL MEDIA NON PRINTED PRINTED MEDIA OTHER LOW COST ELECTRONIC MEDIA MEDIA Wall charts Computer Overhead Projector Books-Text- Reference Flip charts 16 mm Films Film strip Handouts Panel Boards 8mm Films Opaque Projector Journal Magnetic Board Slides Slide Projector Dictionaries Models Microfilms Cameras Encyclopedia Flippers Transparencies Radio Cassettes Recorder Newspaper Specimens Video Films Computers Magazines etc Real objects Audio, Cassette etc Microfilm recorder Posters Pictures Graphics The table above can be seen as classification according to printed and non printed media. The diagram is self explaining under printed media, you find books, handouts, journals, dictionaries, encyclopedia, newspapers, magazines. Under non-printed media, we find chalkboard, wall charts, flip charts, magnetic board, models etc. Electronic media is 25 divided into software and hardware. Under software, we have computer programmes, films, slides, video films and audio cassettes etc and under hardware, we have over head projectors, Radio cassette recorder, television sets, Radio sets etc. SELF-ASSESSMENT EXERCISE 1 Under what category is the television and radio in the classification of educational media? FUNCTIONS OF MEDIA IN EDUCATION 1. We are all used to the varieties of teacher-talk in class instruction, which involves only the sense of hearing i.e audio. This practice as effective as it is, could be boring after a while. The use of instructional materials on the other hand calls into play the sense of hearing. The more the number, the more enduring the learning results. Remember the Chinese saying which states I hear, I forget; I see, I remember; I do, I understand. So, we can conclude that instructional materials guarantee more effective hearing on the learner on the learner. In addition to merely hearing, also sees and does 2. Educational media serve to concretize otherwise abstract concepts and ideas. They also help to describe matters using prompters or cues. For example, think of a Nigerian village teacher trying to teach the word computer. If he describes the machine using just words, try and guess what will happen. But when he presents the film or video of the types of computer, parts and functions of a computer, the image of the abstract object will become concrete in the minds of the children. 3. Media can provide access to a process or technique. Now, think of the Engineer constructing a high way or building a bridge. If you are just passing by, you will never know the process of road construction. Think of watching a film that shows the processes. The experience will become unforgettable. 4. Media helps in magnifying or reducing objects for classroom use. By means of motion pictures or television, big objects or small objects can be brought into the classroom for closer examination. 5. Media constantly brings experiences. Think of wars, flood, terrorism etc. A video clip in any of the examples may transport a child from the unknown to the known. 6. Media makes learning a reality. Teachers and students can go at their own pace, rate and convenience. Video, audio cassettes and computer assisted learning have made this possible. You can record off the air some instructional programmes that can aid in learning, making use of audio and video cassette recorders. You can also buy pre-recorded audio, video tapes and compact discs e.t.c. 7. Media provides a common framework of learning experience. This is simply what we call uniformity of learning. Whether you are in Kano or Lagos, the same telecast is reaching everyone. 26 8. Media gain and hold the attention of learners. An adage says that variety is the spice of life. You will also remember that a picture speaks more than a thousand words. Pictures can be still or motionless or it can be moving as in television or films. 4.0 CONCLUSION Communication is an invaluable tool for human survival. Without communication, no meaningful development can take place. Teaching requires sound knowledge, now the extent of impact of the knowledge is dependent on the extent to which the teacher understands the communication process. 5.0 SUMMARY In this unit, effort has been made to give detailed discussion to the communication process. We have seen that there are six essential parts of any communication process which are the sender, the message, the channel, the noise, the receiver and the feedback. Also, effort has been made to examine the general classification of educational media and the functions. 6.0 TUTOR MARKED ASSIGNMENT With your understanding of the communication process, kindly answer the following questions. 1. As a student in MAC 246, what stage are you in the communication process? Are you a sender, a receiver, a noise or a medium? 2. With your answer, justify how you can be a better broadcaster. 7.0 REFERENCES AND FUERTHER READING Abimbade, A. (1997). Principles and Pracice of Educational Teachnolgy. Ibadan. International Publishers Limited. Salawu, I.O, Taiwo, S.A & Aremu G.B. (1994). An Introduction to Educational Technology. Ibadan. Afolabi Press. 