wk2 A 6&7

Questions based on “the first wave : the beginnings of radio in Canadian distance education” http://learn.open.ac.uk/file.php/4473/block1/H800_Week2c_TheFirstWave_Buck.pdf

What was the rationale for using audio in each of the case studies?
initially as a marketing tool, and encouraged by listener feedback


What educational purpose(s) was audio intended to serve? Did these change over time?

social and commercial benefits

What audiences were served by projects?
initially for young children then adults then “learner disabled” including partially deaf and blind learners.

Was the experience for learners synchronous or asynchronous? And was it individual or group-based?
Broadcasts were live so in that seance they were synchronous, however communication was carried out via post which made it asynchronous.

How would you characterise the roles of teachers and learners in the programmes described?
distant from each other

What model(s) of learning was/were primarily involved?
Didactic, although learners had to remember facts to answer quizzes as part of “Radio Train”

How active or passive were learners expected to be?

Despite attempts at interaction via post or by including broadcasts in lessons, they were fairly passive

How was the use of audio ‘interactive’? Did this change over time?
Interactivity was basic, starting with students posting comments/answers in.  interactivity was encouraged by getting listeners write in and suggest talent or offer their services to the broadcasts.

What educational limitations of audio were identified?
Limited interactivity, cost of receivers, issues about advertising, difficulties in matching content to a range of curriculum ac cross the country and for different time zones

How did the projects described in the case studies relate to formal education provision within their respective countries?
Broadcasts supported teachers who often had limited knowledge of the curriculum

Questions based on “Using interactive radio to enhance classroom learning and reach schools, classrooms teachers and learners”
http://learn.open.ac.uk/file.php/4473/block1/H800_Week2c_UsingInteractiveRadio_Potter_etal.pdf

What was the rationale for using audio in each of the case studies?
Reach large Numbers of learners and support teachers

What educational purpose(s) was audio intended to serve? Did these change over time?

initially basic skills,

What audiences were served by projects?
The South Africa radio learning programme focused on primary school learners

Was the experience for learners synchronous or asynchronous? And was it individual or group-based?
lessons were recorded so it was asynchronous

How would you characterise the roles of teachers and learners in the programmes described?
Teacher has the role of facilitating learning

What model(s) of learning was/were primarily involved?
Initailly behaviourist moving towards constructivist

How active or passive were learners expected to be?

Learners had to actively participate in activities

How was the use of audio ‘interactive’? Did this change over time?
The broadcasts were supplemented with classroom materials including activities, so it was interactive

What educational limitations of audio were identified?
Teachers lacked required expertise in second language teaching,

How did the projects described in the case studies relate to formal education provision within their respective countries?
Worked closely with and to support the department of education

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