AIOU Solved Assignments 1 & 2 Code 8623Autumn & Spring 2024. Solved Assignments code 8623 Broadcast Media in Distance Education 2024. Allama iqbal open university old papers.
AIOU Solved Assignments 1 & 2 Code 8623 Autumn & Spring 2024
Course: Broadcast Media in Distance Education (8623)
Level: B.Ed (1.5 Years)
Semester: Autumn & Spring 2024
ASSIGNMENT No. 1
Q.1 “Braodcast media is indispensable tool for Distance eduction”. Critically analyze
the statement.
Answer:
The term ‘broadcast media’ covers a wide spectrum of different communication methods
such as television, radio, newspapers, magazines and any other materials supplied by the
media and press.
What types of information are available in the broadcasting media?
The broadcasting media provides valuable information, for example speeches,
documentaries, interviews, advertisements, daily news, financial markets and much more.
The latest (newest/most up-to-date) information can be found here.
Where can I find it?
Transcripts (hard copies) of interviews, speeches, programmes, etc., are often available from
the supplier of the information, e.g. SABC, M-Net, the specific radio station, etc.
Nowadays many of these transcripts etc., are made available on the Internet. The following
are just a few links, there are many more. dorado manana
Broadcast media is radio and television. Even amidst the pop culture dominance of the
internet, broadcast media still commands the largest share of the advertising
pie nationwide. Put the audio and visual media to work for you as your company
earns larger market share, stronger branding, and increased sales. If you are looking for cost-
efficient lead generation, you need to be looking at radio and television advertising.
Not only are radio and television the main media for advertising today, they are continually
developing new ways to reach their audience. The SyFy cable network launched a show
(“Defiance”) that combines interactions on a video game with the plot of a series show.
Radio stations are supplementing on-air campaigns with digital media to provide on-air and
on-screen promotions to those who stream the station through their computer.
Multiple studies have shown that combining radio and television can help advertisers reach
audiences not achievable with only one medium or the other.
What Is Broadcast Media?
• Broadcast television
• Cable television
• On-demand television
• TV/web integration
• Local, network, and national radio
• On-air endorsements
• Long-form programming
• Multi-language programming
The Power of Radio
Radio reaches more Americans than any other advertising media. As an example, let’s look
at Los Angeles, CA. It is the #1 radio revenue market in the world and generates more than
$1 billion dollars in sales each year. In that market alone, more than 9 million people listen
to radio each week. People are loyal to radio and love listening to their favorite DJ or talk
show host. The shows become part of their routines as they drive to and from work or run
errands or take kids to school. There is probably at least one conversation in your office
every day that starts with, “I heard on the radio this morning…” The reason? More adults in
L.A. listen to radio in a week than will visit Google+ in a month!
Radio offers a unique method to achieve Top-Of-Mind-Awareness (TOMA). As people listen
to radio advertising and don’t rely on visual cues they would get from TV or a website, your
ad is playing in a “theater of the mind”. For example, the phrase “a soft pillow” could
conjure an image of a white silk pillowcase on a down pillow for one person whereas
another person could be thinking of the cute yellow pillow they had as a child. That
openness for interpretation means the quality of your copywriting is vital to success.
You have an opportunity to connect with a listener through their own experiences, ideas,
and dreams.
The Power of Television
We just mentioned a unique power of radio to achieve TOMA. Television advertising –
another part of broadcast media- is the most powerful medium currently available to put
your brand at the forefront of your customers’ minds. The combination of audio and visual
messages allows for a dual delivery of your marketing message.
Television Advertising Choices
There is a huge range of choices when it comes demographic targeting with television
advertising. The most basic is network vs. cable. Attach your brand to the prestige and
authority of companies such as ABC, CBS, NBC, or Fox. Take advantage of the huge variety
of cable networks that enable you to selectively target viewers based on income, hobbies,
ethnicity, favorite sports, gender, sexual orientation, education level, or any combination
you may need.