27 UNIT 3: PRINCIPLES OF EDUCATIONAL PRESENTATION CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Contents 3.1 The Need for good Presentation 3.2 Diction 3.3 Mood and Emotion 3.4 Eye Contact 3.5 Competence 3.6 Charisma 4.0 Conclusion 5.0 Summary 6.0 Tutor Marked Assignment 7.0 References/Further Readings 1.0 INTRODUCTION Accordng to Akpede (2010), Presentation is a careful way of introducing a programme to the intended audience. It gives the audience insight into what they would see or listen to in the programme. Owuamalam (2007) says presentation provides the audience with the vital information required to adjust their listening or viewing desire. Presentation gives stations the integrity they enjoy in attracting audience to their programmes in broadcasting. Presentation can be compared to the paint which decorates the building from the outside which will eventually attract the onlooker who would want to see the interior of the building. If the programme is introduced skillfully and professionally, the audience would want to watch or listen to the whole programme. By and large, presentation is an interior to beckon to the audience to come to a sumptuous meal. It may even capture some audience members who are in the habit of wondering from station to station seeking programme content that would fill their need. 28 2.0 OBJECTIVES At the end of this unit, you should be able to; Justify the need for good Presentation Define Diction and its use in educational presentation Explain the essence of mood and emotion in educational broadcasting Distinguish between intelligence and charisma 3.0 MAIN CONTENT THE NEED FOR GOOD PRESENTATION Have you seen a soldier dressed in suit en route for war? Ok, have you seen a nurse in a swim suit while observing his/her duties? A good educational presenter whether on radio or television must be distinguished. If you are addressing children, set your mood and diction according to the audience you are addressing. I once listened to a programme meant for the age group of 3 to 5 years of age and the presenter’s language was as though he was addressing the age group of twelve to fourteen. You need to assume the position of the audience you are to address. You need to stoop low or climb high as the case may be to discover their needs. The needs of your receivers whether on radio or television are different. Let us examine a few of the principles involved in presentation. Diction The ability to pronounce words distinctly and clearly determines to a large extent how the audience members understand the information, which is to be shared with the presenter. Stresses must be accurately emphasized at the relevant points in order to state exactly what the presenter intended. Clarity of meaning is the essence of good diction. Being a good presenter takes more than producing beautiful words. It involves the ability to exhibit great skill in presenting issues and ideas clearly in few words so that the audience will understand at a go what the presenter is saying. As much as possible, tribal or foreign accents should be avoided in broadcasting. Each language has to be spoken according to its phonetic rules, and nothing more. Anything short of these results to misunderstanding of the intention of the presenter and may become noise. The presenter must never attempt to speak in an exaggerated manner in order to impress the audience. It should be noted that the aims of presentation is to express a thought or 29 feeling and the presenter should aspire to achieve the aim of presentation rather than constituting himself/herself into a public or audience nuisance. For an educational broadcaster, the diction is an important tool for achieving the set objectives for reaching the audience. Not only that, the diction of a presenter then becomes the rule for a listener to follow. I once met a young man in one of the countries I visited recently who pronounced a popular word wrongly as against the dictionary stipulation. When I asked why he pronounced the word that way, he told me that it was how a prominent newscaster in the country pronounced it during a recent national newscast. Anyone who does the job of educating the masses must be careful enough to understand that he/she is being understudied and emulated in words and sounds. SELF-ASSESSMENT EXERCISE 1 Why do you think diction is important for educational broadcasting? MOOD AND EMOTION The world all over is witnessing the effect of economic recession and as such there is what may be referred to as fluctuating moods all over. The reason for this is that whether corporate or private companies and individuals are experiencing harsh times economically at this point. This then makes the job of the broadcast media more challenging. The job is even more challenging in Nigeria where corruption is intermixed with the global challenges. The result of this is an inevitable national mood swing. By mood, we mean, the way someone feels. Have you woken up in the morning to find your father, mother or friend behaving so differently compared to the way they behaved before going to bed the last night? If yes, that is mood swing. Several things can cause this. So many things can change a person’s mood and most of the time, people turn to the media whether broadcast or print to change their mood. Therefore, the mood has to be set for any broadcast presentation. This responsibility rests on the presenter. The presentation of information and the manner of delivery to the audience is the work of the presenter. If the presenter is cheerful and lively in his/her presentation, the audience would go along with him/her. The use of the body especially body language such as facial expression certainly adds to the articulation of meaning especially when accompanied by the correct words. The sounds that come from a presenter often indicate the mood of the presenter as they relate to the meaning and structure of the presentation. Langer (1979) in Akpede (2010) says the various form of human feelings range from growth and attention, flowing and slowing, conflict and resolution, speed, arrest, terrific excitement, calm or subtle activation to dreaming lapses. It is, therefore, the duty of the 30 presenter to ensure that the mood and emotional feelings of the audience are aroused in conjunction with the objectives of the station’s programmes. TWO WAYS OF SETTING THE RIGHT MOOD 1. Introduce a Joke: This requires a lot of skills please. If you are inexperience or not talented in making people laugh then it is advisable that you go and read up or listen to good jokes and present them in lively manner. Two people can tell the same joke the same way and manner, yet it can resonate differently with the audience. When you introduce a good joke before a learning experience, you bring back the mind of a lost learner. 