vol. 7 no. 2 december, 2001 the commonwealth...

11/22/12 CEMCA : News Letter June - 2001

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Vol. 7 No. 2 December, 2001 The Newsletter of Commonwealth Educational Media Center for Asia

The Commonwealth of Learning

The Contents ....

From Director's Desk...

Guest Coloumn...Spotlight On...

Case Study....

Software Review....Technology Tracking....Worth While Web......

SMART Tips.....Regional Roudup....Book Review....

News in Brief.....CEMCA News...

From the Director's Desk......

In our last issue of EduComm Asia, we explored information and communicationtechnologies, mostly of the computer kind. We looked at access and equity, theimportance of investing in people and the fact that much learning, at least in the Asiancontext, is collaborative with the teacher playing a pivotal role.

To be effective, today’s teacher needs to be empowered and the learner must beinvolved in the interaction as an active participant. And almost all communicationtechnologies, paradoxically, can be accused of alienating the very communities theyseek to serve simply because of inadequacy of the content, and the lack of culturalsynergy between the provider and the user.

Lost in the din of the debate on the role of new information and communication technologies are the triedand tested radio and television. Up until the early 1990s, these media were the major disseminators ofeducational content to dispersed populations. Countries and companies vied with each other to set upeducational broadcasting services. That is, until all of us became fascinated by the awesome power of thecomputer and the Internet.

When one reads the policy and plan documents of major players in development, there is a sudden renewalof interest in educational broadcasting—not so much as one central unit broadcasting to a nationalaudience, but as small, local, and highly flexible systems providing timely and relevant content developedwith community participation. It is for this reason that this is a theme issue on educationalbroadcasting.Things have turned a full circle, and the “digital divide” has come to be recognized as ahurdle to the deployment of information and communication technologies for developmental purposes. Scenarios of liberalization, privatization, and globalization, are what Mr. Kiran Karnik, President ofNASSCOM discusses in the guest column of this issue. He looks at the challenges and the opportunities


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facing educational broadcasters today.

We profile a case study of community radio in Ugandawritten by our COL colleague, David Walker. Our bookreview this time is on community radio.

It has been very difficult to choose from many differentexperiences with open and distance learning and with theuse of information and communication technologies thatparticipants at the November events in New Delhi wereexposed to. From the International Colloquium on”Emerging Scenario in Open and Distance Learning” andthe exhibition showcasing India’s experience in distanceeducation to the International Roundtable on EducationalBroadcasting in the Commonwealth—all were a treat for themind. Once the reports of the conferences are ready, wehope to bring you vignettes and cameos in our future

issues.We shine our spotlight on Media Lab Asia, a unique partnership between three IT giants. And wemove to simple issues on our section on SMART Tips.

Our other usual features such as BiblioFile and Worth While Webs are also there in this issue. We hope youenjoy this issue as much as we have, putting it together.

Dr. Usha Vyasulu Reddi

To Contents....

Guest Column.....

Re-engineering Educational Broadcasting

Kiran Karnik



CEO and president of the National Association of Software Services Companies of India, Kiran Karnik

gave the keynote address at the first-ever International Roundatable on Educational Broadcasting

hosted by various Commonwealth organizations from Nov. 26-30, 2001 in New Delhi. This is an

edited version of his speech.

There was a time, in the not too- distant past, when broadcasting was a government monopoly in a

majority of the Commonwealth countries. In most countries, those with access to television only had a

choice between watching the only available channel or switching off the TV set. A captive audience wasguaranteed for any educational programme, requiring the producer to focus purely on the pedagogic

aspects of the programme. Those simpler, idyllic “good old times” have now forever gone.

Today, many countries have loosened the goverment’s hold on broadcasting. While privately-owned

terrestrial channels have been permitted in some countries, satellite and cable TV channels are

commonplace in almost all countries. At the same time, the political-economy of most countries has led

to a move away from State funding and subsidy in sectors such as broadcasting, requiring the publicbroadcaster to increasingly raise its own revenues. The effect of this has been very substantial.

Further, the Internet has added a new dimension and opened up new possibilities. Clearly, competition

and commercialisation - which characterise the broadcasting environment in almost all Commonwealth

countries today – will have a major impact on educational broadcasting. In what follows, we examine

this issue and look at strategies that may be appropriate in the prevailing context.

We noted earlier the new compulsions on the public broadcaster to raise at least a part of its financial

requirements. While some countries (most notably, UK) continue to have arrangements by which

funding flows to the public broadcaster through a license fee on receivers/sets, many countries have

moved towards a commercialisation model, where the public broadcaster meets some of its financial

needs through selling air time to advertisers. This inevitably requires the broadcaster to skew its

programme content towards “popular”, mass-appeal programmes, leading to the so-called “dumbing-

down” effect. Even in the UK, there is criticism of BBC for such dumbing-down and giving in topressures in terms of programme content and scheduling (e.g. changing the time of the prime news

bulletin), so as to retain its audience share in an increasingly competitive environment. In the less

prosperous, developing countries, there is the additional factor of a disproportionate premium (greater

gain in terms of advertising revenues) for reaching the high-income segments. Thus, there is more

revenue to be gained by attracting an audience of the economic elite, rather than reaching out to the far

larger numbers of disadvantaged and deprived. The elite, with comparatively far less dependence onbroadcasting as a delivery-mechanism for education, have little interest or need for educational

programmes. Moreover, even within the space of educational broadcasts, a programme that deals withthe latest business practices will attract far more advertising support/revenue than an adult literacyprogramme – even though the audience size for the latter may be ten times that of the former.

Thus, the compulsions of the new political-economic paradigm have a two-fold effect. First, the publicbroadcaster has to fend for itself, and the impact is inevitably a reduction in the time and/or priority for

educational (and other non-frivolous) programmes. Second, within the now-reduced space for education,the compulsions of advertising (revenue) push the broadcaster away from adult literacy, primary

education and other such programmes, and towards elite-interest professional and specialised ones.



Yet, the very technologies that pose a challenge to the dominance of the public broadcaster – especially

satellite television – are the ones that offer hope as well. Today, with extensive cable networks in manycountries (in India, for example, cable TV is estimated to reach into about 40 million homes), and digital

technologies that lower costs by enabling 6 or 8 TV channels to broadcast through a single satellitetransponder, it is easy and not too expensive for the public broadcaster to initiate new channels. Thisopens up the possibility of having specialised (or niche) channels for specific audiences or for particular

subjects.

In India, for example, the public broadcaster (Doordarshan for TV) has collaborated with the Indira

Gandhi National Open to create a new dedicated eucationl channel (Gyan Darshan). Similarly, usingnewly opened FM frequencies, IGNOU is setting up a chain of dedicated educational radio stationscalled Gyan Vani. These examples in India point to the opportunities offered by new technologies.

This includes using satellite technology and new digital compression technologies to create new TVchannels with small investments.

Opportunity has also arisen from the aforementioned privatisation of radio, with FMlicenses being sold to private parties.While this is a promising development, one needsto keep in mind the concern that a dedicated educational channel in a multi-channel

environment may end up being marginalised. For example, what if most cable systemschoose not to carry this channel?

Already, India’s educational TV channel Gyan Darshan is facing this problem andseeking to overcome it. The temptation is to follow the method used by some private and

commercial channels, which is to pay a “carriage fee” (directly or indirectly) to eachgatekeeper (the cable systems). While this may be one solution, it is difficult to monitor

(in India, there are thousands of cable systems) and is temporary. Also, while it mayensure carriage, it does not ensure viewership: the audience may yet prefer other

channels. Therefore, it may seem a better bet to place greater emphasis on a “demand-and-pull”solution rather than one that is solely “supply-and-push”. This would require extensive marketingaimed primarily at the potential audience. To many in education, “marketing” has too many commercial

connotations and they are loathe to link a social good like education with it; yet, it is a powerful tool andone that education cannot do without in these days of competition.

Technology, we noted earlier, has made it possible to create new TV channels withcomparatively small investments. Another key technological development, ofimmense importance to education, is the creation and rapid growth of Internet. Its

possibilities are, even now, unfolding and it seems that we have so far scratchedonly the surface of what is possibly a goldmine. With its wide reach, comparatively

low cost, immense versatility and - most importantly – two-way (or rather, multi-way) and interactive capabilities, the Internet has endless possibilities for education. Used by itself or

in conjunction with broadcasting, it can greatly enhance education. Potentially, it can make education an“anytime, anywhere, any subject” activity. The information and communication technology (ICT)revolution has opened up new avenues for a whole host of applications, and it is only appropriate that

education also make full use of this powerful new tool.



Admittedly, computers are still expensive, which certainly limits the spread and usage

of the Internet. However, costs are decreasing rapidly, even as uses and utilityincreases, while computers and the Internet are already as cost-effective a tool of

education as TV (just as TV is possibly as cost-beneficial as radio).

From a broader perspective, the relevance and importance of combining educational

broadcasting with ICT becomes even greater when we look at Commonwealth values and how best topropagate them. The core values of democracy, literacy, justice and equality require dissemination andaccess to information. They also require education to provide the means through which information can

be assimilated and used, and necessitate universal availability of high quality education to ensure equityand to facilitate active participation in the democratic process. Education, in the broadest sense of the

term, is therefore an essential foundation for fostering values recognised by the Commonwealth asvital. In light of this fundamental importance, education must be recognised as a key ingredient thatacts as the foundation for values now universally recognised as the basis of the emerging world order.