Much has been said about the impact of TiVO/DVR devices and people skipping
commercials. Multiple studies have shown that advertising on TV continues to be one of
the most effective marketing methods available. Only about 50% of DVR-owning
households actually skip commercials. And many of those that skip have been shown to
retain what they see in fast-forward or -most importantly- see something that catches their
attention and will go back to watch the full ad.
The newest addition to television advertising success is the multi-screen viewer. Millions of
Americans watch TV while also surfing the internet on their desktop, laptop, tablet, or
smartphone. These potential customers can see your add on television and surf immediately
over to your website to learn more about your company or product. Conversely, a potential
customer can share reactions on Facebook or Twitter to their favorite shows and see your
mobile or other online ad appear. A great example of this was the recent airing of
“Sharknado” on the SyFy cable network. This B-level movie on a low tier network
generated more than 300,000 live Tweets while it was airing.
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Q.2 Delibrate the histocial prespective of educational radio.
Answer:
Radio has been used for educational purposes since its beginning in the early 1920’s. The
application of radio to the educational problems of developing nations is not a new concept
by any means. Most developing nations have broadcast capabilities to cover their
geographic region. The main technical problem is the absence of receivers for all people.
Some countries have governmental problems in allowing the import of transistors or radios
for use by the populace. Additionally, radio broadcast technicians and educational radio
format designers are very scarce in developing countries and academic programs need to
be created on a large scale. Among the uses of educational radio that are discussed in the
review are foreign radio schools, classroom radio uses, ACPO, and correspondence radio
courses. The comparative costs of radio to other media are also examined. Those studies of
the effect of educational radio since the 1930’s often use materials not developed
specifically for radio use. Educational radio for classroom presentation has been
demonstrated as effective as television, slide/tape presentations and other media. The great
gains in learning shown in radio lessons might be further enhanced by using materials
designed spedifically for radio use rather than applications of modified scripts from other
media.
Other areas of need are thos e of longitudinal studies concerning the effects of radio used
over an extended period of time, and studies of single-session attention span of students.
Radio has been used for educational purposes since its beginning in the early 1920’s. The
application of radio to the educational problems of developing nations is not a new concept
by any means. Most developing nations have broadcast capabilities to cover their
geographic region. The main technical problem is the absence of receivers for all people.
Some countries have governmental problems in allowing the import of transistors or radios
for use by the populace. Additionally, radio broadcast technicians and educational radio
format designers are very scarce in developing countries and academic programs need to
be created on a large scale. Those studies of the effect of educational radio often used
materials not developed specifically for radio use, instead the materials were usually for
classroom presentation or even ITV. The great gains in learning shown in radio lessons
might therefore be even further enhanced by using materials designed specifically for radio
use (see McLuhan). Other areas of need are those of longitudinal studies concerning the
effects of radio used over an extended period of time, and studies of single-session
attention span of students.
During the 1930’s and 40’s most of the activities in educational radio were conducted
through universities. Wagner (1939) provided a summary 2 of the most important work
being done at that time. The following works cited are included in his summary. At Kansas
University, one of the pioneers in the field of giving classroom instruction in radio
broadcasting, courses dealing with the program side of radio have been available to
students since February, 1932. From the beginning, emphasis has been placed on training
students for educational rather than for commercial broadcasting. Ohio State University’s
“Evaluation of School Broadcasts” was a study sponsored by the Federal Radio Education
Ccmmittee and involved th ztive cooperation of educators and of network and independent
broadcasters. The major purpose of the undertaking was to gather evidence regarding the
effectiveness of radio broadcasts, planned for use in school, in achieving a variety of
educational objectives which broadcasters and teachers alike considered important. The
Research Project in School Broadcasting being carried on by the University of Wisconsin was
to determine, through demonstration and evaluation, the place of radio in the classroom
and to devise methods for its most effective use. During the seven years of experimentation
in school broadcasting, the Wisconsin School of the Air has had a steadily increasing
audience. The purpose of school broadcasts was to supplement and enrich rather than to
give curricular instruction. The School of Public and International Affairs at Princeton
University established an Office of Radio Research in September, 1937. At that time a
Rockefeller grant was secured to finance a radio research project to 3 BEST °Cs” AVAILABLE
be carried out by this office. A series of publications about the project was planned and, as
the work of the project proceeded, a number of basic principles of procedure were
formulated. In the spring of 1937, Wayne University started an experiment to develop a
radio research technique for measurement of listening habits which would be inexpensive
and yet fairly reliable, and one which might best be carried out through the schools. At the
University of Missibsippi, a questionnaire was formulated for the study of radio listening
habits, effects of listening, and attitudes toward radio programs and governmental control
of radio. Research done at St. Andrews University, Scotland, involved collecting
questionnaire responses for groups of British listeners. The results reveal significant
differences in program preferences among occupational groups. Fisk and Lazarfeld (1945)
introduced the work of the Office of Radio Research, a division of the Bureau of Applied
Social Research in Columbia University. They also illustrated the interrelationship of radio
and other fields of communications research. The Office conducted research on the roles of
radio from the standpoint of the educator, psychologist, and sociologist. Special attention
was directed to the techniques of radio research, including surveys of listening habits and
more specialized research pertaining to the effectiveness of one section or element of a
program.
