Subject: Re: [IFETS-DISCUSS] infrastructure and social equity
From: Mary Hall (mary@CWA.CO.NZ)
Date: Mon 23 Jun 2003 - 04:57:38 MEST
Date: Mon, 23 Jun 2003 14:57:38 +1200 From: Mary Hall <mary@CWA.CO.NZ> Subject: Re: [IFETS-DISCUSS] infrastructure and social equity
Hi, Mark ...
I'm sure that the Open University in the UK uses radio broadcasts to support
some courses - I wonder if anyone reading this discussion has more
information on when, & why?
Bringing the discussion down towards first principles, I'd be interested to
know whether you have the same reservations about the usefulness of
TV broadcasts
Audiocassettes
Videocassettes
MP3 files
Streaming audio / video
as learning resources that you express for radio broadcast? These are
likewise essentially passive one-way communications, with limited
opportunities for interaction. How much does the location of the switch you
turn on to access them (radio, video player, PC keyboard...) affect the
pedagogical arguments for using audio or video resources themselves?
These are resources that the Open University in the UK, and The Open
Polytechnic here in New Zealand certainly use, often in preference to
printed or web-based materials. An Arts course in a discipline such as the
Humanities (which both these institutions offer) has many opportunities to
use these forms for preference. In the NZ situation, cassettes were
considered a more practical delivery mechanism than real-time broadcasting,
but that choice probably has as much to do with cost structures & population
base as with pedagogy. Cohort-based learning might well be better supported
by real-time broadcasts if the population was big enough to support it here.
How many of us listen to radio news, current affairs or talkback to enhance
our 'general' knowledge, and how is that different in essence from providing
a more focussed learning resource within the context of 'a course'?
Na Mary
Mary Hall
Education Project Manager
mary@cwa.co.nz
Phone:64 4 382 6500 xt 212
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