It is this importance of education that makes its universalisation so important and urgent, underliningthe crucial role of educational broadcasting as a means of widening reach and providing greater equity.

Despite competition and commercialisation of broadcasting, educational programmes must find a majorplace in broadcasting. As argued above, a multi-pronged strategy should be followed:

1. Despite financial constraints, governments must continue to support meaningful public

broadcasting, including especially educational programmes.

2. Educational programmes need to take account of the competitive environment and focus not

merely on content, but also on production values and “packaging”.

3. Educational broadcasting as a whole and specific programmes need to be marketed.

4. The Internet and ICT in general need to be fully exploited for educational purposes, and

educational broadcasters should use these technologies to complement and supplementbroadcasting, introducing an element of interaction into their one-way programmes.

In executing the detailed elements of this broad strategy, the experience of different countries in one ormore aspects will be invaluable to others. Therefore, one of the very useful approaches would be forCommonwealth countries to share experiences in this area and to map out means of moving ahead.

This experience-sharing will be particularly relevant because almost all the Commonwealth countriesbegan with (and often yet have) a public broadcaster modeled largely on the BBC structure. Given this

common genesis, even where subsequent evolution has diverged, there will be a lot to mutually learnand share.

Kiran Karnik was previously the director of Consortium for Educational Communication, as well as the CEO of Discovery India. The

conference organizers were the Commonwealth of Learning, the Commonwealth Broadcasters Association, and the CommonwealthEducational Media Centre for Asia.

THE GEORGE FOSTER PEABODY AWARDS 2001

The intent of the Peabody Awards is to recognize outstanding achievement in electronic media,including radio, television and cable. The competition is open to entries produced for alternative

11/22/12


means of electronic distribution, including corporate video, educational media, home-videorelease, World Wide Web and CD-ROM.

A station or organization may submit more than one programme or series in each category.However, a particular programme or series may be entered only in one category. The awardcategories are:

News

Entertainment

Programmes for children

Education

Documentary

Public service

Individuals, institutions or organizations

Entry deadline: 15 January 2002

For more information, contact: The George Foster Peabody AwardsGrady College of Journalism and Mass CommunicationSanford Drive at Baldwin StThe University of GeorgiaAthens, GA 30602 - 3018 USATel: 706-542-3787 Fax: 706-542-9273Email: [email protected] URL: www.peabody.uga.edu

Excellence in Distance Education Awards 2001-2002

DEADLINE: 31 JANUARY 2002

Call for nominations and submissions

Honorary Fellows of COL

The designation of Honorary Fellow of COL recognises individual, outstanding contributions to distanceeducation.

Award of Excellence for Distance Education Materials

In 2002, COL will present up to three awards for excellence in distance education materials, produced

by publicly funded or not-for-profit Commonwealth organisations or institutions.



Award Recognising Distance Learning Experience

This award category was developed to provide a forum for the expression of student experience in

learning through distance education.

To submit entries or to obtain further information, please contact:

Honorary fellows of COL : Mr. Brian Long, COL Vice President [email protected] PH.+1.604.775.8267

EDEA

recognising institutional achievement : Ms. Andrea Hope, Education Specialist (Higher Education)

[email protected]

PH.+1.604.775.8226

EDEA recognising distance education materials : Ms. Helen Lentell, Education Specialist (Trainingand Materials Development) | [email protected] PH.+1.604.775.8270

EDEA recognising distance learning experience : Mr. Vis Naidoo, Education Specialist (EducationTechnology) [email protected] PH.+1.604.775.8261

To Contents....

Spotlight On......

Media Lab Asia

Media Lab Asia is the world’s largest academic research program dedicated to

bringing the benefits of new technologies to everyone, with a special focus on meetingthe challenges in education, health, and economic development.

With core participation from Massachusetts Institute of Technology’s (MIT) renowned Media

Laboratory, seed-funding from the Government of India, and participation of more than one dozen

leading technical and business universities, Media Lab Asia focusses on technologies that respond to



leading technical and business universities, Media Lab Asia focusses on technologies that respond to

the needs of the vast number of individuals living in Asia, Africa, and Latin America.

The role of Media Lab Asia is to facilitate the invention, refinement, and dissemination of innovations

that benefit the greatest number possible of the world’s neediest people. Media Lab Asia works withindustry, NGOs, and governments, to bring these innovations to every village in Asia. The key to

success for the Lab combines the creativity of entrepreneurs with the technical know-how of

universities. As it works to cultivate sustainable and culturally appropriate solutions, particular

challenges will include the need to operate in many different languages, as well as the need to supportlocal culture and tradition.

Media Lab Asia consists of regional laboratories and participating grassroots communities, with

headquarters in Mumbai, India, and a research program office within the MIT Media Laboratory. Eachregional laboratory is formed around several core projects, each involving academic, industrial, and

village community partners. The first regional laboratories are in Mumbai, Pune, Tamil Nadu, Kanpur,

Lucknow, and New Delhi, each equipped with world-class research facilities and co-located at existinguniversities or corporate research centers. Regional laboratories are networked together by high-

bandwidth connections to facilitate easy collaboration.

Faculty and research staff from the associated academic institutions are core participants. In addition,

each regional laboratory has a small permanent senior research staff that is independent of theassociated academic institutions, and researchers who have short-term appointments of three to five

years; students and researchers from sponsoring organizations, including companies and NGOs.

Media Lab Asia Partnerships

Media Lab Asia’s initiatives revolve around partnerships with three core groups — research

institutions, industry and NGOs. The Media Lab at MIT has considerable experience in working with

all three groups and Media Lab Asia seeks substantial inputs and long-term collaboration within thesesectors.

Media Lab Asia and Industry:

The focus of Media Lab Asia is the development of new technologies for emerging economies, such as

India and Malaysia. These are huge markets that are now opening up to information andcommunication technologies (ICTs) and offer vast potential for industry growth. Advances in

microprocessors, embedded systems, wireless communications, and other new technologies offer

tremendous opportunities to develop new business models. By sponsoring Media Lab Asia’s research,companies get access to next-generation technologies that will shape our world, interaction with the

world’s foremost technology gurus, access to a large pool of intellectual property, and active support for

commercializing market opportunities.

Media Lab Asia and NGOs: Media Lab Asia seeks the active involvement of NGOs who have a trackrecord of development projects that have improved the lives of the poor. By partnering with the Lab,

NGOs get access to some of the finest thinkers in the area of technology and development. The Media

Lab at MIT has been involved in several award-winning projects in this area over the last severalyears.

Through close collaboration with industry and governments, Media Lab Asia scales up projects so that


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the benefits go to a larger section of society. Partner NGOs also have royalty-free rights to intellectualproperty generated through collaborative work.

Media Lab Asia and Academia: The Media Lab at MIT is one of the foremost research institutions in

the world. For the last 20 years it has been a pioneer in new technology areas, with over 180 companies

participating in its sponsored research program. Media Lab Asia brings this increasingly importantfunding to India for the first time. Media Lab Asia seeks to work with world-class research labs and

scientists in a joint effort to shape the next generation of information and communication technologies.

Collaborating researchers get an opportunity to work with leading MIT faculty. Researchers also get anopportunity to experience the hands-on, laboratory-centric research culture of the MIT Media Lab, a

research model that is becoming increasingly popular with researchers, universities, and students alike.

Media Lab Asia’s Research Goals

The Media Lab Asia’s research program is rooted in a handful of basic tenets.

These include:

· The young are a country’s most precious natural resource, and with the aid of new technologies

can serve as an army of teachers.

· Penetration of new technologies is best achieved through a viral and entrepreneurial approach.

· Technology-enabled innovations will only flourish if they are part of the daily lives of all people, at

all levels, including entertainment and leisure.

· Being rural can mean being rich; and inventive telecommunications can stem the tide of

urbanization and the growth of slums.

MLAsia Projects

Media Lab Asia applies a project-based, multi-stakeholder approach to research. In doing so, it draws

on the MIT Media Laboratory’s successful experiences in transmuting research into widely-distributed,on-the-ground projects with strong industry support.

Three recent examples include the Computer Clubhouses (winner of Drucker Award for best nonprofit

innovation in America); the LINCOS (Little Intelligent Communities) projects (winner of the Alcatel

Award for Science and Technology based development projects in Latin America); and the SARI(Sustainable Development in Rural India) project in Tamil Nadu, India.

While there are many places where technology innovation can potentially effect development, Media

Lab Asia’s research program places special emphasis on projects that touch all sections of society —from villages to cities, from government officials to local agriculturists, from kids to seniors, from

athletes to the disabled. Media Lab Asia’s research is organized around four broad themes:

Digital Village: Realizing Gandhi’s vision of a sustainable village through culturally appropriate use of

new technologies. Digital tech, biotech, and nanotech should not erase traditional culture but caninstead enhance it and make it sustainable. Our goal is to create a digital ecology that maintains

traditional values and community while opening economic and expressive opportunities.



Tomorrow’s Tools: Wealthy urban societies envision a world of pervasive digital intelligence. In rural

societies, these same small, intelligent, embedded systems can have even more impact by transformingtraditional handicrafts, agriculture, education, and healthcare.

