"The purpose of this review is to support education practitioners, host country government representatives, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiative
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s designed for diverse learners and implemented both within and outside of learning institutions. This review covers the four key distance learning modalities: radio/audio, television/video, mobile phone, and online learning. Printed texts, which are often developed to accompany these first four modalities, can also be a fifth modality in contexts where technology is not used. Most of the data sources were drawn from work in the primary education sub-sector. However, much of the guidance can be applied to secondary and tertiary-level distance learning. This review is also applicable to data collection in both crisis and non-crisis contexts. This review presents a roadmap that guides users through four steps of planning and designing how distance learning delivered through any of these modalities can be monitored and evaluated. Step 1: Determine the Objectives of Monitoring and Evaluating Distance Learning; Step 2: Determine What Will Be Measured (Reach, Engagement, and Outcomes); Step 3: Determine How Data Will Be Collected (In-Person or Remotely); Step 4: Determine the Methods and Approaches for Measurement. Based on emerging global evidence, this review guides users through the process of measuring the reach, engagement, and outcomes of distance learning initiatives. In addition to providing step-by-step guidance, this review provides three overarching recommendations for developing and implementing evidence-based monitoring, evaluation, and learning (MEL) plans for distance learning initiatives." (Executive summary)
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"La elección de la temática de esta convocatoria fue incitada por la conmemoración de los 70 años de la primera transmisión televisiva en el país realizada el 17 de octubre de 1951 por Canal 7 de Buenos Aires que era dependiente de LR3 Radio Belgrano, de propiedad del Estado nacional y que est
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aba a cargo del presidente Juan Domingo Perón. Pero el acontecimiento resulta una excusa para recoger las reflexiones que se están dando en el campo académico en torno a un objeto de estudio que había hegemonizado la producción intelectual durante las últimas décadas del siglo XX en las que la televisión asumía un papel relevante como articulador de la vida social, cultural y política de nuestro país. Partíamos de la presunción que en el presente ese rol hegemónico se diluía en un ecosistema medial más diverso y que los estudios de los medios de comunicación habían reconducido gran parte de su atención para comprender las dinámicas, afectaciones y apropiaciones de los medios digitales, y la televisión (como forma tecnológica y cultural) parecería transitar un proceso de envejecimiento y disolución que no la hacía merecedora de los esfuerzos intelectuales. Sin embargo lo que se advierte es que el abordaje del medio televisivo se ha reinventado ampliando sus límites, instalando la problematización en la diversidad de dispositivos y formas narrativas que configuran lo audiovisual transmedia." (Página 7)
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"Esta investigación versa sobre lo que significó la estrategia “Aprendo en casa” en el Perú, en el año 2020, desde dos de sus recursos principales: la radio y la televisión. El objetivo fue analizar comunicacionalmente y evaluar los programas de ambos medios. Se discutió sobre treinta y do
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s piezas de todos los niveles educativos, en un periodo de siete meses, con veintisiete expertos comunicadores y se evaluó la experiencia a partir de cincuenta actores destino de la estrategia. El estudio fue metodológicamente naturalista, de enfoque cualitativo, con tipologías hermenéuticas indirectas y fenomenológicas, y bajo diseño de codificación abierta. Se hallaron ocho categorías generadas a pleno albedrío que arrojan resultados sobre sesgados contenidos y cuestionables formas de presentación; se visibilizaron brechas educativas, digitales y generacionales, así como desarticulación entre los ejes educación y comunicación. Lo encontrado aspira a contribuir a la mejora del diseño y uso de recursos mediáticos a favor de la incursión educativa analizada y sus similares." (Resumen)
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"An study among 1,564 children from Cambodia, Thailand, and the Philippines tested the increase of knowledge among viewers of the Southeast Asian programme "I Got It". Initiated by why the Goethe Institutes in Southeast Asia, this first regional knowledge programme for children was produced in 9 Asi
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an countries (Brunei, Indonesia, Cambodia, Laos, Malaysia, Myanmar, the Philippines, Thailand, and Vietnam). According to the conclusion, "the study shows that children get something out of the programme. They get more out of some episodes than others, but the tendency is clear: knowledge programmes enrich children’s lives, especially if they provide new facts and insights, give visual form to things which are not usually visible, and thereby foster a more complex understanding of familiar things." (commbox)
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"The history of development in Africa is littered with all sorts of experiments and projects centred on new technologies often presented as a panacea to the problems of health, education, or agricultural production. The failure of some of those projects shows the limits of the technocentrist approac
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h which has recently resurfaced in the developmentalist discourse and which is based on the idea that technology (and technology alone) can solve all the social and economic problems Africa is facing. This is the case of the educational television in Niger that was supposed to ensure a rapid access to universal education. It started in 1964 and was abandoned in 1979. It failed to transform the educational system in any significant way, the school enrolment rate in Niger still being under 60 %, 46 years after the experiment started. In this paper, I intend to show that this failure was not due to a lack of community involvement as generally advanced by project evaluations, but the result of a confrontation of divergent views of the world and society. Indeed, the educational television has become an issue of both social and political struggle, which resulted in the victory of one of the parties and the allocation of the educational television to other purposes for which it was not previously designed." (Abstract)
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"This essay argues against reducing the recent history of global television to an oversimplified transition between ‘statist’ and ‘consumerist’ dispensations. As apparently irreconcilable ideologies of television, the statist and consumerist models represent two ways of imagining the relatio
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n between the deployment of media and the project of modernity. Despite their surface differences, both share a tendency to imagine television in primarily ‘representative’ rather than ‘constitutive’ terms: they both evaluate television according to its ability to represent or address supposedly pre-existing publics, as opposed to its power to help constitute those very publics. I develop the question of the constitutive potential of television by reconsidering a decade of Indian television history – the mid-1970s through the mid-1980s – that is generally dismissed as a transitional phase between statist and consumerist paradigms. Through a discussion that is empirically grounded in the Indian experience, I propose categories that might inform comparative explorations of media and modernity in an age of globalization." (Abstract)
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"El Libro blanco sobre la Televisión Educativa y Cultural es la primera publicación de conjunto sobre este tipo de televisiones que operan en Iberoamérica. Este libro es un balance provisional y parcial del camino recorrido en las últimas décadas por las televisiones de Argentina, Brasil, Chile
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, Colombia, México, España, Perú, Portugal, Uruguay, Venezuela. Describe el origen, contexto y estado actual de las Televisiones educativas y culturales (TEC) en 10 países Iberoamericanos. El enfoque del libro es global y da cuenta del estado presente de unas televisiones con vocación de competir en calidad y excelencia para llegar al máximo posible de espectadores en plena transformación tecnológica. El estudio correspondiente a cada país presenta inicialmente una descripción del sistema general audiovisual dando cuenta de su organización, principales actores e impacto en públicos y audiencias, así como una visión general de las tendencias de programación y producción. Este libro es una referencia indispensable para operadores audiovisuales del área educativa y cultural, así como para estudiosos, docentes y destinatarios de estas televisiones en Iberoamérica." (Contratapa)
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"The book opens with a review of the key issues in using media for education. It then proceeds through five country studies, written by highly qualified and experienced policy-makers and practitioners of educational media. The country studies are followed by research reviews that synthesise the majo
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r findings of evaluations. A final section presents several case studies on harnessing technologies for distance-learning initiatives. The book is designed to serve as both a resource and a guide. It provides valuable background and the insights of leading academics, practitioners, researchers and students of educational media - while also offering a unique platform from which, it is hoped, new ideas and further developments will be stimulated." (Publisher description)
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