2. Use a Song: There are national appeal songs that can go along your objective and as well set the right mood for your broadcast. Please locate these songs and air them. And you will be amazed what effect this will bring to the audience. EYE CONTACT Television presentation is similar to interpersonal communication just like the radio where the presenter appears to be addressing the listener, who is face to face with him. In the case of television, the presenter is separated from the audience yet it appears as if he is addressing them in a face-to-face situation. In most cases, presenters are seen smiling at their audience. This is to arrest the attention and interest of the audience and make them feel relaxed. The ability of the presenter to make frequent eye contact with the camera lens in television or a mental delivery of aural contact through the choice of words in radio can achieve the desired effect. It radiates confidence in the presenter and provides unconstructive forum for verbal communication. It is understood that in most cases, eye contact gives encouragement to mutual participation in communication. It also encourages quick feedback. Here, the source of information is easily confirmed and identified. And if the presenter appears friendly and presentable, the audience members are likely going to stay put to consume the programme. Akpede (2010). SELF-ASSESSMENT EXERCISE 2 1. Define mood. And suggest two ways of setting the right mood. 2. Justify the reasons for effective eye contact in educational broadcasting. COMPETENCE It is not compulsory that a presenter of an educational programme is a graduate of Education or the school of NCE. But it is important for him to strive to know very much about the area of discuss. For instance, a presenter of children’s programme must have acquired what it takes to attract the children. What to say, what to do, how to say what you say, how to talk to a particular age-group, how to be funny with children and how to sustain their interest. 31 In other words, it is from knowledge that competence is drawn by the presenter who is now in a better position to guide his audience throughout the character of the programme. The presenter should also show signs of competence in the other areas of production. For instance, he or she should be able to know the signals given either by the programme director or the floor manager who is the contact person between the director and the artistes in the studio. In fact, he or she should be knowledgeable in the production language and sign of the programme. When he or she acquires knowledge in these and other things that are involved in production, then such a presenter is said to be competent in the performance of his or her job. CHARISMA According to Akpede (2010), Programme presentation in broadcasting is usually combined with special gift which tends to make the presenter acceptable to the audience. The presenter should cultivate an acceptable behaviour that makes him loveable any time his voice is heard over the radio or his face is seen on the screen. For it is generally believed that if people are impressed with a personality there is likelihood that such a personality would attract a lot of followership. For example, in the late 1970s, anytime the late James Audu put his face on the screen and his voice was heard, many audience members rushed to see and hear him speak on Nigerian Television. Such a presenter is likely going to be emulated by other talents for they too would like to be associated with such success. The Children presenter, Jimi Solanke is another charismatic presenter but of folklore on the National Television, and his personality is a wonderful one. There are no laid down rules for emitting charisma. It is an inborn tendency that just manifest itself in a person. Since this is a gift therefore, not everybody has this. For Presenters with weak charisma, they need efforts to win the audience to them. A good presenter directs audience and influences individual and group activity either by viewing television or listening to the radio. A good presenter is capable of influencing audience to broadcast programmes, thus achieving the aims and objectives of the station. SELF-ASSESSMENT EXERCISE 3 Differentiate between Charisma and Competence. And why does a Presenter have to possess these qualities? 4.0 CONCLUSION The job of an educational broadcaster is not an easy one. Because education is at the core of his objective, he needs to possess some qualities that would endear the audience to him. Some of these qualities are naturally endowed while some are acquired through experience. Some Presenters naturally look good on the screen while others make-up to 32 look better. Some Presenters are good orators or teachers, while others need to work extra hard to achieve similar feat. 5.0 SUMMARY Principles of presentation are those things that the presenter has to acquire, possess and exhibit in the performance of his or her job so that he or she would be accepted and believed by the audience. The presenter should ensure that he achieves the appropriate mood and emotion and should create a welcome atmosphere before the audience in order to successfully drive home the programme objectives. 