Bits for All: How can we bring digitally enabled services to everyone on earth? From synthetic

aperture satellite links constructed from dozens of cell phones, to bicycle computers and wirelessnetworks, we are exploring new, cost-effective methods of connecting every person on earth.

World Computer: A computer for kids, for the illiterate, for communities, for everyone. Language,

electrical power, literacy, and personal wealth are some of the problems that prevent participation in thedigital revolution. We are creating computers and system software that transcend these barriers to

bring digital services to everyone.

When technology and its benefits are available to everyone, regardless of location, occupation,

language, or financial issues, all people will be enriched by the sharing of knowledge, culture, andinformation. Media Lab Asia works to bridge the gap between rich and poor, enfranchised and

disenfranchised, rural and urban, educated and uneducated, to help all people live healthier, happier,

safer, and better lives.

Media Lab Asia is currently looking for creative, socially conscious scientists who can invent the next

generation of computing and communications technologies. If you have a Ph.D., in electrical

engineering, computer science or related technical areas and have published papers in peer-reviewedinternational journals, write to [email protected].

Do you have questions about Media Lab Asia?

Media Lab Asia (India)

Samruddhi Venture ParkCentral MIDC Road

Andheri (East)

Mumbai 400093Fax 91 22 8379158

email: [email protected]

http://www.medialabasia.org/

To Contents....



Case Study.......

Portable FM Radio use in Uganda

Introduction

Radio can cut across geographic and cultural boundaries. Givenits availability, accessibility, cost-effectiveness and power, radiorepresents a practical and creative medium for facilitating masseducation in a rural setting. However, radio still continues tobe an underutilized technology in education. This is whereCOLME steps in. Among other goals, itaims to provide new skills in the use of technology for thedisadvantaged, and provide media models that will stress localparticipation and transfer of knowledge and skills.

The project works under the premise that from a learner’s pointof view, radio is user friendly, accessible and a well-establishedmedium. From an educational provider’s point of view it is easy toset up, produce and broadcast programmes.

Media projects in radio stations and projection, video and audioproduction, and computing solutions have all been part of the workof COLME in the past several years. The focus here is a portable

FM radio station that has been implemented as an element in media projects undertaken by COL in a number of countries in theCommonwealth such as Uganda, Namibia, Guyana, Belize, and South Africa.

In this issue of Educomm Asia, we focus on the Ugandan experience.

Keys Elements to Success

There are number technological factors that are important in the initial needs analysis before a stationcan be considered. First the physical landscape must be conducive to an FM signal to reach the

intended target audience especially if rebroadcast of the origin station signal is not possible due to cost

or licensing regulations.

If the landscape is mountainous then there will be difficulty in the signal reaching a large radius ofusers. Secondly, the station target audience must have radios or access to radios. Thirdly, there must a

situation where there is a steady flow of content and a regular broadcast schedule. Fourthly, the station

must be targeted to the local users so that they can directly relate to the content, language, andsituations discussed.

In the feasibility stage before station implementation, certain conditions must exist to improve the

element of sustainability. In-country stakeholders are identified for each of the stations. Their role isto ensure infrastructure is in place for FM radio and that all licensing and issues pertaining to

community broadcasting are dealt with.

Another important factor is that the broadcasts are in languages that are used daily in the local

community level. The national or regional stations do not have the capacity to aim linguistically or atthe level of information detail for rural community issues. Community-based stations can be effective if

well managed in providing information and training directly to the community.



In the case of the COLME installed community station in Uganda, it was imperative that the station be able, by law, to

rebroadcast Radio Uganda in the event of important political announcements. Therefore, among the technologicalupgrades in the design of the station, including the addition of an interface for telephone calls, we implemented extra

microphone inputs for group discussions, and a more powerful transmitter, a facility for radio rebroadcast of the national

government station and international broadcasters.

The overriding factor to the success of these stations has been the proper community access andownership, which was paramount in the initial project design. If the station is or becomes an integral

part of the voice of the community and local interest groups have an equal say in the information that is

disseminated via the station, then there is a lesser risk of failure in the long-term sustainability of the

station. This can be achieved with good station management that works with community leaders and

committees consisting of both political and community leaders. There is community participation andinformation input from local groups, NGO’s and community leaders.

The local stakeholders, with the aid of COLME, will provide on going evaluation of the stations via

listener surveys and media expert evaluation. Workshops will be given in production and surveytechniques that will aid broadcasters with improving programming to suit the needs of the community.

Local broadcasters will be tapped to train in advanced broadcasting techniques and programme

development that will improve community radio personnel. Portable tape recorders are used extensively

in the field for information gathering.

A Solar Station on the Move

Apac (pronounced ‘apatch’), Uganda is located in the northern region of Uganda. This COLME project was a cooperative effortwith the Minister of State and Tourism, The Right Hon. Akaki, to work with community leaders to implement an FM radiostation in the Apac region.

CEMCA : News Letter June - 2001


The COLME feasibility study revealed several limitations with theelectrical infrastructure, which was not reliable. This was a result ofload sharing throughout the country (Apac would not receive power forseveral days). The power was also not usable for electronic equipmentdue to the dramatic power fluctuations. Therefore, it was decided thatin order to maintain a reliable broadcasting schedule and develop thestation as a center point to community activities by different groups,Radio Apac would be operated entirely by solar power. This would freethe project from the constraints of electrical situation and the tariffsassociated with it. A configuration was determined, in consultationwith a solar distributor in Kampala, to allow the station to stayoperational during the eighteen-hour broadcast day.

Eleven solar panels and ten deep cycle batteries were installed at thestation, which now provides lighting and all the station powerrequirements for daily broadcasting. A solar system also drives a VHFradio system, and a computer network (see Figures 2 to 4). The VHFradio system provides a direct live to air device that can be used forinterviews and events in the local community. A second small solarsystem, which powers the retransmission, is installed 45 kms awayfrom Apac at a high elevation, , picking up the main station’s signal on92.2 FM and retransmitting it on 106.5 FM. Therefore the stationsignal now covers a radius of over 100 kms. Planning is underway toextend the station capability to include audio and video productionfacilities also to be driven by solar. The total potential listeningaudience is over one million persons. A 64 Kbps data downlink viaWorldSpace onto the station’s computer provides health andeducational information. Also the service provides meteorologicalinformation for farmers in the local community that can be read on the

radio after be received via the data downlink. This system is also being used in several development projects throughoutAfrica.

A committee was organized and a station manager appointed. This person works directly with thecommunity to create programming and allow the development of community involvement. The station

has a rebroadcast facility incorporated for programmes from the national broadcaster as well as the

BBC and WorldSpace.

Conclusion

As seen by the Apac model, radio is an effective system for delivery of education to large numbers of

people. It facilitates information exchange at the community level, acting as a “community telephone”

and can be effective in literacy and formal or non-formal education.

Analogue systems for radio will be supplanted by digital broadcasting in the coming decade, however

digital radio will pose issues including cost of radio receivers and renewal of broadcasting

infrastructure. Analogue radio systems, such as the portable solution that COL and others have utilisedin community FM radio initiatives, can be effective in delivering education to the masses without the

high infrastructure costs associated with radio broadcasting.

With community broadcasting not only can broadcasters focus on addressing local needs through theirown produced programming, but also have the choice among a tremendous variety of quality educational

content that is available via rebroadcast from national and international sources whether it is delivered

via satellite or via the Internet. Rebroadcasting also should be balanced with the needs of the local

community and the provision of appropriate and relevant programming content.

There is a marriage between the digital and the FM analogue systems that is taking place. The

convergence also includes Internet streamed audio-based broadcast that can effectively be employed by

the community FM station in a rebroadcast mode.

Will we be able to say in ten years that radio’s potential for educational delivery to millions of

disadvantaged groups has finally been realised? With the many

varied formulas for convergence of digital and analogue technology and the vast selection of content

andtools to create original culturally sensitive material for education at the community level, we state

clearly — yes.

But will the bodies that regulate frequencies for community radio initiatives reform regulations to reflect

the current technological developments and pressing need for mass media to meet the goal foreducation for all in the next ten years? We can only hope.

The next ten years should see the harnessing of radio, analogue, and more so digital, as the powerhouse

for delivery of education. Governments should be prepared to adjust broadcasting regulations toadhere to technological developments and realities, and also consider community based mass media

delivery as an effective solution for improving a nation’s human resource development towards the goal

of education for all.

Biblio File.....

Watkinson, John (2001) Convergence in Broadcast and Communications Media, Butterworth-Heinemann: Oxford ISBN: 0240515099

This book offers concise and accurate information for engineers and technicians tackling products and

systems combining audio, video, data processing and communications. Without adequate fundamental

knowledge of the core technologies, products could be flawed or even fail. The author has provided a

definitive professional guide, designed as a standard point of reference for engineers, whether you arefrom an audio, video, computer or communications background.

Kanwar, Asha S. and Taplin, Margaret (Eds) (2001) Brave New Women of Asia: Howdistance education changed their lives, The Commonwealth of Learning: Vancouver.

This book of case studies aims to inspire and encourage women to participate in open and distance

learning. Going through the case studies, potential women learners will find most of their fears are

unfounded. Other questions in their minds about how to cope with studies after a long delay, at a

mature age or without regular tutorials will be answered as they read about other women like

themselves.

