EDUCATIONAL TELEVISION PROGRAMMES

EDUCATIONAL TELEVISION PROGRAMMES RELATED TO SECONDARY AND HIGHER EDUCATION

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2. Introduction : Television first came in to India on Sept 15 1959 as the national television network of India. The first telecast started on Sept 15, 1959 in New Delhi after gap of about 13 years second television station was established in Bombay in 1972 & by 1975 there were five more television stations at Srinagar, Amritsar, Calcutta, Madras & Lucknow . Television industry got the necessary boost in the eighties when Dooradarshan introduced color TV during the 1982 Asian Games. The second phase of growth was witnessed in the early nineties & during the Gulf war that foreign channel like CNN, Star TV & domestic channels such as Zee TV & Sun TV started broadcast of satellite signal. This changed the scenario & the people got the opportunity to watch regional, National & international programs. Starting with 41 sets in 1962 & one channel at present TV in India covers more than 70 million homes giving a viewing population more than 400million individuals through more than 100 channels. Easy accessibility of relevant technology hour of transmission is main reason for rapid expansion of TV system in India. 2

3. Major educational projects in India : In India, since the inception of TV network television has been perceived as an efficient force of education & development with its large audience it has attracted educators as being an efficient tools for imparting education to primary, secondary and University level students. 3

4. Some of the major educational television projects 1. Secondary school television project (1961 ): The project was designed for the secondary school students of Delhi with an aim to improve the standard of teaching in view of shortage of laboratories. Space equipment and death of qualified teachers in Delhi this project started on experimental basis in October 1961 for teaching of physics chemistry, English & Hindi for students of class XI. The lectures were syllabus based and were telecasted in school hours as a part and parcel of school activities. According to Paul (1968) by and large, the television schools did somewhat better in the test then did the non-television schools. 4

5. 2. Delhi agriculture television (DATV) project ( Krishi Darshan ) 1966 :- The project named Krishi Darshan , was initiated on January 26,1966 for communicating agricultural information to the farmers on experimental basis for the 80 selected villages of union territory of Delhi through community viewing of television and further discussions among themselves. Experiment was successful and that there was substantial gain in the information regarding agricultural practices (IENOU 2000). 5

6. 3. Satellite instructional television experiment (SITE) 1975 :- This project one of the largest techno-social experiments in human communication. Was commissioned for the villagers and their primary school going children of selected 2330 villages in six states of India. It started on august 1,1975 for a period of 1year in six states Rajasthan, Karnataka, Orissa, Bihar, Andhra Pradesh & Madhya Pradesh. The main objectives of this experiment were to study the process of existing rural communication . The role of television as new medium of education. And the process of change brought about by the community television in the rural with following two types of telecast 6

7. Developmental educational programs in the area of agriculture and allied subjects health family planning and social education which we telecast in the evening for community viewing . The school programs of 22 1/2 minutes duration each in Hindi, Kannada, Oriya and Telugu were telecast on each school day for rural primary school children of 5-12years age group to make the children realize the importance of science in their day to day life . SITE experiment should that the new technology made it possible to reach number of people in the remotest areas. The role of television was appreciated and it was accepted in rural primary schools as an educational force [IENOU 2000]. 7

8. 4. Post-SITE Project 1977 ) :- The target group for this post SITE project was the villagers of Rajasthan. This was a SITE continuity project and was initiated in March 1977. When a terrestrial transmitter was commissioned at Jaipur. The main objectives of SITE continuity project were to : Familiarize the rural memes with the improved and scientific know how about farming the me of fertilizers & the maintenance of health and hygiene. Bring about national & emotional integration and Make rural children aware of the importance of education & healthy environment . 8

9. 5. Indian national satellite project (INSAT)(1982) :- The prime objective of the INSAT project was aimed at making the rural masses aware of the latest developments in the areas of agricultural productivity health and hygiene . It was initially targeted at villagers and their school going children of selected villages in Orissa, Andhra Pradesh, Bihar, Gujarat, Maharashtra, and Uttar Pradesh. As a part of INSAT of education project ETV broadcast were inaugurated and continued through terrestrial transmission from 15 th august 1982 in Orissa and Andhra Pradesh . The other stations namely Bihar, Gujarat, Maharashtra & Uttar Pradesh were covered under INSAT service using INSAT-IB in June 1983. In each state a cluster of 3-4 districts were selected on the basis of backwardness of the area availability of suitable developmental infrastructure and utilization of existing production facilities. 9

