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Showing posts with label Course Code 8621. Show all posts
Showing posts with label Course Code 8621. Show all posts

Tuesday, July 26, 2022

Features and Documentaries as a Production Method

 

Q2. Write a detailed note on features and documentaries as a production method.

Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)


Answer:

 

 

Both topics bring life to non-fictional accounts. Features are a straightforward report on an event, situation, person, or idea such as the life of someone in the community but can be highly artistic–which separates it from a news story. Documentaries provide information and present a Point of View.

 

 A good documentary can have a profound influence on social, political, and economic developments and even on legislation in a city, region, or country. Anything that deals with a nonfiction treatment of a subject in a format that straight news interview or discussion is often called either a feature or documentary. You can expect both topics on television, radio, movie theatres, and the internet.

 

Purpose

 

Both features and documentaries are meant to inform but also have an entertainment aspect. Features are usually under the direction of the news department at a television station but have a more storytelling aspect to them, much different from a straight news story. Features and documentaries are similar in purpose, but features are unbiased forms of media whereas documentaries are usually not. They can be produced by a company, a news station, crowd-funded, or individually.

Content & Style

 

Features are usually not presented in an “inverted pyramid” style, meaning the most important need to be in the lede and are more narrative-like. They include more descriptive vocabulary and are usually oriented toward human interest. Documentaries have a lot more freedom than features. They need a clear stand on a controversy or idea and attempt to evoke change. They usually begin with a hook and include dynamic cutting meaning it is comprised of back-and-forth clips.

 

Emotionally charged viewpoints are usually present. The outlets they are produced on are suitable because both topics are ambiguous enough to fit every outlet.

 

Examples/counterexamples of work in this media genre

 

 

A good feature has smooth camera work and evokes emotion. It is unbiased, has a clear angle, and provides insight into a topic that is newsworthy. A bad feature includes opinions and shaky camera work with an unintelligible narrative.

 

Good Example

Bad Example

A good documentary has a clear point of view and multiple elements of persuasion.

It also sparks controversy and provides counterclaims. The camera work is smooth and the editing is clipped together in a way that complements the story.

Good Example

Bad Example

 

Writing for this media genre

 

Each of these topics requires a significant amount of time spent with the informants and sources. Because both are non-fiction, most of these steps are irrelevant. The steps these topics would take would be interviewing, first drafts, edits, and final. Both genres would entail clear, concise style writing but have room to be creative. For a documentary, the pitch has to be attention-grabbing which could be done with a good hook.


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Sunday, July 24, 2022

Discuss the points the TV scriptwriter should keep in mind while writing the educational program

 

Q1: Discuss the points the TV scriptwriter should keep in mind while writing the educational program?

 Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)


Answer:

 

Hollywood screenplays get all the glory, but well-written TV scripts have the potential to change the lives of your online learners. When done correctly, they serve as the backbone of your TV course design and create an emotional connection with every member of your audience. The trick is to transform all of the subject matter into something engaging, enlightening, and entertaining, which can be a challenging feat when you're working with bland material. Here are the 7 best practices for crafting the perfect TV script for a TV course.

 

1.  Turn your Educational TV script into a conversation.

 

Your Educational TV scripts should sound organic. Online learners must feel like they are dealing with an actual person they can relate to, instead of a computer who happens to know a lot about the subject matter. When you're writing your Educational TV script imagine that you are just having a casual conversation with your audience. Try to use the words "we", "you", and "us" as much as possible to connect with them on a more personal level. Better yet, read it out loud after you've finished and see if it flows naturally, or if you may need to add a bit more personality and warmth before you start narrating.

 

2.  Keep it short.

 

You should only include the bare necessities in your Educational TV scripts. This is because online learners are less likely to remember the key takeaways when they are in audio form. For this reason, you should always emphasize the main ideas and concepts with text or images, in addition to your audio narration. Read over your Educational TV script when you're done to see what should stay and what you can afford to lose. It's also a good idea to choose the ideal time cap before you start writing your Educational TV script.

 

 For example, you know that your online learners don't have much time to access the presentation so you are going to keep it under 5 minutes long.