Ramanathan, Sankaran and Becker, Jorg (Eds) (2001) Internet in Asia, AMIC:



Singapore ISBN: 9971-905-87-6

The Internet is the fastest-growing medium of communication and has evoked various responsesranging from optimistic predictions to pessimistic views. As it is new, its impact cannot be fully

ascertained or adequately quantified. However, as the contributions in this book emphasize, its impact

and presence in the Asian region cannot be ignored. The fifteen contributions in this book by European

and Asian scholars are aimed at filling immense gaps in this area. Starting with an overview of the

situation in Asia, the book reports the growth and development of the Internet in some 13 countries.

Collis, Betty and Moonen, Jeff (2001) Flexible learning in a digital world: Experiencesand expectations, Kogan Page: London ISBN: 07943371X

This book is about leaning, teaching and education, and the role that technology plays in bringing about

improvements for students, educators and institutions alike. It provides much more than an expert

assessment of learning and teaching technology. With a strong central vision and a coherent,progressive structure, this will be essential reading for teachers, educators and developers, as well as

for those dealing with flexible learning technology in practice.

To Contents....

Software Review......

BTEC Professional Diploma in Principles of Teaching, Learning and Testing

Teaching, the mother of all professions, has become complex as society advances in the age of

information technology. The role of teacher continues also to become increasingly important in the life

of every individual. However, it is not easy to find successful and effective teachers. A good teacher,who is more than just a subject expert, always leaves behind an indelible impression on us. To be a

good teacher, it requires professional training of high standard. e-Gurucool.com, one of the leading

education companies in India is now offering an on-line professional diploma in Principles of Teaching,

Learning and Testing in association with Edexcel International, United Kingdom.

Objectives

The objectives of this course are as follows:

- To help teachers better and make the delivery of subjects more effective.

- To develop each teacher taking this course as an efficient and effective teacher, evaluator and paper-

setter.

- To impart professional inputs from experts in the field of higher education.


16/41

- To expose teachers to new methodologies and research studies in teaching and learning.

- To prepare teachers in scientific analysis and evaluation of their students’ progress.

The Programme

Overall, the course aims to develop every teacher taking this course as an efficient and effective

teacher, evaluator and exam author. Consequently, the course carries a mandate to expose teachers to

new methodologies and research studies in teaching and learning. The course is divided into 12 units of30 hours duration each, including 12 hours of online study, two hours of recap, two hours of testing, eight

hours of assignment/practice and six hours of additional reading. The units are as follows:

1. Systems Approach to Problem Solving

2. Syllabus Analysis

3. Educational & Instructional Objectives

4. Teaching and Learning

5. Testing and Evaluation

6. Design of Selection Type Items

7. Design of Supply Type Questions

8. Design of Internal Assessment

9. Design of Practical/Laboratory/Field work

10. Design of Grading System

11. Test and Item Analysis

12. Question Banking

Features

Each unit consists of the following features:

Description of the unit: Brief outline and practical explanation of the concepts discussed in the chapter.



Pre-requisites: Specific guidelines and explanations of what you should be familiar with before you

study the chapter.

Summary of outcomes: A list of outcomes of learning in observable terms and evidences for learning

becomes very easy to check.

Content: Explanation and concept building. Plus, reinforcement of your understanding through relevant

examples that illustrate the concept.

Subject specific examples: Learners can choose examples of applications of concepts learned in every

unit in a subject of their choice.

Assessment requirements: Lists evidence to be produced for having achieved the objectives.

Objective type self-evaluation tests: Exhaustive practice on subjective questions that closely simulatethe actual examination pattern.

Assignment / Practice: A set of simple assignments and practice experiments that illustrate the concept

and reinforce understanding through doing.

Every unit is followed by test. Without completing the test, the learner is not allowed to move to the

next course. This is done in order to promote serious learning form the units, which are interactive.

There is also a feature to download the whole unit at one go so that you can save valuable Internet time.

Interactivity

The course site contains a variety of interactive features to allow interaction and dialogue. Some of the

interactive facilities are:

eValuate

This is a personal performance tracking module that helps you monitor your progress after every test.

It tells you where you stand among all students who’ve taken the same test and gives you personalised

feedback about actions you should take.

eDialogue

CEMCA : News Letter June - 2001


Chat — You can chat with subject experts in India at specific times. This will help you clarify doubts and

open your mind when your course mates ask questions which you still haven’t thought of.

Discussion Forum — You can post a query for other members enrolled in the course and participate in

discussions on subjects or issues relevant to your exam.

eSolutions

E-mail queries — Allows you to email your questions to subject experts, round-the-clock. Repliesshould arrive within 72 hours.

eTools

Bookmarks — Helps earmark a test / Web page / unit which you can look up

quickly and easily at a later date.

Notes — Enables you to make your own notes online in a text-pad format. You’lleven be able to share these notes with other teacher friends!

All these come to you for a nominal price. This course should go a long way in

developing the expertise of teachers not only in school education but also in

institutions of higher learning.

www.egurucool.com

Boost for Remote Learning

Mobetrain, a mobile computerized education and communication unit, mounted on customised containertrucks was recently launched in Accra, Ghana. The unit, launched by the Deputy Minister of

Communication and Technology, Mr. John

Achuliwor, is designed to provide a versatile multipurpose electronic learning (e-learning) opportunityand environment without terminal or network constraints. The Mobetrain built by 2a Communication, an

Information Technology (IT) company, will help students and communities to receive tele-education and

remote learning. The van can take about twenty people at a time. Mr. Achuliwor said his Ministry would

pursue the necessary policies and programmes that would enable ICT to be taught in every corner of

the country.

He however said, “while the Ministry is taking account of the advantages of the use of

Information and Communication Technology (ICT) in education it is also seeking to minimize the life ofbecoming overly dependent on imported training materials that cannot be customized to better

condition.” He said the prospects for a rapid transformation of the nation’s fortune would be greater if

we can introduce our schools to the use of ICT and also emphasise the training in the curriculum of the

schools.

The Chief Executive Officer (CEO) of 2a Communications, Mr. William Asante described the project as

a unique and innovative example of an electronic resource centre that addresses technology issues.



http://www.allafrica.com

To Contents....

Technology Tracking......

e-Books Technology Tracking in this is sue focuses on rapidly changing e -Book technology.

Picture this – carrying a virtual library of books in your palm while on a long and boring

train journey, and be ing able to increase the s ize of the text, change the font,e lectronically bookmark pages , annotate pages for future re ference , write the reviews

from anywhere and send it to a webs ite or to a friend via e -mail! Sounds like science

fiction? No, this is poss ible with the today’s e -Book technology.

e -Books are not just about having content in digital format to be read in a computer

screen over a ne twork or a personal computer or a handhe ld device . The term e -Book

involves much more , including a host of hardware and software issues .

A number of portable e -Book devices are available in the market in different shapes , s izesand prices . They are bas ically of two types: dedicated readers with proprie tary software ,

and Portable Digital Ass is tants (PDAs) for more general use . The latter can be an e -Book

reader with functions of an organizer or a mobile laptop.

PDAs offer s imple , quick, fun and smart ways to communicate , teach

and learn wherever you go. With a PDA, a teacher, s tudent or

adminis trator can do amazing things: access the Internet wire le ss ly,

take notes , calculate , ske tch ideas , collect data, access resources ,

manage activitie s and courses and instantly beam information to others .

In September 2001, the Univers ity of South Dakota dis tributed Palm

handhe ld devices to all of its firs t year undergraduate s tudents andplans to make active use of it in teaching learning s ituation. The PDAs

normally run on a window-based Operating System (OS) or Palm OS.

Microsoft launched its lates t OS for PDAs as Pocket PC 2002 in October, 2001.

Gemstar eBook T M 1100 is one of the dedicated e -Book reader available in the market.

About the s ize and we ight of a paperback book, the REB 1100 provides a reading

experience just as good as a traditional book, but with powerful e lectronic features such

as a built-in dictionary, word search, and touch screen for notes , highlighting and

bookmarks . You can turn pages , change the text orientation, enlarge the font s ize and turn

on a back light for the screen just by pushing a button. The battery las ts about 20-40

hours without re -charging. The modem is built-in to access the Internet and download e -Books .



Adobe Acrobat is the most popular program for creating e -Books . The Acrobat reader is afree product to read e -Books and is available for desktops and

laptops . The file s are called Portable Document Format or

PDF. With the acquis ition of Glassbook Reader by Adobe , it

has deve loped special e -Book reader for PDAs. The Pocket

PC 2002 includes Microsoft Reader for reading e -Books . There

are few other software programs for reading e -Books .

While the e -Book has emerged as a new way of information

dissemination with its potential for use in dis tance education

for highly mobile people , it has not ye t become popular for a

varie ty of reasons including high cost of the hardware ,incompatibility of e -Books from one brand to other, limited

availability of e -Book literature and general lack of

awareness . Open e -Book Forum, the international trade and

standard organization for the e -Book industry is working

towards deve lopment of s tandards and specifications for e -

Book deve lopers . Open and Dis tance Learning institutions can take advantage of this

new technology to provide easy and wide access to learning resources by transformingand/or deve loping le ssons suitble for use in PDAs. E-book technology has the potential to

transform e-learning to mobile-learning!