6.0 TUTOR-MARKED ASSIGNMENT When you get home today, put on your television set and search for an educative programme. Discover how the presenter was able to make you change your mood and sustain your interest in the programme. 7.0 REFERENCES AND FURTHER READINGS Owuamalam, E.O. (2007). Radio_TV Production. Owerri. Image and Slogans Consultant Ltd. 33 UNIT 4: INTRODUCTION TO EDUCATIONAL BROADCASTING CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Contents 3.1 What is Educational Broadcasting? 3.2 History of Educational Broadcasting in Nigeria 3.3 What Radio and Television can do for Education 4.0 Conclusion 5.0 Summary 6.0 Tutor Marked Assignment 7.0 References/Further Readings 1.0 INTRODUCTION Educational broadcasting in Nigeria has a brief antecedent. Anyone who claims to know a lot about anything must first and importantly know something if not very much on the history of the matter. One important reason for this is so that one is aware of the past developments in such area of study and to discover some drawbacks and strength of the same and also find ways of improving the idea if it is a viable or sustainable one. I believe that educational broadcasting is a productive national and international idea in a third world country like Nigeria where mass literacy is absolutely essential. I want to encourage you to dutifully study the contents of this unit and fulfill the outline tasks. You will be glad later in life that you did. 2.0 OBJECTIVES At the end of this unit, students are expected to; Give a chronological account of the history of educational broadcasting. Define with convincing examples the concept of educational broadcasting. 34 3.0 MAIN CONTENTS WHAT IS EDUCATIONAL BROADCASTING? Plato in Onabajo (2000), defines education as a process through which we foster in the individual, desirable and relevant changes in behavior and attitude. Jarvis (1986) in Onabajo (2000) says education is planned series of incidents having humanistic basis, directed towards the participants learning and understanding. In the same vein, broadcasting has been defined as the transmission of information through radio waves from a radio or television station, to the audience in far and near places, through their receivers, which help in decoding such information. From the above, we can define educational broadcasting as the transmission of education or educational programmes through radio waves from a television or radio station or any other broadcast device, to the audience in far and near places. The concept of educational broadcasting is as old as the emergence of the broadcast industry and the objective of broadcasting is to improve the lots of society, through the dissemination of developmental information or knowledge that will bring about the desired attitudinal changes in the lives of the listening or viewing audience. Broadcasting has been used to educate in a formal way, when formal school subjects are taught through radio and television, with the sole intention of covering certain prescribed syllabus for examination purposes. Because informal education is incidental learning and this can take place through constant exposure to broadcast developmental programmes on health, agriculture and civic education then it is not possible to trivialize the effect of the broadcast medium on educating the people. HISTORY OF EDUCATIONAL BROADCASTING IN NIGERIA. According to Onabajo (2000), when Western Education Nigeria Television (WNTV) was established in October 31, 1959, education was seen as one of the main reasons for introducing television in Nigeria. Time and facilities were made available to the then Regional Ministry of Education which in turn directed its school Broadcasting Unit to produce series of educational broadcasts. Soon, the northern, eastern and southern regions followed suit, as television was introduced in their areas. However, with the creation of states, it became the responsibility of state governments to purchase and install television sets in schools, as well as supply sets to community viewing centres (CVCs) which were established within each state. In this arrangement, the role of the television station was merely to provide the technical facilities and those to run them. 35 The subjects aired were Elementary Science, Arts, Crafts, English and History. During that time, educational broadcasts were daily from Monday to Friday, between the hours of 10am and 1:00pm. During that period, educational broadcasting was divided into three; 1. Extensive Educational Broadcasting: The major emphasis of Nigeria television has been in the area of extensive educational broadcasting, that is, programming geared towards providing general information and informal education largely addressed to adults. Nigeria television has used this in assisting government in its campaign to mobilize the people towards higher agricultural output and increasing industrial development. 2. Intensive Educational Broadcasting: This is a process of harnessing television to the formal educational system. The results have been less than satisfactory, because the programme has not been properly articulated. Critics point to the high illiteracy rate especially amongst the people in the rural areas. It has been opined that for television to be more effective in combating the problem of educational broadcasting, there has to be an expansion of the coverage area of television by installing more powerful transmitters and relay transmitting stations as well as creating infrastructure, such as electricity or solar energy and by providing more community viewing centres. Irukwu (1980) noted that the former Broadcasting Corporation of Northern Nigeria (BCNN) used the community viewing centres to transmit to its rural audience, health and educational programmes. 