Lesson 7 - Choosing Media

We have seen that oral communication has a long history, and continues today in classroom teaching and in general radio programming. In this section, though I am focusing primarily on recorded audio, which I will argue is a very powerful educational medium when used well.

There has been a good deal of research on the unique pedagogical characteristics of audio. At the UK Open University course teams had to bid for media resources to supplement specially designed printed materials. Because media resources were developed initially by the BBC, and hence were limited and expensive to produce, course teams (in conjunction with their allocated BBC producer) had to specify how radio or television would be used to support learning. In particular, the course teams were asked to identify what teaching functions television and radio would uniquely contribute to the teaching. After the allocation and development of a course, samples of the programs were evaluated in terms of how well they met these functions, as well as how the students responded to the programming. In later years, the same approach was used when production moved to audio and video cassettes.

This process of identifying unique roles then evaluating the programs allowed the OU, over a period of several years, to identify which roles or functions were particularly appropriate to different media (Bates, 1984). Koumi (2006), himself a former BBC/OU producer followed up on this research and identified several more key functions for audio and video. Over a somewhat similar period, Richard Mayer, at the University of California at Santa Barbara, was conducting his own research into the use of multimedia in education (Mayer, 2009).

Although there have been continuous developments of audio technology, from audio-cassettes to Sony Walkman’s to podcasts, the pedagogical characteristics of audio have remained remarkably constant over a fairly long period.