Websites :

http://www.ebook-gemstar.com

http://e -books .org/

http://www.pdabuyersguide .com/

http://www.palm.comhttp://www.pdamart.com/

http://www.microsoft.com/mobile /pocketpc/de fault.asp

http://www.webopedia.com/TERM/P/PDA.html

Written b y Sa nja ya Mishra , PhD

To Contents....

Worth While Web.....

The Internet and its World Wide Web has become a great source of information. However, finding

quality and reliable information is still a problem. Below is a select list of peer-reviewed e-journals inthe field of distance education and educational technology.

Australian Journal of Educational Technology is a collection of research and review articles in

educational technology, instructional design, educational applications of computer technologies, and

educational telecommunications.http://cleo.murdoch.edu.au/ajet/ajet.html

11/22/12


Educational Technology & Society is a quarterly e-journal published by the International Forum forEducational Technology and Society.

http://ifets.ieee.org/periodical/

Educational Technology Review (ETR), originally a print journal, has been transformed into an on-line

publication to not only increase timeliness of content but also to enhance every issue with the currentand future electronic resources and tools available on the AACE website.http://www.aace.org/pubs/etr/index.cfm

Global E-Journal of Open and Flexible Learning is a forum for exchange between the developed and

developing worlds. The focus is on planning and management, innovations and change, and research

and development in these fields.http://www.ignou.edu/globalejournal%5Cindex.htm

Interactive Educational Multimedia is a space for dialogue and reflection about the application of themultimedia technologies in education. The publication is open to all those who wish to propose articles

on this subject. http://www.ub.es/multimedia/iem/

Interactive Multimedia Electronic Journal of Compute-Enhanced Learning (IMEJ) looks to provide a

forum for innovations in computer-enhanced learning, and to advance the acceptance of electronic

publication as a legitimate and valuable form of academic discourse.

http://imej.wfu.edu/

International Journal of Educational Technology (IJET)

is a new journal in the field of educational technology, sponsored by affiliates of The Graduate School of

Education at the Universityof Western Australia and the College of Education at the University of Illinois at Urbana-Champaign.http://www.outreach.uiuc.edu/ijet/

International Review of Research in Open and Distance Learning explores advance theory, research

and practice in open and distance learning worldwide, published by Athabasca University, Canada.http://www.irrodl.org/

Journal of Asynchronous Learning Networks looks at original work in asynchronous learning networks

(ALN), including experimental results. The journal adheres to traditional standards of review and

authors are encouraged to provide quantitative data.http://www.aln.org/alnweb/journal/jaln.htm

Journal of Interactive Media in Education is published by the Knowledge Media Institute of the Open

University United Kingdom. http://www-jime.open.ac.uk/

Journal of Library Services for Distance Education reviews the issues and challenges of providing

research/information services to students in formal post-secondary distance education. http://www.westga.edu/~library/jlsde/

TechKnowLogia is a forum to explore the role of information technologies in the development of human

and knowledge capital; to share policies, strategies, and experiences in harnessing technologies for



knowledge dissemination; and review the latest systems and products of technologies of today.

http://www.techknowlogia.org/

Technology Source, a peer-reviewed bimonthly periodical published by the Michigan Virtual University,

provides thoughtful, illuminating articles that will assist educators as they face the challenge of

integrating information technology tools into teaching and into managing educational organizations.http://ts.mivu.org/default.asp

The Journal of Distance Learning Administration welcomes manuscripts based on original work of

practitioners and researchers with specific focus or implications for the management of distance

education programs.http://www.westga.edu/~distance/jmain11.html

The Online Chronicle of Distance Education and Communication provides information about distance

education produced by Nova Southeastern University. http://www.fcae.nova.edu/disted/index.html

To Contents....

Smart Tips.....

Introduction

There are several purposes of research, including problem solving and knowledge generation.

Whatever its purpose, it requires knowledge of scientific methods of research. There are several inter-

related aspects in research methods. While planning a research project, it is necessary to carefully

choose from several alternatives keeping in mind their interrelatedness and even interdependence. A

research proposal is a plan-document and serves as a road map for a study. The quality of a research

proposal is directly dependent upon the knowledge and expertise in research methods.

Depending upon the purpose, research proposals can differ in their content and structure. When

students propose research, they are largely interested in creating new knowledge and/or revalidating

knowledge in different context. Institutionally funded research projects have different agenda; usually

they sponsor research in their respective domains of concern. For example, CEMCA prefers research

studies in the field of media and distance education (See information box). The research proposals

submitted to any funding agency must fall under its areas of concern. This is the first criterion.

The funding agencies normally get the research proposals reviewed by external experts. The experts

review the proposals from the following standpoints:

- Correspondence between the rationale and the objectives

- Relevance of the chosen methodology to achieve the research objectives, and

- Project management, namely, costing, time, research capability of the investigator and the project

organization.



It is advisable that someone writing a research proposal for funding keeps these management issues in

mind and develops research proposals on the basis of the following steps.

Steps in the Research Proposal

A proposal provides an insight into the step-by-step plans of the would be researcher. It works as a

guideline for this person as well as the funding agencies. The most common and accepted pattern of a

research proposal can be developed under the following subjects:

§ Rationale of the study

§ Review of the previous research

§ Objectives of the study

§ Methodology of the study

§ Expected Outcome of the research

§ Time Frame of the study

§ Cost Estimates involved in the research

§ Appendices

Rationale of the Study

Rationale of the study deals primarily with justifications — why should the study be taken up; what is its

relevance; and how important it is. It provides a broad overview of what the writer knows about the

broad framework of the study. From this broad framework, the researcher narrows down to the problem

under study. This section should be able to convince the funding agency of the relevance and

importance of the problem.

Review of the Previous Research

Review of previous research helps the proposer understand the existing knowledge in the

problem under consideration. It demonstrates the proposer’s grasp on the research in

the related field(s). By this the researchers satisfy the funding agencies as well as

themselves that they are familiar with the research work.

The review of the literature should be done keeping the objectives of the study in mind.

It is also done to derive guidelines for the methodology of research. The researcher

derives implications for sample, research design, variables, research instruments, data collection and

statistical techniques for data analysis.

There are four main basic patterns of reviewing literature. These are:

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file:///S:/CEMCA/codebackup3-11-2012/cemca3-11-2012/newsletter/dec2001/dec2001.htm

§ Researcher presents the findings of the studies against the names of the author in a linear

sequence without linking one study with the other.

§ Researcher clusters studies around a finding.

§ Researcher describes a phenomenon or proposes a new hypothesis based on analysis of

researches; meta-analysis often does this.

§ Researcher develops a conceptual framework and tests it through review of previous

research.

Out of these four patterns, the last pattern of developing a conceptual framework helps the researchers

to compare and contrast issues and findings, identify the gaps, overlaps and contradictions and also

derive methodological implications.

Objectives of the Study

Objectives are the foundations of any research project and they guide the entire process of research.There are four main attributes of a well-written objective:

o Clarity: The objectives should be clearly stated by the researcher so that it indicates what the

researcher wants to investigate.

o Measurahility: Objectives should be stated in such a manner that they are measurable.

o Comprehensiveness: The statement of the objectives should be comprehensive to cover each and

every aspect of research

o Judiciousness: Objectives should be stated in such a way that they are justifiable.

Objectives ask research questions to which answers are sought through a particular

research. The research questions offer a good support for stating research objectives.

Methodology of the Study

Methodology is probably the most important part of any research proposal. This indicates the plan of

action of a research project. Reviewers use this section to assess feasibility of a project and its likelyoutcome. Hence, this section should be carefully drafted,preferably under a few components like

research design, research instruments, data collection and data analysis.

Research Design: These include descriptive and normative surveys, historical research, case studies,

and experimental studies. There are further divisions in most of these broad categories. It is the set of



research objectives that dictate and inform the choice of research design. For example, if the researchgoals are to determine status of a phenomenon, a researcher is likely to choose survey; whereas if the

research goals are to ascertain the impact of an innovative teaching strategy on student learning,researcher ought to adopt one or other form of experimental design. It is essential to carefully choose

the appropriate research design so that stated objectives of research may be achieved.

Sample: A researcher cannot collect data from the entire universe, and instead must choose a smaller

number of people or objects to represent the relevant universe of the project. The proposer should

clearly define the sample size, type of sample and sampling technique. Sample size depends upon the

nature of objectives of the research project, e.g. for surveys, samples are usually large. More important

is the sampling technique; for that determines the quality of response and relevance to the research

goals.

Research Instruments: There are various types of research instruments like tests, questionnaire,

interview schedules, and observation. The researcher should carefully choose or develop a research

instrument depending upon variables being measured. The reason for choosing a particular research

instrument should be obvious. The validity and reliability of the instrument should also be given. The

proposal must indicate whether the researcher plans to choose one of the existing instruments. If the

researcher opts to develop a new instrument, the proposal should outline how it is developed.

Data Collection: This section should indicate the procedure of data collection and

importance is attached to the management of quality of data. The proposal should

preferably indicate whether the data will be collected from primary or secondary sources,

and whether through personally administering the tests and/or by mail. The proposal may

als^have to mention the methods of ensuring authenticity of the data, and anticipated

problems of quality of data, if any.