 

3.  Brainstorm before you type the first letter.

 

You should brainstorm every aspect of your Educational TV script beforehand to make sure that you flush out all of the main points. Create mind maps, Educational TV storyboards, and outlines to get all of your ideas onto paper, then dive into the Educational TV script writing process. One of the most effective tools is a detailed timeline.

 

For instance, you might decide that the first minute of your Educational TV narration should stress the benefits of the presentation, while the second should explore the applications of the subject matter. Also, meet with your Educational TV team to get their input and get them involved in the Educational TV brainstorming session.

 

4.  Leave out the jargon.

 

Nobody wants to take an Educational TV course that calls for a dictionary. Your online learners should be able to understand every word in your Educational TV script. If not, then the definition should be included. Do some audience research to find out how much your online learners know and their level of experience, which will give you a good indication of which industry-specific jargon you should include.

 

For example, online learners who have been in the field for a long time will probably need more specialized lingo, while those who are less experienced may require more basic terminology. When in doubt, just leave it out and provide links to supplemental resources. Less experienced learners then have the opportunity to explore advanced terms, topics, and tasks on their own time.

 

5.  Use vivid imagery.

 

Online learners will remember the Educational TV content more effectively if it paints a vivid picture. Instead of just telling them about an idea or concept, use adjectives and descriptors to make it more meaningful and engaging. This is especially useful when integrating stories and real-world examples into your Educational TV course design.

 

A story is already emotionally compelling, but you can make it absolutely riveting by using imagery to draw them in. Just make sure that you don't go overboard and start describing every single detail.

 

Also, keep visual metaphors, similes, and other literary devices to a minimum. Unless, of course, they will help your online learners to better understand the subject matter.

 

6.  Watch your tone!

 

Every element of your Educational TV script should be respectful, professional, and personable. Online learners must feel like they are listening to someone who is on the same level, rather than a condescending authority figure. The Educational TV content should follow the same guidelines: If you are dealing with tech-savvy online learners who already know their way around an Educational TV course you don't need to tell them how to navigate. You should also stay active. It's wise to steer clear of passive voice and keep your Educational TV script in the present tense.

 

7.  Edit, edit…and then edit again.

 

Do a few rounds of proofreading, editing, and revising before you finalize your Educational TV script. In fact, you may want to have a fresh pair of eyes read over the Educational TV script to make sure that it is error-free and conveys the right tone. Editing is particularly important if you are enlisting the aid of a voice-over artist, as grammar and spelling mistakes can cause confusion later on. If necessary, hire an experienced copy editor to polish your Educational TV content and make some minor adjustments.

 

A well-written Educational TV script has the power to captivate your audience and provide them with all of the key takeaways in a fun and engaging way. The secret is making them feel like the Educational TV course was crafted for them, alone, by setting the tone, pace, and jargon just right.



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School Broadcast Media of Japan

 

Q.5 Discuss the school broadcast media of Japan.

 Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)


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 that own TV sets and makes it the source of funds for its wide activities. It operates a nationwide network with 2 MW radio, 1 FM radio, 2 VHF television, and 2 BS television channels. Also, it has a shortwave overseas radio in 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. The 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 audience ratings, hence TV stations tend to make junky programs that only aim at ratings.

 

TBS-Aum scandal and underlying problem in TV journalism All Japan’s news media reported the 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 Subsume Sakamoto. …

 

Sakamoto and his family were abducted and murdered about a week after the tape screening, on Nov. 3, 1989, allegedly by AUM followers. Police believe that AUM leader Shoko Sahara 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 the Aim issue, including an exclusive interview with Shoko Sahara, after it showed the videotape. Did they make a deal with Aim for audience ratings? Is “wide-show” programming really journalism?

This type of problem has been repeated. It seems that the problem is not only for TBS but for all of 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 the 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 stations that 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 music digitally via satellite using PCM technology were operating as of April 1996, and four companies commenced around-the-clock programming using communications satellites in 1992 and 1993.