10. 6. UGC – Higher Television project (HETV-1984) : University students were the beneficiaries of this project . The university grants commission in collaboration with INSAT started educational television project popularly known as “country wide classroom” on August 15, 1984 with the aim to update, Upgrade and enrich the quality of education while extending their reach . Under this program a one-hour program in English on a variety of subjects with the objective of general enrichment for under graduates, Educated and the teachers as well. An inter-university consortium for education commission (CEC) along with a chain of about 20audio-visual media mass communication. Research Centre’s were set up by the UGC at different institutions in the country to ascertain high quality of programming for this project. 10

11. 7. IGNOU – Doordashan Telecast(1991 ) : The IGNOU- Doordarshan telecast programs designed mainly for distance learners started in May 1991. Initially they were telecast on Monday, Wednesday & Friday from 6:30 to 7:00AM through the national network of doordarshan with an aim to provide telecounselling to students of open universities in remote areas. 11

12. 8. Gyan-Darshan Educational Channel(2000): Ministry of human resource development, Information & Broadcasting. The Prasar Bharti and IGNOU learned Gyan-Darshan (GD) Jointly on 26 th January 2000 as the exclusive educational TV channel of India . IGNOU was given the responsibility to be the nodal agency for up linking \ transmission. It started out as a two-hour daily test transmission channel for students of open and conventional universities. This duration was increased in February to nine hours a day. The time slot transmission was further increased due to good response up to 16-hours by 1 st June and 1 st November it turned out be 19 hours channel. Within 1 year of its launching, 26 th January. It became non-stop daily 24 hours transmission channel for education programs . Transmission of 12 hours each for curriculum based and enrichment programs are being made. 12

13. The programs of IGNOU CJET-NCERT including NOS are telecast for four hours each. IIT programs for three hours CEC-UGC programs for two and a half hours and one hour each for adult education . Gyan Darshan has made its presence felt in all open universities and most of the conventional universities/schools it still has the potential to reach to the door steps of learners through cable TV network . At presence Gyan Darshan through the cable transmission covers about 90% in Kerala most parts of Tamil Nadu. A few pockets in the North East, Nasik, Ahmadabad and Pune, Asia Net has been providing it free of cost in Kerala. Efforts are being made to make. Gyan Darshan available through terrestrial transmission. 13

14. SWAYAM PRABHA – The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting of high quality educational programs on 24x7 basis using the GSAT-15 satellite. Every day there will be new content for at least 4 hours, which would be repeated 5 more times in a day allowing the students to choose the time of their convenience. The channels are uplinked from BISAG Gandhinagar . The contents are provided by NPTEL, IITs, UGC, CEC, IGNOU, NCERT and NIOS. The INFLIBNET Centre maintains the web portal. 14

15. The DTH Channels Shall Cover The Following : Higher Education: Curriculum based contents at post graduate and under graduate level covering diverse displaces such as Arts, Science, and Commerce. Performing Arts, Social sciences and humanities engineering technology, Law, Medicine, Agriculture at all courses would be certification ready in their detailed offering through SWAYAM. The platform being developed for offering Mooc’S Courses . Curriculum based courses that can make the needs of life-long learners of Indian citizens in & abroad . Assist students (Class 11 th & 12 th ) prepare for competitive exams . School Education: (9-12 levels):- Module’s for teacher’s training as well as teaching and learning aids for children’s of India to help them understand the subjects better and also help them in performing for competitive examinations for admissions to professional degree programs. 15

16. Television program production : Various equipment required for production of TV programs and the work profiles of keep professionals involved in the production process . Program Production Stages : First arrange everything required for the program production. In the second stage we will actually carry on the production process. Third we will polish the product for the final presentation on television. Then we can divide the entire production process in to three major stages 16