Data Analysis: Data analysis can be either qualitative or quantitative, depending upon the nature of

data and the research objectives. The researcher has to carefully choose between qualitative and

quantitative options, and justify the choice. In quantitative research, data can be analyzed using

parametric or non-parametric statistics. Again, the researcher must justify the choice of parametric and

non-parametric tests. This section can also describe how the data will be organized (eg. tables and/or

graphs). Similar arguments will also be necessary in case of choice of qualitative methods.

Expected Outcome

It is recommended to document the expected outcome of a research project. The outcomes can be

tangible and intangible. For example, besides the understanding of a new relationship between two

variables in a research project, a newly designed research instrument and a new methodology (adopted

and tested in the research projects) are also outcomes of the project, though not explicitly stated as

research goals. This is useful since it offers grounds to assess cost-effectiveness of a research.

Time Frame

A estimated time frame is necessary for ascertaining both feasibility and optimality, including cost-



benefit analysis for funded projects. This section should indicate time for various activities like reviewof literature, designing research instruments, data collection, data analysis and writing the report.

Graphical presentation often helps in locating sequential and parallel operations. The time schedule

must be realistic, yet outline the shortest time possible. This helps both the researcher and the funding

agency to commit and monitor a time frame.

Cost Estimates of the Study

This section should include the estimates of all the costs involved in the research project. The budget

should be presented under certain major heads, like staff along with rate of compensation, equipment,

travel, stationery, contingency, institutional overhead, and miscellaneous. The cost estimate should

also indicate direct/indirect contribution of the proposing institution. These can be presented in a

tabular form.

The funding agencies usually specify the norms and also as how the budget should be presented. It is

useful to be familiar with funding agencies funding policies and norms. Costing of the project plays a

crucial role on the funding agencies’ decision to provide the financial assistance to the researcher.

Appendices

This section contains any supporting detail that the proposer wants the reviewers toexamine. This includes the resumes of the proposers, list of key personnel and advisers

to the project, etc. If there are two or more appendices, they should be labeled as

Appendix A, Appendix, B etc. A list of books and articles on the topic should also be

included as bibliography among the appendices.

Conclusion

Research is a serious business. Executing good research projects require understanding of research

methods and managerial skills. A good research proposal is one that simultaneously indicates thecompetence or mastery on research methods and the skills of project management. It is a road map

that offers not only the funding agencies basis for funding decisions, but also gives the researcher a

charter. It is worth investing time in carefully planning a research proposal and carefully drafting it.

Time invested at this stage pays rich dividends in saving time at the execution stage.

It is important to reemphasize the need to understand and appreciate the concerns and policies of the

funding organization before proposing a project. A proposal, even if of high quality, can get rejected just

because it falls outside the purview of the funding institution. To save a proposal from the possible

rejection at the hands of experts due to technical grounds, it is advisable to consult experts at the design

stage of a proposal.

Finally, there is no shortcut to good research or even writing good research proposal. This article is no

exception. It offers a panoramic view. For the depth and ‘brick and mortars’ of research, a

conscientious proposer must consult standard books on research methods.

Dr. Madhu Parhar is Reader in Distance Education, STRIDE, Indira Gandhi National Open University,

New Delhi. A Specialist in Educational Technology and Distance Education, she is coordinator of the

Course on Research Methodology for Distance Education at IGNOU. E-mail:

[email protected]

Criteria for Evaluation of Research Proposals at CEMCA

A. Investigator(s) and Institutional Affiliation

1. The researcher’s professional/academic training, past performance as revealed in the CV.

2. The researcher’s demonstrated awareness of previous alternative approaches to the proposed problem/research asdemonstrated through publications.

3. Probable adequacy of available or obtainable infrastructural and /or technical support by the parent institutionindicated/committed through official endorsement of the proposal.

B. Internal Structure of the Topic and Design

1. Possibility of the research leading to significant, valid and conceptual generalizations.

2. Possibility of the research leading to significant improvement in present practice and/or innovative approach tosolve a present problem.

C. Relevance

1. Possibility that the research can serve as the basis for innovation and/or improved technology application ineducation.

2. Expected contribution of the research to technology assessment in education — showing effects of existing and/orproposed technolgies. Identification of possible immediate end users (beneficiaries) of the results.

To Contents....

Regional Roundup....

New VC of Dr.BRAOU

The Dr. B.R. Ambedkar Open University has a new vice-chancellor. Prof. V.S. Prasad, a veteran of open learning in India, joinedDr. BRAOU as its Vice Chancellor on 26th October 2001.

Prof. Prasad brings decades of experience to the position, including more than 30 years as a teacher in formal and distanceeducation insitutions across India. He was previously acting vice-chancellor of the Indira Gandhi National Open University, anddirector of IGNOU’s distance education council.

“I look forward to working together with you all to further the cause of distance education,” he wrote recently in an open letter touniversity staff and students.


We congratulate Prof. Prasad and wish him all the best in his new assignment.

Education made a basic right

The Lower House of the Indian Parliament unanimously passed a Constitution

amendment Bill (93) making education for children in the age group of 6-14 years a

fundamental right. The amendment was passed by 346 for and none against after a

debate lasting almost four hours. The Bill was based entirely on the new education policy

formulated in the mid-90s and on the recommendations of a Parliamentary committee.

The funds for such a gigantic task would be channeled through committees approved by the state governments and

local government bodies.

Source: timesofindia.com

Net hits the Malaysian highway

If rural children

can’t get to the Internet, then bring the Net to them.

That’s the working principle of the Mobile Internet Unit, a United Nations Development Program (UNDP) initiative, that has putthe Internet and its World Wide Web on wheels. A specialized 40-foot bus, equipped with computers and a modem, is roamingthe Malaysian countryside, ready to train up to 20 children at a time in the ways of information technology.

Before the specialized bus rolled into Tunjang, a small town deep in the country’s norther rice bowl, 12-year-old

Nafizah Ismail had never used the Net.

“We realized that the Internet can connect us to the outside world,” said the 12-year-old, who has been able to prepare herhomework on the computer, surf the Internet, send e-mail and even design Web pages since the bus arrived one day in April.

Thanks to the UNDP’s two-year experiment, Nafizah is one of more than 2,800 rural children whose education now includesinformation and communication technology. In continued efforts to bridge the digital divide between developed and developingcountries, the project has been expanded, supplementing the original bus with seven scaled-down versions.

The Malaysian government has plans to further boost the successful project by financing two buses in each of its14 states by 2005. The United Nations agency has launched similar projects in Ghana, while other countries likeLebanon and Iran are considering their options in adopting this mobile approach to putting their poorest schoolson-line.

The Malaysian leg of what some are calling “a bookmobile for the Internet age” has not been a seamless venture. Besides the technical obstacle of not having phone lines in every village for the Internet connection, organizers

also face resistance from the country’s social conservatives, ranging from Muslim clerics to village politicians, and even theparents themselves.

Kang Wai Chin, the Mobile Internet Unit’s project manager, said she hoped to show critics that the Internet is valuable to theirchildren’s education.

The bus program consists of an eight-hour course delivered in one-hour installments. It covers basic computer training, such as



how to use a mouse, and moves towards more complex activities like sending an e-mail or using word processing programs.

After staying up to two weeks in one area, the bus rolls on to the next stop, but not without leaving behind a PC for students topractise what they’ve learned, and for instructors to integrate into the curriculum.

-- edited from the New York Times

Multimedia workshop in OUSL

The Open University of Sri Lanka (OUSL) conducted their second Multimedia Courseware DevelopmentWorkshop in October 2001. The first workshop organized by CEMCA in August aimed at developing multimediafor Distance Education.

The workshop aimed at training staff in the preparation of multimedia courseware in keeping with the OUSLdecision to introduce new and appropriate technology in production and delivery of the material.

The first two days of the workshop were spent on Instructional Design, Content preparation and the developmentof flow chart and story board. The various feature of the software Director 8, i.e., still graphics, animation, audio,video, navigation and publishing were introduced during the next 5 days. Presentations by the resource personswere done in the morning sessions and participants were given the opportunity to

practice what they have learned during the afternoon sessions. The last 5 days were completely spent on projectwork. Four groups were formed and each group worked on a separate project.

The Vice Chancellor Prof. Uma Coomaraswamy was present as the chief guest on the final day. The projects were

presented at this session and certificates of participation were distributed by the Vice Chancellor. Resource

persons for the workshop were drawn from the internal faculty of OUSL, who were trained in the first multimedia

workshop. Dr. Rupa Wijeratne, Dr. L Liyanage, Dr. Gaya Ranawake, Dr. Bundunee Liyanage, Dr. Shironica

Karunanayake and Dr. R M J George acted as resource persons. In all 12 faculty members were trained in the

workshop.

To Contents....

Book Review.....

Fraser, Colin and Estrada, Restrepo Sonia (2001), Community Radio


31/41

Handbook, UNESCO: Paris, pp. 96

Kiron Bansal

Community radio reflects the community’s hopes and concerns generally ignored by the mainstream media.

People decide and articulate their communication needs and priorities themselves. This participatory approach

creates a spirit of experimentation in which the interest of the community reigns supreme. It empowers the rural

people, who develop a sense of ownership and self-confidence. Since community radio is a people’s venture and

does not take directives from authorities, it is truly a democratic mode of communication. The preface of this

handbook defines community radio “as a medium that gives voice to voiceless that serves as the mouthpiece of the

marginalized and is at the heart of communication and democratic processes within societies.”