Special characteristics of radio were explained. Fiske and Lazarfeld said that there are at
least six characteristics of radio which distinguish it from other media. The moat significant
characteristic is radio’s accessibility; another one is its auditory percepts’ n. Its accessibility,
combined with its reliance on auditory perception, enables people to listen while carrying
on a variety of other activities which do not necessarily interfere with their perception. But,
at the same time, this quality of non – interference leaves the radio program liable to a low
degree of attention. A fourth characteristic of radio is that it continues in time. Cumulative
effects can be built up over long or short periods. Also, a national network may reach into
homes all over the country if it confines its appeal to a general one.
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Q.3 “Educational boradcasting requires huge investement of time, energy and
scrace resources by the third world countires” Discuss?
Answer:
Broadcasting, Radio and Television, primary means by which information and
entertainment are delivered to the public in virtually every nation around the world. The
term broadcasting refers to the airborne transmission of electromagnetic audio signals
(radio) or audiovisual signals (television) that are readily accessible to a wide population via
standard receivers.
Broadcasting is a crucial instrument of modern social and political organization. At its peak
of influence in the mid-20th century, national leaders often used radio and television
broadcasting to address entire countries. Because of its capacity to reach large numbers of
people, broadcasting has been regulated since it was recognized as a significant means of
communication. (For more information, see the section “The Regulation of Broadcasting.”)
Beginning in the early 1980s, new technologies–such as cable television and videocassette
players–began eroding the dominance of broadcasting in mass communications, splitting
its audiences into smaller, culturally distinct segments. Previously a synonym for radio and
television, broadcasting has become one of several delivery systems that feed content to
newer media.
The Emergence of Broadcast Communication
Throughout history, long-distance communication had depended entirely upon
conventional means of transportation. A message could be moved aboard a ship, on
horseback, by pigeon, or in the memory of a human courier, but in all cases it had to be
conveyed as a mass through space like any other material commodity.
The story of radio begins in the development of an earlier medium, the telegraph, the first
instantaneous system of information movement. Patented simultaneously in 1837 in the
United States by inventor Samuel F. B. Morse and in Great Britain by scientists Sir Charles
Wheatstone and Sir William Fothergill Cooke, the electromagnetic telegraph realized the
age-old human desire for a means of communication free from the obstacles of long-
distance transportation. The first public telegraph line, completed in 1844, ran about 64 km
(about 40 mi) from Washington, D.C., to Baltimore, Maryland. Morse’s first message, “What
hath God wrought?”–transmitted as a coded series of long and short electronic impulses
(so-called dots and dashes)–conveyed his awareness of the momentous proportions of the
achievement.
The usefulness of telegraphy was such that over the next half century wires were strung
across much of the world, including a transatlantic undersea cable (about 1866) connecting
Europe and North America. The instantaneous arrival of a message from a place that
required hours, days, or weeks to reach by ordinary transport was such a radical departure
from familiar experience that some telegraph offices were able to collect admission fees
from spectators wanting to witness the feat for themselves.
