Lesson 7 - Choosing Media

12.1. A Revolution in Media

Until as recently as ten years ago, cost was a major discriminator affecting the choice of technology (Hülsmann, 2000, 2003; Rumble, 2001; Bates, 2005). For instance, for educational purposes, audio (lectures, radio, audio-cassettes) was far cheaper than print, which in turn was far cheaper than most forms of computer-based learning, which in turn was far cheaper than video (television, cassettes or video-conferencing). All these media were usually seen as either added costs to regular teaching, or too expensive to use to replace face-to-face teaching, except for purely distance education on a fairly large scale.

However, there have been dramatic reductions in the cost of developing and distributing all kinds of media (except face-to-face teaching) in the last ten years, due to several factors:

• Rapid developments in consumer technologies such as smartphones that enable text, audio, and video to be both created and transmitted by end-users at a low cost.
• Compression of digital media, enabling even high bandwidth video or television to be carried over wireless, landlines and the internet at an economic cost (at least in economically advanced countries).
• Improvements in media software, making it relatively easy for non-professional users to create and distribute all kinds of media.
• Increasing amounts of media-based open educational resources, which are already developed learning materials that are free for teachers and students alike to use.

The good news then is that in general, and in principle, cost should no longer be an automatic discriminator in the choice of media. If you are happy to accept this statement at face value than you can skip the rest of this lesson. Choose the mix of media that best meets your teaching needs, and don’t worry about which medium is likely to cost more. Indeed, a good case could be made that it would now be cheaper to replace face-to-face teaching with purely online learning if the cost was the only consideration.

In practice, however, costs can vary enormously both between and within media, depending once again on context and design. Since the main cost from a teacher’s perspective is their time, it is important to know what are the ‘drivers’ of cost, that is, what factors are associated with increased costs, depending on the context and the medium being used. These factors are less influenced by new technological developments, and can, therefore, be seen as ‘foundational’ principles when considering the costs of educational media.

Unfortunately, there are many different factors that can influence the actual cost of using media in education, which makes a detailed discussion of costs very complex (for a more detailed treatment, see Bates and Sangrà, 2011). As a result, I will try to identify the main cost drivers, then provide a table that provides a simplified guide to how these factors influence the costs of different media, including face-to-face teaching. This guide again should be considered as a heuristic device, so see this section as Media Costs 101.