The handbook under review is based on the experience and innovative thinking of communication experts and

practitioners in community radio. Spread over eight chapters, it takes an all-encompassing look at the various

dimensions related to the essential features, legal aspects, technical aspects, programme policies, and code of

conduct for community radio professionals.

The introduction sets the pace of the handbook and postulates that any community can start its own radio station

provided it has the will in terms of internal cohesion and community consciousness. It also stresses that producing

programmes does not require magical skills and that the cost and technology are not prohibitive. This premise

flows through the entire handbook.

Chapter 1 places community radio in the broadcasting scene and explains the essential difference in its approach

as compared to the conventional public service or commercial broadcasting. It also traces the evolution of

community radio since its inception some 50 years ago and covers broadcast media ownership patterns, technical

developments, and the recent trends towards democratization and decentralization.

Chapter 2 describes the features and functions of community radio. The special features and programming

approach are discussed in terms of public access and participation, ownership, management, funding, editorial

independence, credibility and representation and inclusion of the marginalized and minority groups. The functionscover the reflection of local identity and culture, providing a diversity of voices, opinions, promoting democratic

process, social change, development and good governance among others.

Chapter 3 provides an overview of the uneven and haphazard legislation governing community radio in different

countries. Special focus has been given to South Africa where broadcasting legislation is in many ways exemplary

and could be used as a model by other countries. The complex issues of convergence and divergence in legislation

of different countries and the typical requirements for obtaining a license have been presented in a simple and lucid

manner.A brief description of the scientific principles underlying radio broadcasting has been given in Chapter 4.

After making a distinction between AM and FM propagation, it describes the range of equipment required for FM

broadcasting under four categories. These are: transmitters, antennas, studio programme production equipment

and field programme production equipment. A price list in U.S. dollars for the basic equipment of a UNESCO-supported community radio station provides useful information regarding cost of setting up a community radio

station.

Chapter 5 sets out the various practical steps involved in setting up a community radio service. These include

clarifying the legal context, conducting a proper consultation and analysis process in the community. A qualitative



research method based on Focus Group Discussion (FGD) is outlined for this process. The importance of

drawing a mission statement, technical and social criteria for selecting the site, alternative models, programming,

staff and sustainability have also been dealt with in the chapter.

Programme policies come for detailed discussion in Chapter 7, which highlights the role of community in

establishing programming needs and preferences in programme production and evaluation. It stresses the need for

community news, balancing of views, and coverage of local events, elections and educational broadcasts. The

importance of feedback mechanism and how to conduct audience surveys also find place in the chapter.

Chapter 7 provides a prototypical code of conduct for community broadcasters. It includes sections on

programme production ethics, conduct and teamwork during operation and in studio, conduct related to financial

matters and how these can be handled. The selection and training of community broadcasters, categories and

modalities of training have also been covered.

Five case studies of community radio stations in Asia, Africa and Latin America have been included in Chapter 8.

The authors intimately connected with the station provide insights into how they set up their operation, how they

overcame problems and what the results were. These case studies examine a gamut of issues, such as political and

legal context, media environment, women’s participation, and audience.

The handbook initiates the reader in a step-by-step manner into different stages of setting up a community radio.

Each chapter gives a brief intro, states its objectives and its relationship with the following chapters. The lucid

prose, structured content and well illustrated pages engage the mind of the reader. Quotations on a variety of

issues not only make the reading lively and interesting, but also relate community radio with these issues.

References serve as useful indicators for those interested in a deeper probe of the subject and use of information

boxes highlight a particular issue and focus on it.

True to its title, the handbook succeeds in providing a concise ready reference on community radio. The handbookserves as a practical guide not only to “community actors, technicians, operators and producers” as suggested in

the introduction, but for managers, implementers, academics and researchers as well.

Dr. Kiron Bansal is a Senior Lecturer at the Electronic Media Production Centre, IGNOU, New Delhi.

Research Proposals Invited

In order to promote research in the area of Information and Communication Technologies (ICTs) application ineducation and especially in distance learning, CEMCA invites research proposals from teachers and scholars for

appropriate funding. Research proposals can be submitted anytime during the year. The present thrust areas

include, but are not limited to:

Digital divide

Multimedia applications

Online learning



Teleconferencing

Appropriate media use

Gender issues in technology

Technology for people with disabilities

For application format and guidelines contact: Director, CEMCA

Educational Media Database

As an ongoing project CEMCA has been developing and maintaining a database of educationalaudio and video programmes produced in the region. The database currently has more than 6000records. The purpose of the database is to act as a reference point for sharing of information andresources. Educational institutions in the region are requested to continuously send us list of audioand video programmes produced by them for updating the database. By submitting information forinclusion in the database you are actually making it available to a wider community of users throughour online website and the offline CD ROM. Now, it has also been decided to supply the databaseand its regular updates to participating institutions. Therefore please share information about youraudio and video programmes and co-operate in updating this database. For further details contact:

Nimal T Fernando, Programme Officer (Broadcast Media), CEMCA.

To Contents....

News in Brief....

MIT begins Open Courseware Project

The Massachusetts Institute of Technology (MIT) has begun the pilot phase of its closely

watched plan to create detailed Web pages for nearly all of its courses and develop

courseware tools that other institutions could use free. In the process, officials at MIT are

finding that professor's skill levels vary dramatically when it comes to using the Web in their

courses - which could make it difficult to create a system that is flexible enough to meet

everyone's needs.

MIT's plans for the project has sparked widespread interest at other institutions, and many see it as an important

statement that course materials should be thought of not as commercial products but as scholarly publications,

readily available for review and reuse by interested peers.

Among the goals of the pilot phase of the project, which will last through March, are finding out what professors

want from course Web pages and creating a process for supporting and maintaining the pages. So far, the projectis focused on creating interactive features for the Web pages that will serve professors and students on the campus,

rather than on designing the interface that will allow people outside the university to make use of course materials of

the pilot project.

11/22/12


The university has emphasized that its course Web sites are not distance-education offerings, but simply an

educational resource. MIT plans to have Web pages for 100 courses available by next fall, and for 500 courses by

September 2003.

Source: http://chronicle.com

Online university offers Indian language fluency courses

eWeb University, a platform and content provider for e-learning and corporate knowledge management, has

recently introduced courses in Indian languages, including Hindi, Kannada, Telugu, Bengali, Tamil, and Malayalam.

These self-paced language programs are priced from $50-$75 per course package and consist of 25-28 lessons

that entail drills and skill-building exercises in reading, writing, and conversation. eWeb's demographic research has

shown that the Indian languages offered represent the major population of Indians who have recently immigrated to

the U.S. The university plans to expand its course offerings in Spring 2002 with the addition of online instruction

programs for Spanish, French, and other languages.Source: www.ewebuniversity.com

COL/UNHCR Course Wins Award

The training module Writing Effectively for UNHCR has won an ODLAA Award for Excellence in the

Development and Delivery of Distance Education and Open Learning Programs issued by the Open and Distance

Learning Association of Australia (ODLAA). Canberra-based course writer, Ms. Maree Bentley received the

Award in the "Programs in response to an international or cross-cultural need" category. Other development team

members also received mention in the certificate: Course designer, David Murphy (Monash University,

Melbourne); editor, Bill Potter; graphics designer, Karen Tan; and Gajaraj Dhanarajan and Angela Kwan of The

Commonwealth of Learning.

Like many organisations, UNHCR ran traditional courses in effective writing. Unable to access all staff, particularly

those in remote field offices, in late 1999 the UNHCR's Staff Development Section took the initiative to see

whether it could run an effective writing course through distance learning. UNHCR teamed up with the

Commonwealth of Learning (COL), to develop the programme. "We could have bought an effective writing course

off the shelf," says Julianne DiNenna who coordinated course development in UNHCR " but we felt that it was

important to produce a course relevant to UNHCR staff which would also reflect our own cultural diversity as well

as, writing style, standards and formatting."

This was achieved in the course that was launched at the beginning of this year. To date 300 UNHCR staff in over

70 countries have enrolled in the course, which can accommodate 100 new students every three months.

Participants undertake a module on general writing skills and one of the optional modules on general office

correspondence or report writing. Students submit assignments to tutors, managed by COL, by e-mail and receive

feedback on their work. The secret to the success of this programme seems to be its accessibility to all staff, even

in remote field locations, its UNHCR-specific content and the individualised guidance provided by the tutors.

To Contents....



CEMCA News....

International Educational Broadcasting Roundtable in New Delhi

An International roundtable on educational broadcasting in the

Commonwealth was held in New Delhi between November 26-

30, 2001. The conference aimed at sharing experiences and

expertise on the various models of using educational television to

support the different sectors of education and training system.

Participants from eleven countries bought to the table theirexperiences and problems and sought out ways of collaboration

and co-operation. Some of the presentations talked about the

state of educational television in different parts of the world,

experiences of using radio and television for educational

purposes and understanding the concept of convergence of

computing technologies and broadcasting. Case studies from national broadcasting corporations like the South

African Broadcasting Corporation illustrated that adaptation of theme and quality and extensive audience research

could create an encouraging trend in educational broadcasting. Mr. Kiran Karnik, President of NASSCOM India

delivered the keynote address (see Guest Column) at the inaugural function.