Despite its accomplishments, telegraphic communication was limited. It depended on the
building and maintenance of a complex system of receiving stations wired to each other
along a fixed route. The telephone, patented by American inventor Alexander Graham
Bell in 1876, required an even more complex system. The two great long-distance
communications breakthroughs of the 19th century–the telegraph and the telephone–were
of no use to ships at sea and of little use to communities that could not support the
building of lines. The printed word remained the only medium by which large numbers of
people could be addressed simultaneously.
Scientists in many countries worked to devise a system that could overcome the limitations
of the telegraph wire. In 1895 Italian inventor Guglielmo Marconi transmitted a message
in Morse code that was picked up about 3 km (about 2 mi) away by a receiving device that
had no wired connection to Marconi’s transmitting device. Marconi had demonstrated that
an electronic signal could be cast broadlythrough space so that receivers at random points
could capture it. The closed circuit of instant communication, bound by the necessity of
wires, had at last been opened by a so-called wireless telegraph. The invention was also
called a radiotelegraph (later shortened to radio), because its signal moved outward in all
directions, or radially, from the point of transmission. The age of broadcasting had begun.
Unable to obtain funding in Italy, Marconi found willing supporters for his research in
Britain, a country that depended on the quick and effective deployment of its worldwide
naval and commercial shipping fleets to support its empire. Marconi moved to London in
1896 and founded the British Marconi Company to develop and market his invention for
military and industrial uses. Within five years a wireless signal had been transmitted across
the Atlantic Ocean from England to Newfoundland, Canada. Marconi was awarded the
Nobel Prize for physics in 1909.
Broadcasting advanced on other fronts as well. In 1904 the United Fruit Company hired
American inventor Lee De Forest to help build a series of radio broadcasting stations in the
Caribbean basin for the purpose of facilitating greater efficiency in shipping perishable
goods from Central America to ports in the United States. These linked stations, which
shared current information on weather and market conditions, constituted the first
broadcasting network. The work of Canadian inventor Reginald Fessenden, later elaborated
upon by De Forest, allowed for the broadcast transmission of a wider range of sounds,
including the human voice.
Within a decade, wireless telegraphy had developed into a basic tool of the world maritime
industry, with many countries requiring by law that flag vessels (vessels, registered under
national flags, that engage in international trade) have both a radio transmitter and a
certified operator aboard at all times. Despite all this commercial activity, little attention had
been given to general consumer applications for the new technology. Instead, nonmaritime
broadcasting was dominated by experimenters and hobbyists. American entrepreneur
Charles D. Herrold established the College of Wireless and Engineering in San Jose,
California, and as early as 1909 he and his students were broadcasting news and music.
Backyard tinkerers all over North America built their own transmitters and used them to
make speeches, pass along information, recite poems, play live or recorded music, or
otherwise entertain their fellow amateurs, or hams. They often prided themselves on the
reach of their homemade equipment. Before 1917 the U.S. government, which had begun
requiring licenses for radio operators in 1912, had issued more than 8000 licenses to
hobbyist broadcasters.
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Q.4 Crtically examine the role of edcuational TV with reference to Singapure.
Answer:
The Educational Television Service (ETV) was officially launched by then Minister for
Education Ong Pang Boon on 29 January 1967. ETV was conceptualised as a teaching aid to
introduce dynamism to school curricula through the use of educational broadcasting by the
government. Its recording studio was housed at the Teachers’ Training College along
Paterson Road. The government provided all secondary schools with a television set for
viewing the programmes, although some schools purchased an additional set with their
own funds.
The first programme was broadcast on 30 January 1967. It was a mathematics lesson for
secondary one students called “Approximation and Error”. For the first school term until 7
April 1967, the programmes were broadcast from Mondays to Fridays over Television
Singapura’s Channel 8 in two sessions: 8.30 am to 12.45 pm and 2 pm to 6.10 pm. The
morning session featured six 20-minute lessons that were repeated in the second session
for the benefit of the afternoon schools. Every programme was repeated six times weekly to
make it easier for teachers to fit them into class schedules. Lessons on subjects such as
mathematics, science, languages, literature and social studies were featured and produced
in all four official languages: English, Mandarin, Malay and Tamil.[4] A quarterly magazine,
etv Singapura, was also published to provide schools with information on upcoming
programmes.