17. There are three stages of programs production: 1. Pre-production 2. Production 3 . Post-Production 17

18. 1. Pre-Production :- This stage includes everything we do before entering the studio or reaching the schooling location. It involves idea generation, Research, Scripting, Discussions with the crew members and talents arranging equipment, Video/Audio tapes properties, Costumes, Sets designing or Location and booking of editing shifts. In all it involves planning everything in advance. This is very essential to get desired results if we have worked well in this stage of program production. The other two stages become easy &workable . 2 . Production :- This is the stage when we are on the studio floor or on location are ready to shoot or are actually shooting. It includes managing all the facilities handling of talent & crew members controlling the crowd. Shooting without hurdles and solving any problem related on the spot at that time. 18

19. 3. Post-Production :- This is the third stage of program production. It is the stage what we get the final shape of the program. It includes cutting the recorded visuals in to appropriate length arranging the visuals in a proper sequence use of desired effects for the visuals or text/captions commentary recording. Music/Voice/Song recording & final assembly of the entire program. 19

20. Television Production Process : Machinery/Equipment/ required 1. Camera 2. Lights 3. Microphone 4. Sound recorder 5. Videotape recorder 6. Editing Machine 20

21. Key Professionals in Television Production : 1. Producer 2. Director 3. Script Writer 4. Actors (Lecturers, Professors, Doctors, Engineers etc.) 5. Camera person 6. Sound recordist 7. Art director 8. Studio & Out door recording 9. Live television programs & Recorded television programs. 21

22. Advantages of Educational Television : Television experience which is a combination of sound & Picture received instantaneously on the TV screen it comes closer than any other contrived experience to that real of it . Television makes it possible for the talents of the best teachers to be put at the disposal of all schools. Television can employ all other audio and visual aids and combine their effectiveness in the air medium. Pictures, Charts, Films, Micro slides, Graphs, Boards, Overhead projector can all be employed in the technique of teaching by TV . Educational authorities can produce TV lessons made to their own requirements for specific local needs . The TV teacher is more real because of his frequent visual appearance in the class room. 22

23. In the class room TV can be advantageously used to : Broaden and enrich the class room learning experiences of the students. Create genuine interest in the topic or the subjects that is being taught. Evaluate the quality of class room teaching process. To provide a wide variety of experiences those are quite different from the routine class room instruction. Stimulate less passive slow learners by developing a more critical approach in them. Provide opportunity to learn to create productions that can improve students ability to communicate. 23

24. Limitations of Educational Television : Because of no individual contact no further action is possible other than viewing and listening. This can be overcome by organizing a kind of group discussions between instructors and learners soon after the program. The learners may engage in day dreams during the program this can be overcome by cautioning the students in advance that a follow-up discussion will be held after the program. There is absence of learner participation during the program. It is a one way communication. The program cannot be adapted to individual learners. It can only be adapted to particular group if their needs are identified and defined earlier. There is dissimilar in intellectual background of the learners and the TV program does not cater to it. This can be overcome by instructors giving Additional background information before the program enabling everybody to follow it. 24

25. The lesion timing is inflexible and same times inconvenient. The class teacher has no control over the pace of development of a TV lesson. It is difficult to take account of variation in attainment and ability within an age group. Interruptions and distractions at the receiving end can seriously impair the effectiveness of a lesson. The effectiveness of any transmitted aid is limited to the range of the transmitter. Teacher may consider television’s all absorbing quality in some way restrictive in that pupil’s participation is discouraged although not prevented entirely. 25

26. Television Programs : 1. Teaching demonstrations 2. Recordings of student’s performance 3. Recordings of teachers performance 4. Micro teaching in teacher’s performance 5. Image magnification for demonstrations 6. Records of field trips 7. Career counseling programs 8. Critical community problems 9. Technical training taps 10. Guest speakers files 26

27. Scripting for Educational Television: As an educator television is the most effective than other media. Television offers real advantage as a medium for public education. It is not an intimate medium like radio: Lot of all people can enjoy television all together . However, Television is unique is being able to achieve effects other media cannot. Its language is universal. A single frame or picture can express lot of things rather than millions of words it has versatile appeal to all level of human feelings. Like education radio scripts, Television scripts have the same formats with some extra benefits to add dances, Animation and computer graphics etc. If can tell a story more compulsory than radio because of the use of visual imagery. Television script is relatively flexible or more complex and critical than radio. Television has lot of scope to describe the topic in various ways due to its visual support that’s why it seems to be flexible than radio 27