 

Multiplex broadcasting 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 text 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 is 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 becoming an important medium in metropolitan areas, offering a multitude of programs on numerous 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 high-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 Broadcasting

 

On June 30, 1996, the Japanese satellite JCSAT-3 aired the first experimental digital broadcasting. It is Perfect TV, the joint venture of four big Japanese trading companies, and will start commercial service in October ’96, providing 61 TV and 104 sound channel selections. The registration fee will be 2,800 yen with about 50,000 yen for the antenna and decoder, and the 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, announced that he will begin 100 channels J Sky B within two years. Thus, Japanese people will be able to enjoy a few hundred programs shortly.

 

The ground broadcasting companies keep cool on the satellite fever. They think it is difficult for these newcomers to provide quality programs to satisfy so many channels (I doubt current ground programs have any quality, then). Another problem will be the antenna. As of June 1996, current services with analog Commercial Satellite (CS) gained only a hundred thousand subscribers, while those using Broadcasting Satellite(BS) achieved more (NHK’s BS has 7 million and Wowed 2 million). Because CS services require a different antenna than BS services, they experience a serious handicap in the Japanese housing situation. Many experts wonder if people dare to put one more antenna for the new digital satellite programs


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Friday, July 22, 2022

The British Broadcasting Corporation (BBC)

 

Q.4 Write a detailed note on the British Broadcasting Corporation (BBC).

 Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 1

Answer:

 

The British Broadcasting Corporation (BBC) is a British public service broadcaster. Its headquarters are at Broadcasting House in Westminster, London, and it is the world’s oldest national broadcasting organization and the largest broadcaster in the world by several employees. It employs over 20,950 staff in total, 16,672 of whom are in public sector broadcasting. The total number of staff is 35,402 when part-time, flexible, and fixed contract staff are included.

 

The BBC is established under a Royal Charter and operates under its Agreement with the Secretary of State for Digital, Culture, Media, and Sport. Its work is funded principally by an annual television license fee which is charged to all British households, companies, and organizations using any type of equipment to receive or record live television broadcasts and inlayer catch-up. The fee is set by the British Government, agreed by Parliament, and used to fund the BBC’s radio, TV, and online services covering the nations and regions of the UK. Since 1 April 2014, it has also funded the BBC World Service (launched in 1932 as the BBC Empire Service), which broadcasts in 28 languages and provides comprehensive TV, radio, and online services in Arabic and Persian.

 

Around a quarter of BBC’s revenue comes from its commercial subsidiary BBC Studios Ltd (formerly BBC Worldwide), which sells BBC programs and services internationally and also distributes the BBC’s international 24-hour English-language news services BBC World News, and from BBC.com, provided by BBC Global News Ltd.

From its inception, through the Second World War (where its broadcasts helped to unite the nation), to the 21st century, the BBC has played a prominent role in British culture. It is also known colloquially as “The Beeb”, “Auntie”, or a combination of both (as “Auntie Beeb” or “Auntie B”).

 

In 1927 the government decided to establish the British Broadcasting Corporation (BBC) as a broadcasting monopoly operated by a board of governors and director general. The BBC was funded by a license fee at a rate set by parliament. The fee was paid by all owners of radio sets. The BBC, therefore, became the world’s first public-service broadcasting organization. Unlike in the United States, advertising on the radio was banned.

 

John Reith was appointed director-general of the BBC. Reith had a mission to educate and improve the audience and under his leadership, the BBC developed a reputation for serious programs.

 

Reith also insisted that all radio announcers wore dinner jackets while they were on the air. In the 1930s the BBC began to introduce more sport and light entertainment on the radio.

 

The BBC began the world’s first regular television service in 1936. This service was halted during the Second World War and all of BBC’s efforts were concentrated on radio broadcasting. In 1940 John Reith was appointed as Minister of Information Writers such as J. B. Priestley, George Orwell, T. S. Eliot, William Empson, and Charlotte Haldane were recruited by the BBC, and radio was used for internal and external propaganda. This included broadcasting radio programs to countries under the control of Nazi Germany. These radio programs went out in 40 different languages.