Between 1968 and 1969, attempts were made to improve the quality of ETV programmes,
such as introducing film animation and producing colourful charts for teachers to use as
teaching aids. ETV also started producing adult-learning programmes such as “English for
Everyone” and “Music for You”. Requests from primary schools and a review of ETV in 1968
resulted in the extension of its services to primary schools and pre-university institutions in
1971.
In 1974, the ETV was renamed the Singapore Educational Media Service (SEMS) to reflect its
additional functions, which now included the production of audio-visual media. In June
1980, SEMS was reorganised into the Division of Educational Technology (DET) under the
newly established Curriculum Development Institute of Singapore (CDIS).
Following CDIS’s restructuring in 1996, DET became a separate entity known as the
Educational Technology Division (ETD). ETV programming then came under the charge of
ETD’s EdTech Development Branch. As the ETD increasingly focused its efforts on
developing new technologies such as CD-ROMs and VCDs for schools, ETV broadcasts
ceased from September 1999.
It’s holiday season, so you’re likely to find your young ones planting themselves in front of
the goggle box. But who says TV has to be a waste of time? Watching educational TV
programmes can be a fun way for them to learn about the world.
“People can be down about TV for children, but it stimulates their imagination,” says
Henrietta Hurford-Jones, Director of Children’s TV for BBC. “Kids’ TV shows often look at the
world through a child’s perspective, and help them understand social interactions,
storytelling, and educational topics like maths, science and art.”
Make the most of TV time with your little ones by watching telly as a family, so you can
discuss topics with them and answer any questions they may have. When you’re on the go,
viewing pre-loaded TV shows on your tablet or phone can be a good way to keep kids
occupied, says Henrietta. Try apps like the BBC Player (free for StarHub subscribers),
Nickelodeon Play (free, with exclusive content for Singtel Cast Kids Pack subscribers) and
Toggle (available for free).
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Q.5 How Japanese broadcasting system is totally different from the system of other
developed countries? Support your answer with examples.
Answer:
The broadcasting system in Japan is divided into the public sector, represented solely
by NHK (Nippon Hoso Kyokai, or the Japan Broadcasting Corporation), and the commercial
sector.
NHK collects the mandatory viewing fees from households which own TV sets and makes it
the source of fund for its wide activities. It operates a nationwide network with 2 MW radio,
1 FM radio, 2 VHF television and 2 BS televison channels. Also, it has a shortwave overseas
radio Radio Japan.
As of 1992, there are 177 commercial broadcasting companies, 36 of which operate both TV
and radio, 82 only TV and 59 only radio. Local TV stations form tie-up networks with major
key companies in Tokyo, i.e. NTV, TBS, Fuji-TV (CX), TV-Asahi and TV-Tokyo. Majority
(roughly 80%) of programs are provided by these dominating stations. Those commercial
broadcasting companies rely on advertising revenue. As you can imagine, sponsors are very
sensitive to the audience ratings, hence TV stations tend to make junky programs which
only aim at raitings.
TBS-Aum scandal and undelying problem in TV journalism
All Japan’s newsmedia reported TBS-AUM scandal on March 26, 1996:
Tokyo Broadcasting System Inc. (TBS) executives confirmed at a news conference Monday
that network employees had shown a group of AUM Shinrikyo followers a videotaped
interview with anti-AUM lawyer Tsusumi Sakamoto. …
Sakamoto and his family were abducted and murdered about a week after the tape?s
screening, on Nov. 3, 1989, allegedly by AUM followers. Police believe that AUM leader
Shoko Asahara ordered the killings after being told about the interview. …
The taped interview, which was never aired, was supposed to have been for a TBS news
report about the cult. The AUM members, including high-ranking cultist Kiyohide Hayakawa,
were allowed to see the tape before the report was aired and, after protesting about it, TBS
decided not to air the interview, according to prosecutors and some AUM followers.
