One of the most influential aspects of any media development is to decide on the overall approach. Although this is part of the specification stage, you will also need to consider its fit into your organisation’s wider approach to open learning and the type and style of any other audio already used. Your aim should be to select methods and approaches to match the specific needs of groups of learners, but to ensure consistency and coherence within a defined overall approach and house style for your organisation.

The approach and method used in audio should reflect its use within the learning package. For example, a talk through of an experiment or piece of equipment would probably use a relatively simple explanatory style and not normally need different narrators, music or any special techniques. However, a series of case studies could well be presented in the style of a 'documentary' radio programme.

When developing an approach for audio, consider the following points.

• avoid lengthy audio programmes or parts

• devise a clear structure for the material, as far as possible divide it into 'blocks' of information but retain a smooth flow if a narrative approach is required

• ensure that an introduction is provided to overview the programme and to explain its use

• provide clear instruction for the learner in the audio programme

• use regular summaries and references in any narration to act as 'signposts' for the learner

• use music sparingly – differential music used for introduction and ending from that used to punctuate content by, for example, varying the length of the music used

• maintain an active narrative style e.g. address learner as 'you'

• match narration style to any video narration and style of text or computer based material, as far as appropriate

• avoid direct references to specific page/frame numbers within text unless this is an integral part of the audio parts role e.g. talking through a diagram

• if asking the learner to complete a task e.g. locate a reference on a plan, then allow sufficient time for this, instructing them to pause the audio input, if necessary

• harmonise terminology with other media

Below are a set of questions which will enable you to review or plan an audio programme. In this activity you will be using it as a planner. Consider each question and note the approach you plan to adopt. If possible use a real example. If you are using a hypothetical example, spend a few minutes at the beginning of the activity deciding on the nature and content of the programme and learners involved before moving on to complete the questions.

• What is the specific role for the audio medium?

   

   

• How will the introduction attract the learner's attention and provide an overview of the programme?

   

   

• How will you provide clear instructions on how to use the audio?

   

   

• What length is appropriate for learners and meets the guidelines?

   

   

• What is its structure?

   

   

• How will it maintain an active approach?

   

   

• How will the narrative style be consistent with that used in other media such as video or computer based material?

   

   

• What voices will be used and are these acceptable and appropriate to the learners?

   

   

• What is the level of language used and how is it appropriate to the learners?

   

   

• What are the links to other media?

   

   

This activity should have given you a flavour of the issues involved in determining the structure, features and approach of audio material. The questions from this activity have been expanded to form a checklist for reviewing an audio programme.

Video material has played an increasing role in open learning over the past twenty years. Since the introduction of affordable video cassette players in the 1970s, video has tended to replace the use of broadcasting or film in many training situations.

Video has often supplemented or replaced television broadcasts ( e.g. UK Open University) and has, over the past twenty years, provided a particularly useful addition to the material available in open learning packages. Although broadcasting is still used in the form of satellite and business television, the use of video is more important for open learning in most European countries. In countries such as USA and the United Kingdom, which had by the 1970s developed substantial training film markets, these have been superseded by a more vigorous training video market. Initially providing resources for face to face sessions, this market now overlaps with that for open learning materials, with some material being produced for group or individual use and other videos being accompanied by individual text self learning materials.

This unit concentrates on video production process, used later in different media embedding. Its use in multimedia is considered briefly in Unit 4. The use of video material through telematic and networked systems are dealt with in Unit 5, which considers the impact of 'delivery' systems.

Video is one of the most commonly used media in training and has a substantial use in many areas of education. It is used widely in both commercially produced and in-house open learning materials. Many of the wider range of video based training materials are also used extensively in learning centres. Although many of these resources were not designed originally for use by individual learners, video has several valuable uses and roles in materials for open learning.

Specific uses of video can be divided into four main types:

• illustrating procedures and skills

• providing real life material

• conveying attitudes and views

• providing information from the open learner provider to motivate the learner at the beginning of a programme

Below is a typical list of the benefits and drawbacks of the use of video elements. Compare your assessment with that below. Note or amend either list to reflect your own analysis.

Using the above lists, assess your own use of video. Note or amend items on either list to reflect your own analysis. Draw on examples you have seen and your own experience.

For

Against

Considering your own organisation’s needs and resources and your analysis of their strengths and weaknesses, specify when and how you might use video.

These broad categories contain many styles and approaches, many combining more than one of the attributes we have listed. The use of video in multimedia materials has reased the number of techniques for many videos in learning, but the rationale for its use remain centred on its ability to illustrate and convey a wide range of content in accurate and rich detail.

Its popularity and impact is considerable. It brings life into a package and adds variety to materials which would otherwise concentrate on text only. However, its uses are not unproblematic. Many trainers and educators feel it is a very passive medium and cannot cope with topics needing detailed or complex coverage. Therefore an assessment of it strengths and weaknesses is a particularly important step before commissioning, producing and/or purchasing.

Most organisations find that costs and resources prevent them from making greater use of video. However, the methodology of how to use video for self learners has not developed significantly during the past twenty years.

Many video programmes simply duplicate forms of programme seen on broadcast television and do not actively help individual learners to learn. There are a number of issues affecting use and take up which should be considered :

• evaluations of open learning packages after use do not always reveal that video has been successful. There are reported examples of its use not being fully integrated and of the cost of the video not justifying the learning time provided or the performance improvement anticipated

• changes in technology and price make video production increasingly feasible on an in-house basis. However, many trainers feel that the expectations of televisual material by learners is continually rising. Exposure to increasing amounts of high quality television may reduce the impact of video for learning. Against this many organisations have found that if a reasonable threshold of technical and production values is achieved then there is an acceptance of the technical quality differences with broadcast television

• passivity remains a substantial problem as a number of devices for reducing this such as breaking down into small sequences, or linking closely to text, are not always popular with learners. They find that video is difficult to access in anything other than a linear fashion.