3. Education. Key to a better future: Nigerians have always realized the importance of formal education as a means of advancement and increased social status. The early post-independence federal and regional governments realized that education was the key to a better future for the Nigerian people and that radio and television were crucial towards achieving this goal. The first major breakthrough in educational broadcasting came in 1984 with the establishment of National Educational Technology Centre (NETC), under the auspices of the Federal Ministry of Education. The body which was set up to regularize educational broadcasting in the country, was set up specifically for the following objectives: i. To train educational broadcasters and visual aid specialists. ii. To develop and produce instructional aids. iii. To produce and transmit educational programmes on Radio and Television. iv. To conduct workshops and seminars on the application of audio-visual technology to classroom teachings. 36 Educational programmes followed this laudable initiative by the Ministry of Education. The various educational programmes were run either in consonance with the curriculum and recommendation of the ministry of Education or independent of the Ministry, but in line with the peculiarities and philosophy of each individual station. The various transformation and development that Nigerian broadcasting industry had witnessed so far, reflects in the educational broadcasting aspects of its activities, with a lot of programmes targeted at the various segments of its audience. The advent of privately owned broadcasting stations also has a lot of impact on educational broadcasting in the country. WHAT RADIO AND TELEVISION CAN DO FOR EDUCATION According to Onabajo (2000), radio and television are the most powerful means of education man has ever developed. He further says that there is a general acceptance to the fact that they can make a profoundly significant contribution to an improved quality of education for children, youths and adults. The following are some of what the media can do for education. 1. Radio and Television can bring to children, youth and adults the greatest achievements of our cultural heritage in art, music, drama, poetry, etc. 2. They can bring the inspiration of great teachers, artists, statesmen and scientists into the lives of people who might otherwise never have direct contact with personalities of comparable magnitude. 3. These media can fill an important role in making University education available to our rapidly increasing student enrollments and to adults who were unable to secure a University education in their youth. 4. Radio and television can lessen the gap between the rapidly growing body of scientific knowledge and public understanding of the social implications of modern science 5. They can be a major agency in all types of adult education from “do-it-your-self” skills to science and philosophy. 6. It is possible to acquaint the people rapidly with major social, civic and international issues on radio and television. 7. New events around the world can be brought to people everywhere in a few hours by radio and television. 8. They contribute to the pre-service and in-service education of teachers by making the quality of educational practice available for observation and analysis. SELF-ASSESSMENT EXERCISE 1 Give three definitions of Educational Broadcasting from the point of view of a mass communicator. 37 4.0 CONCLUSION Educational broadcasting can be defined as the transmission of education or educational programmes through radio waves from a television or radio station or any other broadcast device, to the audience in far and near places. 5.0 SUMMARY In this unit, our discussion has been a rather brief one and issues discussed were simply the evolution of educational broadcasting, the history of educational broadcasting in Nigeria and what radio and television can do for the education of a country. 6.0 TUTOR MARKED ASSIGNMENT What do you think radio and television can do for the education of the educated and uneducated Nigerians? 7.0 REFERENCES/FURTHER READINGS Onabajo, O. (2000) Principles of Educational Broadcasting. Gabi Concepts Limited. Lagos. 38 UNIT 5: THE NEED FOR EDUCATION AND BROADCASTING IN NIGERIA. CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Contents 3.1 What is education? 3.2 What is broadcasting? 3.3 The Educational Qualities of Radio 4.0 Conclusion 5.0 Summary 6.0 Tutor Marked Assignment 7.0 References/Further Readings 1.0 INTRODUCTION I remember as I write this introduction the words of my grandmother of great memory. When I was travelling for my Higher education several years ago, she called me back from the cab and told me what was going to be a part of my guiding philosophy in life. She said, “education remains the only answer to the problem you see everywhere, so strive to be educated and not only schooled”. I did not understand that statement until years after. Because my higher education was from a private university, I learnt under an impressive media-driven knowledge transfer. Our Professors projected to us their ideas and principles either through a projector or film or video or recording devices. With this, we longed to attend classes, even when our health failed; we wanted to see the next practical film projections etc. When I compared this with my initial background, I became sorry for our state of education in Nigeria. In this unit, we want to examine the role of education and the role of broadcasting in the Nigerian context. Please, follow me as we explore this terrain. 