(Mainichi Daily News)
Many people say that TBS got many scoops on Aum issue, including exclusive interview with
Shoko Asahara, after it showed the video tape. Did they make a deal with Aum for audience
ratings? Is “wide-show” program really a journalism?
This type of problems have been repeated. It seems that the problem is not only for the TBS
but for all Japan’s TV journalism. Japan’s (TV) journalism is in danger!
Satellite broadcasting and Cable TV *
…At the end of May 1995 the new opening of terrestrial stations was stopped. The Ministry
of Posts and Telecommunications (MPT) judged that, in dawning age of multichannel
television typified by the proliferation of satellite broadcasting and cable TV, there was no
need for any further increase in the number of regional TV stationsthat have difficulty
operating without the support of a major Tokyo-based broadcaster.
Satellites
The development of media using satellites is making commercial headway. Japan Satellite
Broadcasting Inc., Japan’s first private satellite broadcasting company, launched its service in
April 1991. Moreover, 11 companies using communications satellites got off the ground in
1995. Two private companies broadcasting musicdigitally via satellite using PCM technology
wereoperating as of April 1996, and fourcompanies commenced around-the-clock
programming using communications satellites in 1992 and 1993.
Muliplex broadcasting, which utilizes the gaps to provide bilingual broadcasts, stereo sound,
emergency broadcasts, and so on. In April 1996, MPT proposed in a report that all
commercial TV stations should be obliged to provide teletext and sound commentary
broadcasts for sight- and hearing-impaired viewers.
Cables
Until recently cable TV was used only in those areas where reception of radio waves in poor,
such as secluded mountain regions and outlying islands. However, urban cable TV, defined
as having over 10,000 tap-offs, more than five independent channels, and two-way
functions, is now becomming an important medium in metropolitan areas, offering a
multitude of programs on mumerous channels. Tokyo’s first cable TV station began
broadcasting in the spring of 1987. As of March 1995 there were 61,606 cable TV stations
around Japan, with 10.3 million subscribers, including 170 urban cable TV stations (Feb.
1995) with 2.0 million subscribers (Dec. 1994).
HDTV and Digital
Hi-Vision TV, the Japanese version of hight-definition television, is being developed
primarily by NHK. With roughly twice the scan lines of standard TVs, Hi-Vision TV has made
possible high-resolution, high-detail images. Apart from broadcasting, it is attracting
attention in the fields of arts, medicine, and education.
TV broadcasting is also being influenced by the tide of digital technology. The standard so
far has been analog technology, in which pictures and sound have to be transmitted on
separate radio waves. But with digital technology, one radio wave can be compressed
without loss of quality, four to seven channels can run on one conventional analog
frequency band. In Japan two companies plan to begin digital services in 1996, although the
timing of its introduction in satellite broadcasting is uncertain [see next section]. Since Hi-
Vision TV uses analog technology [for encoding], its proponents are opposed to the
introduction of digital technology.
Digital Boradcasting
On June 30, 1996, the Japanese satellite JCSAT-3 aired the first experimantal digital
broadcasting. It is PerfecTV, the joint venture of four big Japanese trading companies, and
will start commercial service in October ’96, prividing 61 TV and 104 sound channels
selection. The registration fee will be 2,800 yen with about 50,000 yen for antenna and
decoder, and monthly charge will be 2,190 yen for 12 channels set.
The U.S. DirecTV will enter the Japanese market, while Mr Murdoch, who recently took
major stock of TV Asahi, announces that he will begin 100 channels J Sky B within two
years. Thus, Japanese people will be able to enjoy a few hundreds programs shortly.
The ground broadcasting companies keep cool on the satellite fever. They think it is difficult
for these new commers to provide quality programs to satisfy so many channels (I doubt
current ground programs have any quality, then).
Another problem will be antenna. As of June 1996, current services with analog Commercial
Satellite (CS) gain only a hundred thousand subscribers, while those using Boracasting
Satellite (BS) achieved more (NHK’s BS has 7 million and Wowow 2 million). Because CS
services require different antenna than BS service, they experience a serious handicap in
Japanese housing situation. Many experts wonder if people dare to put one more antenna
for the new digital satellite programs.
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