All down to the television and radio masts that are positioned in the ground all over the world sending
signals in to in the sky which sends down radio waves back to our Televisions and radios. As this is
transmiting constant streams of radio waves. These waves are invisible to the naked eye.
Non Broadcast audio is completely the opposite of broadcast (Obviously!) The main powers that non
broadcast material can have, is that it enables you to pause, stop, rewind and fast forward video and,
or audio as and when you feel like or if there is a need too. As non broadcast is not live or a continuous
stream of media, it can also be played at any time of any day etc. Some examples of this can be
videos on YouTube. You are able to view freely and leisurely as and when you please. The same goes
for BBC iPlayer or your music on iTunes. Non broadcast can also be playing a CD, Listening to your
iPod or MP3 player, or even watching a dvd on your TV. all of these examples mentioned are linked
with each other because they can all come to a halt at any time and are not broadcasted as a
continuous stream.
In conclusion from the above paragraphs, difference between both Broadcast, and Non Broadcast, is
that one requires satellites and transmission masts to produce live media material that is only
controlled by certain people and has certain features to the public, where as the other may require an
internet connection (for iPlayer etc.) and we have full control of the material, weather it be to pause,
rewind, fast forward or to even stop and block it out completely and never come across it again.
Radio and Television
Radio and television broadcasting has been used for educational purposes for many years (Moore, 85). There are different types of broadcast: public, cable, and satellite. Some of the advantages of radio and television broadcasting is that they Audio- and videotapes have come to play an increasingly important role as media for distance education. These technologies are convenient and cost-effective. Most people have VCRs in their homes, and videotapes are easy and inexpensive to distribute. These media can be used to present the views of experts, which would increase the credibility of and interest in the materials. Materials that cannot be communicated by print could be communicated this way. Video is a powerful medium in terms of capturing attention, and conveying a lot of information quickly. Producing audio- or videotape helps keeping students in track, and get people in the community involved, and may recruit new learners to the institute. Broadcast may be provided to learners through cable television network or satellite broadcast. Those channels can provide good quality broadcast and dedicated channels for educational purposes. The site below defines television broadcast as "one-way asynchronous communication medium". An important disadvantage of television broadcast that this site lists is that broadcast delivery encourages passive viewing rather than active participation. Students lack control over the medium and are unable to stop the flow of information to ask questions and enhance understanding.
Narrow casting:
The word “narrowcasting” is particularly unique to the industry of media specifically that of broadcast media. It is, according to the dictionary, the ability to “aim a radio or TV program or programming at a specific, limited audience or consumer market. The practice came to the forefront with the advent of cable television. As this specialty media has matured, narrowcasting has become a fine art. In the earlier days of Indian television, the two major networks (doordarshans) dominated programming and sought to obtain the widest audience possible. They avoided programming content that might appeal only to a small segment of the mass population and succeeded in their goal by reaching nearly 90% (combined) of the television viewing audience on a regular basis.
The networks maintained their stronghold until competition emerged through the addition of many independent stations, the proliferation of cable channels and the popularity of videocassettes. These competitors provided television audiences with many more viewing options. Consequently, the large numbers previously achieved through mass-oriented programming dwindled and “narrowcasting” took hold. With narrowcasting the programmer or producer assumes that only a limited number of people or a specific demographic group will be interested in the subject matter of a program. In many ways, this is the essence of cable television’s programming strategy.
Media Selection Issues
There is a large number of technologies available for the delivery of distance education course. Selecting the medium is an important part of the efficiency of that course. Each medium has its own strengths and weaknesses, and these should be matched to the nature of the learning setting. The medium selection process should be undertaken for each course and each program, since they all have different requirements depending on the objectives, learners, and learning environment. The site below sets the criteria for selecting media for distance education. It divides media into three categories: print-based, Audio-visual or technology based, and human interaction. Through using technologies classification diagram by Eijkelenburg, Heeren & Vermeulen, 1992*. This site provides criteria for selecting the appropriate media for the distance education course. This site is also rich with information about different media and technologies, besides information about distance learning theories and modules.
Radio and Television
Radio and television broadcasting has been used for educational purposes for many years (Moore, 85). There are different types of broadcast: public, cable, and satellite. Some of the advantages of radio and television broadcasting is that they Audio- and videotapes have come to play an increasingly important role as media for distance education. These technologies are convenient and cost-effective. Most people have VCRs in their homes, and videotapes are easy and inexpensive to distribute. These media can be used to present the views of experts, which would increase the credibility of and interest in the materials. Materials that cannot be communicated by print could be communicated this way. Video is a powerful medium in terms of capturing attention, and conveying a lot of information quickly. Producing audio- or videotape helps keeping students in track, and get people in the community involved, and may recruit new learners to the institute. Broadcast may be provided to learners through cable television network or satellite broadcast. Those channels can provide good quality broadcast and dedicated channels for educational purposes. The site below defines television broadcast as "one-way asynchronous communication medium". An important disadvantage of television broadcast that this site lists is that broadcast delivery encourages passive viewing rather than active participation. Students lack control over the medium and are unable to stop the flow of information to ask questions and enhance understanding.
Narrow casting:
The word “narrowcasting” is particularly unique to the industry of media specifically that of broadcast media. It is, according to the dictionary, the ability to “aim a radio or TV program or programming at a specific, limited audience or consumer market. The practice came to the forefront with the advent of cable television. As this specialty media has matured, narrowcasting has become a fine art. In the earlier days of Indian television, the two major networks (doordarshans) dominated programming and sought to obtain the widest audience possible. They avoided programming content that might appeal only to a small segment of the mass population and succeeded in their goal by reaching nearly 90% (combined) of the television viewing audience on a regular basis.
The networks maintained their stronghold until competition emerged through the addition of many independent stations, the proliferation of cable channels and the popularity of videocassettes. These competitors provided television audiences with many more viewing options. Consequently, the large numbers previously achieved through mass-oriented programming dwindled and “narrowcasting” took hold. With narrowcasting the programmer or producer assumes that only a limited number of people or a specific demographic group will be interested in the subject matter of a program. In many ways, this is the essence of cable television’s programming strategy.
Media Selection Issues
There is a large number of technologies available for the delivery of distance education course. Selecting the medium is an important part of the efficiency of that course. Each medium has its own strengths and weaknesses, and these should be matched to the nature of the learning setting. The medium selection process should be undertaken for each course and each program, since they all have different requirements depending on the objectives, learners, and learning environment. The site below sets the criteria for selecting media for distance education. It divides media into three categories: print-based, Audio-visual or technology based, and human interaction. Through using technologies classification diagram by Eijkelenburg, Heeren & Vermeulen, 1992*. This site provides criteria for selecting the appropriate media for the distance education course. This site is also rich with information about different media and technologies, besides information about distance learning theories and modules.