2.0 OBJECTIVES At the end of this unit, students are expected to; Define education Define broadcasting Enumerate the qualities of radio for broadcasting 39 3.0 MAIN CONTENTS What is Education? According to Abdulkareem (1992) in Babafemi (2000), Education is as essential to man as life itself on this planet earth. Societies through ages have one form of education or the other, whether indigenous or western education. Education varies from place to place and from time to time. In fact, it is a very important means of developing any nation. The term education has not lent itself to any strict consensual definition as it depends on the perspective from which one views it. It can be considered as the process of acquiring knowledge, skills, attitudes, interest, abilities, competence and the cultural norms of a society by people to transmit this life to the coming generations so as to enhance perpetual development of the society. History has it that long before the advent of both Islamic and Western education, Nigeria has an indigenous type of education (ie education for the survival of the people; subsistence education). However, modern influences, at about 300 years interval to each other, robbed the country of its indigenous education to a great extent. For instance, Christian education was later promoted by the colonial administration to suit its purpose of colonization. Adesina (1985) in Lawal (2008) noted that education is always related to variable such as purpose of the learner, the aim of the teacher as well as the technological problems of the society. He therefore defines education as; The tool for the integration of the individual effectively into a society so that the individual can achieve self-realization, develop national consciousness, promote unity and strive for social economic, political, scientific, cultural and technological process. While relating education to culture, Nduka (1982) in Lawal (2008) sees the concept as the process of cultural transmission of the people at least part of such culture from one generation to the next. Education, according to Lester Smith cited by Osokoya (1987), is the culture which each generation purposely gives to those who are to be its successors in order to qualify them for at least keeping, and if possible, for raising the level of improvement which has been attained. Horton, cited in Lawal (2008) sees education as an enhancing agency by which the Africans could restore their self confidence, and make those who doubt the humanity of African begin to revise their views and learn to respect Africans. 40 Education, according to Nyerere (1982) is the transmission of accumulated wisdom and knowledge of the society from one generation to the next and also to prepare the young people for their future membership of the society in which they find themselves. According to Salawu (2008), Education is a term that means many things to many people. According to Oxford English Dictionary (2000), the term means “a process of teaching, training and learning, especially in schools or colleges to improve knowledge and develop skills”. There seems to be a consensus among definers of the term education. Education is regarded as that which is given to an individual to make him develop socially, morally, and intellectually as to allow for his/her personal overall development and the development of the community in which he/she finds himself/herself”. By implication, education, whether formal or informal, is goal-oriented. It is to be functional, qualitative and socio-personal driven. Socio-personal in the sense that it must be tailored toward serving the society and the personality involved. This accounts for why every society is concerned and deeply involved in the content and quality of education given to the individuals in the society. It is because of the role attributed to education by society that account for its being defined as “transmission and renewal of culture from one generation to another”. SELF-ASSESSMENT EXERCISE 1 Attempt a definition of education different from the above. What is broadcasting? Broadcasting is an activity strictly limited to the electronic media. The electronic media may best be defined as all media forms appearing in electronic form that is radio, television, films, projectors, computers etc. In fact, Onabajo (2000), defines broadcasting as the transmission of information through radio waves from a radio or television station, to the audience in far and near places, through their receivers, which help in decoding such information. Also, broadcasting can be defined as the dissemination of information by an organization to a widely dispersed heterogeneous audience through their radio or television receivers. Brief Information on Nigeria Nigeria is a country described severally as one-third larger than Texas and the most populous country in Africa. It is situated on the Gulf of Guinea. Nigeria operates a multi- party system of government transitioning from military to Civilian government. On October 1, 1960, Nigeria gained independence and became a member of the Commonwealth of Nations thereby joining the United Nations. Organized as a loosed federation of self-government states, these states face the overwhelming task of unifying a country with 250 ethnic and linguistic groups. 