28. Educational television script needs creative unique conceptualized works in relation to authentic & artistic applications . Television’s language is both heard & visual. Due to audio video are incorporating at the same time . Nothing is hidden in TV program & viewers have no chance to create any imagination . So the script should be interlocked video and audio for agreement with the audience . Provide adequate logical structure let viewers know where you are going. Which concepts are important and when we are going to the subject. 28

29. Scope of Educational Television : Now most of the TV has or is broadcasting education program for making talented or intellectual general people or student such as debate program. Computer education BBC Janala Mina Carton and Sisum pur for children as well as people can know how to save them at the time of natural disaster those are living in coastal area or risky area; even they can learn production about earthquake and sun name from TV & Radio. 29

30. Awareness program for people from TV : Awareness program is the most important and common program for all TV channels & Radio sponsored by UNCEP. Save the children and UN people can make themselves about their social life, Family planning, Nutrition program for children . Cultural Program: Every nation has their own culture to develop their own culture. There is no alternative way for the last two decades Mass media have kept great contribution. 30

31. Science has advanced : Educational television is capable of making available many needed and so far inaccessible learning experience. Educational television brings about continuous Co-operative planning by teachers, Supervisors, Learning materials exports & skilled production teams. Good and effective educational television broadcasts result from the outgrowth of curriculum planning of content analysis & of the selection this most appropriate instructional media. It can use variety of audio-visual aids, Motion pictures, Film-strips, Slides, Recordings, Drawings, Maps and other projected and non-projected aids can be demonstrated through television bring us the launching of space rockets of political and social events. Educational television brings us a new kind of teaching team into existence. It can acquaint the children with past Culture, History and Social life. 31

32. It can motivate both children and adults because not only it is educative but also entertaining . The televised-lecturer is more thrilling as they bring to the listeners not only verbal information and the instruction of the speaker but also the whole of his personality engage in the task. National problems like those of population and poverty & illiteracy are often highlighting and discussed over the television. It plays an important role to play in educating the children on the history and culture of our country. It gives a very good idea of the history of the country by telecasting various programs through dances, short films on historical places, Museums etc . Thus television plays a vital part as means of media in educating the masses. It is dynamic and powerful medium, which influence education. Its effective use is based upon the fundamental psychological principles of learning which apply to all successful process of learning. 32

33. Role of Teacher : Text books presentations and videos function like media based on push technology and these are the ones used by teachers. Teachers explicitly talk of pushing content in to student’s heads. While describing their role & functions. Teachers should promote active learning and work with students to help them sift through information check for validity make inferences & develop arguments. The suggestion that teachers should pull ICT in to their classrooms implies. 33

34. Conclusion :- Television in education has undergone many incarnations. It has been used extensively in conventional and distance education formats. The developed countries are taking full advantage of television in education. This has greater scope in developing countries also. The above discussed projects on the use of television in education underline its role and significance for achieving the goals set for education for all. 34

35. References : A snapshot of Indian Television History 1] http :// www.indian television.com/Indianbroadcast/history/historyoftele.htm (accessed on 12 Aug 02 ) 2 ] Audio research unit (1991) television in India. Director general Doordarshan New Delhi . 3] Ahrens.S , Burt.G & Gallagher M (1975) Broadcast evaluation report no. 1:M231 Analysis Open University . 4] Bates A.W (1983) Adult learning from educational television. 5] Bates A.W (1988) Technology for distance education. 6] Brietenfield.F (1968) Instructional television. 7] Newyork : The Academy of educational development cited by JeFFries . Michael (1999). 8] IPSE – Research in Distance Education. 35

36. 9] Current Status of Indian Television Market (2002) http:// www.indiantelevision.com 10] Hull R (1962) Educational television. 11] Kern. L (1976) Broadcast Evaluation Report No.21:D101 12] Paul. N (1968) School television in India New Delhi AIR 13] [email protected] 14] Atte well.P and J Battle(1999) 36

37. Thank you… 37