The BBC television service was resumed in 1946 and by the early 1950s, it became the dominant part of its activities. Its broadcasting monopoly came to an end with the introduction of commercial television under the Independent Television Authority in 1954. This was followed by the introduction of commercial radio stations in 1972.

 

It has been claimed that BBC is the most universally recognizable set of initials in the world. For example, by the end of the 20th century, an estimated 150 million people were listening to BBC World Service radio.


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Thursday, July 21, 2022

The Role of Educational TV with Reference to Pakistan

 

Q.3 Discuss the role of educational TV concerning Pakistan?

Course: Broadcast Media in Distance Education

Course code 8621

Level: B.Ed (1.5 Years)

ASSIGNMENT No. 1

Answer 

Television has been given considerable importance in many countries as a source and a tool for teaching. The success stories of using television for education in many countries have negated the concept that television is basically an entertainment-oriented medium and it is hostile to thoughts. Television is adaptable and can follow different approaches when used in different educational situations. The medium is used for formal, non-formal, and informal education. To support formal education, television usually functions as a supportive and reinforcement tool.

 

Television can be attached to school curricula and timetables. When systematically organized it takes the form of a school broadcast. In non-formal education, television has a more specific role to play. When used as a part of a multi-media communication tool, television can directly or indirectly teach the subject matter.

 

The importance of television to communicate information, ideas, skills, and attitudes has been affirmed by research. You should attempt to study various reports published on educational television in different countries in different situations. In the words of Director BBC “next to home and school. I believe television to have a more profound influence on the human race than any other medium of communication.”

 

If media is to work as an effective teaching tool then certainly it is a helping hand towards, achieving the aim and objectives of education. Media is an agent of boosting cultural economic and social development activity. Television, as an important mass medium, disseminates education through formal and informal methods.

 

Television also continues to benefit the masses by making them conscious of the environment, rights, duties, and privileges. It is a source of teaching etiquette, language skills, hobbies, social relations, and religious beliefs. The role of television is neither fixed nor easily tangible and measurable. The role is directly related to the question of how the planners are serious and determined to use television. The role could either be enormous or, on the contrary very meager depending upon the specific tasks and available resources. Generally, television can help to achieve the following objectives:

 

  1.        Social quality in education
  2.         Enhance quality in education
  3.         Reduce dependency on verbal teaching and teachers
  4.         Provide flexibility of time and space in learning.
  5.         Stimulates learning
  6.         Provide mass education opportunities.

 

As far as the impact of education on television it should rather be studied in more narrow and specific areas. In the world of Scram; TV is more effective in teaching mathematics, science, and social studies. Whereas history, humanities, and literature have not benefited from this medium to the same degree.

The impact of television on the macro level should be studied in three areas namely;

  • Teacher’s Competencies
  • Student’s Competencies
  •  Effects on general viewers

Ø  

EDUCATIONAL PROGRAMMES OF AIOU

 

AIOU is a distance learning institution. Students in this system are not supposed to come at the campus for class study. However, the “open learning system” of AIOU is not absolutely parallel to that of independent studies by the private and external students who are registered with the boards or universities and appear only for the final examination. They get a degree on successful completion of terms. AIOU learning system is more systematic and disciplined.

 

For the purpose of the educational programmer of AIOU, electronic media is used for a variety of purposes depending on the requirements of the courses and teaching methodologies. Follow is the summary of various uses of television;

 

  •  To show the practical application of principles already written in the t textbooks and to show the laboratory work and demonstrations.
  • To humanize distance education and improve language skills and teaching skills by showing model teaching techniques.
  • To show real-life situations and microscope things on a magnified scale
  • Animations, dramatic presentations, slow motions, and case studies.

 

AIOU has so far produced more than four hundred television programs and many non-broadcast audio-visual cassettes. Slide tapes and flip charts are also used as visual media. Television is used in sciences, technical and vocational subjects. The demonstration through television helps to substitute the laboratory experiments. In social science and language, television is used to show real-life situations. Television also helps to understand information, which is too complex for written or spoken explanation.


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