41 For thirty-three years, Nigeria endured a pretty ravaging military government until May 1999 when General Abdulsalam Abubakar fulfilled a long-awaited pledge of stepping aside for a democratically elected leader and this informed the election of Chief Olusegun Obasanjo who governed the country for eight years. Current Statistics show that contrary to the 140 million population estimate, Nigeria is now of over 160 million people. This has implication for all the sectors of the Country, especially education. SELF-ASSESSMENT EXERCISE 2 With the brief information on Nigeria, do you consider education an urgent priority in the country? If yes, why? THE EDUCATIONAL QUALITIES OF RADIO According to Onabajo (2000), radio has the following teaching qualities; which are absent in other media, whether its programmes are pre-recorded or transmitted live. 1. Immediacy: One can listen-in on the event itself. While textbooks used for teaching may be 5 or 10 years out of date, radio messages can be as current as the latest broadcast. 2. Realism: Report of events on radio as they unfold may be more impressive than a newspaper reporter dealing with the same events. The broadcaster is on the scene and the tones of his voice communicate shades of meaning that the newspaper cannot convey. World history becomes real and personal during live broadcast of the London 2012 Olympic Games or some other events, as students are transplanted to scenes of momentous decisions. 3. The conquest of space and Time: Radio can overcome the barriers of space and time through on the spot broadcasts or simulated history. 4. Emotional Impact: Radio brings dramatic feelings into the classroom and can carry to the listener all the emotional overtones of the broadcast materials. The human voice is the most significant way of reading people and can convey feelings and attitudes even when the eyes of the listeners are closed. 5. Authenticity: Since it is rare for a teacher to be expert in every phase of the subject he teaches, experts have often been brought on radio to bring into classrooms expertise and authority in subject matters. Radio can also provide expertise in methods. 6. Cost: Radio is relatively cheap to run because its per capital cost is small, because it can reach millions of people at the same time. It can be used inexpensively when there is need to emphasize local problems or conditions and the solutions to such problems. 42 4.0 CONCLUSION Nigeria is a country described severally as one-third larger than Texas and the most populous country in Africa. The same country is still struggling with giving its citizens good and quality education. If education is the life-blood of any nation, can we say that Nigeria has done well with education over the years? Can we also say that the broadcast has been put to good use for educational purpose? 5.0 SUMMARY So far in this unit, there has been a look at the definition of education and broadcasting. Also, the qualities of radio for the purpose of education have been examined. 6.0 TUTOR MARKED ASSIGNMENT Do you think radio is an important tool for mass education? If yes, how? 7.0 REFERENCES/FURTHER READINGS Onabajo, O. (2000) Principles of Educational Broadcasting. Gabi Concepts Limited. 43 MODULE 2: CATEGORIES OF EDUCATIONAL BROADCASTING Unit 1: Children Educational Broadcasting Unit 2: Adults in Search of Education Unit 3: Men and Women in Urban Communities Unit 4: Men and Women in Rural Communities UNIT 1: CHILDREN EDUCATION BROADCASTING CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Contents 3.1 Why is Educational Broadcasting important? 3.2 Educational Broadcasting and the Children 3.3 Methods of Educational Broadcasting for Children 3.4 Some Challenges of Broadcasting to the Children 4.0 Conclusion 5.0 Summary 6.0 Tutor Marked Assignment 7.0 References/Further Readings 1.0 INTRODUCTION Perhaps the most difficult audience of any broadcasting medium are the children. Why is this so? The definition of a child is given only with a range. The most popular definition puts a child as being between the unborn age of zero to eighteen. Now, tell me, are you going to serve the same content to a 2 year old and 17 year old and expect a meaningful result? But despite this challenge, this unit has proffered some solutions to reaching the various groups of children. 2.0 OBJECTIVES At the end of this unit, the student should be able to; Define a child Discuss reasons why children need educational broadcasting Discuss methods of reaching the children on radio and television Describe some challenges in broadcasting to children 44 3.0 MAIN CONTENTS 3.1 WHY IS EDUCATIONAL BROADCASTING IMPORTANT? Nigeria currently operates the 6-3-3-4 system of education. This is a type of educational system wherein the recipient would spend six years in the primary school, three years in the Junior Secondary School, three years in the Senor Secondary School and four years in the tertiary institutions. In these stages, we have primary schools, secondary schools and tertiary Institutions such as Colleges of education, Polytechnic and Universities respectively. Primary education as regards the 6-3-3-4 system of education is the elementary type of education for children between ages 6 to 11 years. This is the foundation of education upon which all others are built. It therefore determines the success or failure of the whole system, (National Policy on Education 1981). Now, let us adopt our working definition of a Nigerian child as between the ages of 6 and 11 for broadcast purposes. This set of children resume school from the hours between 8:00am and 2:00pm. In many schools, they are engaged in after-school lessons that will keep them in school for another one hour, thirty minutes. It is therefore assumed that these children will be at home from about 3:30 and 4:00 pm. Research has shown that these kids engage themselves most of the time after school with the television. The question therefore is to what extent do these children obtain educational information on the television or radio after school. 