Subject: Re: [IFETS-DISCUSS] IFETS-DISCUSSION Digest - 22 Jun 2003 to 23 Jun 2003 (#2003-53)
mary@CWA.CO.NZ
Date: Thu 26 Jun 2003 - 01:18:39 MEST
Date: Wed, 25 Jun 2003 23:18:39 GMT From: mary@CWA.CO.NZ Subject: Re: [IFETS-DISCUSS] IFETS-DISCUSSION Digest - 22 Jun 2003 to 23 Jun 2003 (#2003-53)
Thanks for your response, Peter
I think the ' combination of pedagogical and pragmatic considerations' you
talk about is at the crux of the conversation Mark and I have been having.
Given that there are some learning experiences that can be enhanced by
audio
or video presentation, the decision about which mechanism one uses to
deliver that audio or video will understandably be strongly influenced by
pragmatic considerations like who has access to that technology, how much
it
costs to implement, and what perceived value it has for the target
audience.
This then becomes an issue which G8 countries will presumably have a
different context for than others with a larger rural or subsistence
sector.
So, that raises for me a few more questions:
- does it become relevant for us to explore the context in which radio is a
medium of choice?
- What is the role of educational radio in Pacific Island nations?
- How much is 2-way educational radio used, and where?
- is there scope for 'mainstream' education in a country like New Zealand
to
take more advantage of existing radio programming to enhance or supplement
the learning experience? (A slightly different example, but one which may
illustrate what I mean: when helping out with Te Reo Maori (Maori language)
in my son's year 5&6 class last year, I set them the task of watching a
local soap opera [Shortland Street] for a couple of weeks and identifying
the Maori words & phrases they heard. In class, at the end of the week, we
worked together on translating any they didn't already know.)
Na Mary
Mary Hall
Education Project Manager
mary@cwa.co.nz
Phone:64 4 382 6500 xt 212
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