The conference was organized by The Commonwealth of Learning and the Commonwealth Educational Media

Center for Asia in association with the Commonwealth Broadcasting Association.

Law of India Project Completed

Under its sub-programme on media and

society, UNESCO assigned the job of creating

a public domain legal database to CEMCA.

The objective was to "design, develop, create,

host, maintain and update an online legal

database in public domain. The legal database

should contain all legislations, legal

commentaries, law reports and key judgments

related to Human Rights, Constitutional Affairs

and Mass Media". The task has beencompleted on time and now the site

(http://www.lawofindia.org) is accessible to all.

Some of the interesting features of the site

include chat room and discussion board on

important topic of interest. Also there is a facility to ask legal queries to experts. Besides the site has the complete

text of the Indian constitution, and the AMIC publication - Mass Media, Law and Regulations in India.



Workshop on non-print library management postponed

CEMCA's workshop on non-print (audio-video) library management has been postponed to 6-8 March 2002.

The workshop aims to help institutions and their employees excel in developing and maintaining databases of their

audio and video materials.

Anyone who works with media libraries, in broadcasting or for a production house would find the workshop useful

in learning about the storage, cataloguing and retrieval of their materials. The workshop not only gives participants

general management skills, but enables them to familiarize themselves with the latest versions of management

software.

Registration fees are 5000 Indian rupees for locals, and $200 (U.S.) for foreigners. The workshop will be held at

CEMCA's boardroom, 52, Tughlakabad Institutional Area, New Delhi, near Batra Hospital.

For more information, contact Nimal Fernando at 91.11.609.6730.

Re-designed Website of CEMCA

Welcome to the new look site of the Commonwealth Educational Media Centre for Asia at http://www.cemca.org.A fast uploading site, it features a range of activities and services of CEMCA. The Educational Media Database

developed and maintained at CEMCA has been uploaded to the site for easy accessibility. It has now an advance

search option as well. Apart from this database, we have now the consultant database online. What is interesting

here is that users can themselves upload their details and register as experts (to be reviewed later by CEMCA). All

the issues of Educomm Asia are now available online and therefore missing your printed copy will not hinder you

from getting to some information that you may want to refer. Prospective researchers can submit their proposals

online after registering in the site too. Above all, the EdMedLink in the site provides link to a large number of

institutions involved in media and education around the world. We hope you will have great experiences of happy

surfing through the Knowledge-mine of CEMCA website. Do write to us about your suggestion.


37/41

International Colloquium on Emerging Scenario in Open and Distance Learning

A two-day International Colloquium on Emerging Scenario in Open and Distance Learning was held in Electronic

Media Production Centre, IGNOU on the 19-20, November 2001.

Prof. Ian Macdonald, Chairman, Commonwealth of Learning in

his inaugural address expressed satisfaction on the Government

of India's continuous and admirable support of COL. He stated

that if there was a lack of effect of Open and Distance

Education it was not because "education had failed us but we

have failed the education in not being able to provide necessary

leadership.

The colloquium witnessed discussions thrown open after

insightful presentations by speakers on relevant issues pertaining

to the present scenario of Distance and Open Learning. Thethree main issues tackled by the speakers was on the subjects of

effective interventions in quality improvement and communication technologies and the nature of collaboration and

partnership- national and international initiatives. Representatives from the Karnataka Open University, Kota Open

University, Dr. Babasaheb Ambedkar Open University, Yashwantrao Chavan Maharashtra Open University, B R

Ambedkar Open University, National Open School and the Association of Indian Universities participated in the

colloquium.



Each of the speakers bought to the table their vast knowledge of

subjects and discussed their problems and experiences. The

colloquium was organised by the Indira Gandhi National Open

University, Commonwealth of Learning, Commonwealth

Education Media Centre for Asia and the Ministry of Human

Resource Development, Govt of India.

Research shows......

How Many Online?

G8 and the Digital Divide Referring to the Internet as the

global network is a little ironic, since the Group of 8 countries(Canada, France, Germany, Italy, Japan, Russia, U.K., and U.S.)

account for only 13% of the world’s population, but “own” 80%

of the Internet. Between the G8 countries, the U.S. alone accounts

for 83% of the hosts. www.netstatistica.com

Top 10 Domain Names

(as on July 2001)

Net 40542351

Com 37502747

Edu 7183493

Jp 5887096

Ca 2685100

de 2399004 uk 2349710

us 2147936

it 2015621

mil 1881091

Source: http://www.isc.org


39/41

More than 420

million people

have Internet

access,

according to the

First Quarter

2001 Global

Internet Trends

report which

measured

Internet use in27 countries

around the world.

To Contents....

Forthcomming Events....

XV Annual Conference of the Asian Association of the Open Universities

A Conference on "Access and Equity": Challenges for Open and Distance Learning" is to be held in

New Delhi, India. Rescheduled for February 21-23, 2001.

For further details contact: Prof. Suresh Garg, Conference Secretary and Director, School of Sciences, Indira

Gandhi National Open University, Maidan Garhi, New Delhi 110 068, India.

e-mail: [email protected]

Fax: 91-11-6865933, 6524229, 6857067

AAOU Pre-conference Seminar

A seminar on "Outreach Library Services for Distance Learners" has been rescheduled for February 20, 2001,

New Delhi.

For further details contact: Dr. (Mrs) Neela Jagannathan, Librarian & Documentation Officer, Library &Documentation Division Indira Gandhi National Open University, Maidan Garhi, New Delhi 110 068 INDIA

Fax: 91-11-6524229, 6862312

E-mail: [email protected]

IDEA 2002

The 9th annual conference of the Indian Distance Education Association takes place Feb. 2-4,

2002, at the University of Jammu, India. The theme for this year is "Convergence of Formal, Non-

formal adn Distance Modes of Education: Trends and Perspectives".

For further information, contact: Dr. Santokh Ram, conference secretary, University of Jammu, New Campus,

Jammu 180 006 INDIA

Fax: 91-(0)191-430828

11/22/12

40/41


Second Pan-Commonwealth

Forum on Open

Learning

Conference on "Open Learning: Transforming Education for Development" from 29 July 2002

- 2 August 2002, International Convention Centre, Durban, South Africa.

For further details contact:

Ms Jennie Louv, Conference Information Secretariat, PO Box 31822, Braamfontein,

Johannesburg. 2017 South Africa.

Fax: 27114032814

e-mail: [email protected]

CRIDALA 2002

The Hong Kong-based Centre for Research in Distance & Adult Learning (CRIDAL) is organizing

CRIDALA 2002, a conference on four themes regarding teaching, learning and culture change on the

Internet or web-based environment. Hosted by the Open University of Hong Kong, the conference is to be held

June 5-7, 2002.

For more information, contact: (Ms.) Lettice AuYeung of the CRIDALA 2002 Organizing Committee, Centre for

Research in Distance & Adult Learning, The Open University of Hong Kong, 30 Good Shepherd Street,

Homantin, Kowloon, HONG KONG.

Fax: (852) 2715 9042E-mail: [email protected]

On-line registration: http://www.ouhk.edu.hk/cridal/cridala2002/

AACE

The Asia-Pacific Chapter of Association for the Advancement of Computing in Education is holding a conference

on "Learning communities on the Internet - Pedagogy in implementation". To be held in the North Harbour Stadium

of Auckland, New Zealand, the conference runs Dec. 3-6, 2002.

For more information, contact: Julie Lyons, conference secretary, Department of Information Systems, Massey

University, Private Bag 11 222, Palmerston North, New Zealand.

Fax: 64 6 350 5725E-mail: [email protected]

http://icce2002.massey.ac.nz

International Federation for Information Processing:



World Computer Congress 2002 Runs from 25th - 30th of August 2002, Montreal, Canada.

Theme: information technology for our times: ideas, research and application in an inclusive world

(Stream of theT^-3: TelE-Leaming). For further details contact: Rosa Maria Bottino, Consiglio

Nazionale delle Ricerche. Istituto per la Matematica Applicata. Via de Marini6.16149 Geneva,

Italy. Fax. (+39) 010 6475660. E-mail: [email protected] Website: http://www.wcc2002.org/en/index, html

EDUCAUSE

Educause, an American non-profit association of open learning, is holding its

annual conference in Atlanta. Georgia, on Oct. 1-4,2002. This year's theme is ^Juggling

opportunities in collaborative environments".

For more information, contact:

EDUCAUSE,

1150 18th Street. NW,

Suite 1010, Washington,

DC 20036, USA

Fax:202-872-4318


Web site: http://www.educause.edu/ conference/e2002

To Contents....

Educational Media Consultants

CEMCA is in the process of developing a database of Educational Media Consultants in the region to promote theexchange of professionals and utilise the expertise available within the region. For inclusion in the database send yourresume to Director, CEMCA or register online at http://www.cemca.org.

Dear readers,

EduComm Asia is your newsletter of useful ideas, views and information. From one issue to the next, we aim strengthen thenewsletter. The best way to do so is by keeping content diverse. You can help to do so by becoming a contributor. Write to usabout educational media news and other events that you would like to see in the newsletter. All contributions shall be dulyacknowledged and appreciated.

-Editors

Design & developed By : © Infotel Software F-18 B Saket New Delhi - 110 017

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