3.2 THE IMPORTANCE OF EDUCATIONAL BROADCASTING FOR CHILDREN 1. It facilitates their learning experience: The television in this part of the world has not done quite well in educating our children. In some parts of the world, children look forward to solving their homework or school quizzes at home through the mass media. This way, a practical re-demonstration of what they have learnt in school is again projected to them. 2. Helps in the Childs Phonic education: If for instance, a child learns in school a series of word pronunciation and is perhaps confused, when that child gets home and tune to the television, and hears the exact way the teacher has pronounced the word, the child’s education is however enhanced in the process. 3. Because children learn faster when what they learn are played before them, broadcasting offers to the child a greater advantage over the class situation. A child who has been taught that aero-plane works by flying in class, and gets home 45 to see an aero-plane in the television doing exactly what the teacher described will no doubt be a better student. SELF-ASSESSMENT EXERCISE 1 Quickly think of other importance of educational broadcasting for children. 3.3 METHODS OF EDUCATIONAL BROADCASTING FOR THE CHLDREN By methods, we mean the various ways through which education can appear on television for children. These are the various programmes packaged with major and minor educational contents for the children. And they are; 1. After-School Programmes (A Lagos Example): Educational broadcasting began in LTV 8 in November 1981. It went off the air after four months and resurfaced in March, 1982 with the teaching of Yoruba, English and French languages for the beginners. The teaching of Yoruba language became an important focus of educational broadcasting as a result of the decision reached by the Federal Ministry of Education, that all all school certificate holders must pass a Nigerian language at Senior Secondary Certificate of Education level. This however, led to the creation of Adidu which was aimed at broadcasting the teaching of Yoruba language, grammar and literature. Education broadcasting of Adidu was based on school curriculum syllabus of Nigeria Educational Research and Development Council (NERDEC). Towards the end of 1982, Areweyo another Yoruba educational programme for primary school started to be relayed from 5-5:45pm every Tuesday. The teaching of English language and Mathematics based on NERDEC curriculum was on air for two years 1984-1986. On the stable of African Independent Television (AIT), programmes like Scrap Palace (a programme on the art) and Kiddies Radio Sunday (a quiz programme designed for children between the ages of five to twelve) was aired every Sunday on Ray Power from 2 to 3pm. 2. Moonlight Tales on Television: An important instrument or means of educating our children or the coming generation is by rendering tales. This is a long practice in Africa. Our national television at a time prioritized this practice but all of a sudden, the practice has declined. Tales by Moonlight was NTA’s longest running childens’s educational programme. The programme won the 1991 prized pieces International Video/Film Competition, organized by the National Black Programme Consortium in Columbus, Ohio, USA. The Consortium adjudged Tales by Moonlight, the best Youth Educational Programme in Ohio. The programme is a typical Nigeran educational programme in traditional folklore and 46 the episodes are usually recorded in an environment that reflects the actual scenery in specific stories. A similar programme of the NTA is Story-land. It is a folklore that teaches the children not to tell lies. It is a story of wisdom which is illustrated graphically. Storyland made its debute in 1990, and featured Jimi Solanke and Dede Mabiaku as story tellers. 3. Television Debates/Quiz: Debate programmes are educational programme whether on radio or television. This is an avenue where children could easily pick the skills involved in argument. The NTA network service at a time included Jets Quiz Competition. Also, the Bournvita Brain Match, a form of Quiz competition was on air among others. The purpose of these programmes was to prepare the children for the future ahead of them. 4. Educational Drama: Children love drama programmes where they can find children of their age, who speak similar language like they do. They could be educated through this avenue. Such drama could address some of their socal education needs like etiquettes, moral and ethical conducts etc. 5. Cartoons: The dictionary defines cartoons in two contexts. The first is that it is an amusing drawing in a newspaper or magazine, especially one about politics or events in the news. The second is (animated cartoons) which is a film/movies made by photographing a series of gradually changing drawings or models, so that they look as if they are moving. Cartoons attract children because of the colouration of the drawing. The voice of the characters is another delight. These days, with the advancement in computer technology, there is an amazing improvement in the quality of cartoons that appear on our national/international televisions. 3.4 SOME CHALLENGES OF BROADCASTING TO CHILDREN 1. Language: When broadcasting for children, the instructor or broadcaster needs to be mindful of the choice of words. Because different children converge in front of the television, there is the need to understand the fact that these children are of different educational background. Therefore, assumptions should not be made that there will be a general understanding of an idea or instruction. As an instructor on radio or television, the use of the simplest word to drive your idea is unavoidably important. 2. Audience Analysis: A fatal mistake th

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