The renaissance of audio in international education: current implications for design, delivery, cost-effectiveness, learner engagement and environmental sustainability.

• In Event: Educational technology and learning design

Proposal

Audio in international education has undergone a renaissance of late; it had suffered a serious image problem with the advent of computers, tablets and other visual technology in the classroom. Considered your grandmother’s medium, inclusion of it in development education required a strong sales pitch with references to constantly proven results. In reality, Ministries and major donors alike have continued to use audio in education due to the fact that the practical use of audio as a medium for delivering effective content and coaching has consistently produced strong impact results and most often at relatively low-cost. Easily scalable, sustainable, effective, accessible to the visually impaired and generally loved by teachers and student alike, audio-based programs delivered. However, while impact results have been thoroughly evaluated during the past two to three decades, other components of the use of audio in classroom instruction have not; the most recent cost-benefit study on interactive audio instruction, for example, was a World Bank study conducted in 1999. Approaching audio in international education from a systems perspective, this on-going study takes a fresh, comprehensive look at the power and potential of audio in instruction through a detailed review of the relevant literature, stakeholder interviews and a cost-benefit analysis based on three major education initiatives in Africa and Latin America in which audio was a primary medium. Given the extraordinary developments in technology during the past twenty-five years, this study will explore current and inform future implications for design, delivery, cost, scalability, sustainability, receptivity and environmental impact of audio as an information communication technology (ICT) in education.

More specifically, the study’s mixed methods approach will address the following key questions:

o How has audio as a technology evolved over the past 25 years and how has that impacted options for capacity building, design, production, environmental sustainability, and delivery?
o How cost-effective is audio in education in the current context? The study will explore data related to one use of audio: interactive audio instruction.
o What are the implications for future directions of IAI in education?

This approach will be guided by the notion that “Systems are assemblages of parts that function as a whole... that is, they seem to function with an identifiable purpose” (Clarke 2003:15) . In the case of audio in education, any given example of this is part of a greater system. An effective audio program to improve language instruction in a classroom is the culmination of painstaking design that might include all of the steps of the instructional design process, coupled with current offerings of audio technology in design and delivery and the receptivity and implementation of the audio program on the part of the end-users. Changing one component, such as the extraordinary evolution of audio technology, means potential change to the whole and requires fresh research.

First, the study will investigate new technological developments in audio through a review of literature and interviews with experts in the audio technology field. Interviews will also include stakeholders with worldwide experts in the use of audio in development education. Specific questions will include: how have the capabilities of audio technology evolved? How has this impacted the options for design, delivery and longevity? Some areas of interest include the mainstream use of the digital file, digital production, digital radio and connectivity, satellite broadcasting and internet-based storage. How has it affected the environmental impact at the local level and at the level of international assistance? Has the evolution of technology during the past two to three decades addressed the evolution of pedagogy? If so, how? Have new options for delivery impacted learner preferences? If so, how?

Second, we will present the results of a cost-benefit analysis of interactive audio instruction. For comparative purposes, this study will closely follow the design of the study conducted by Adkins in 1999. Interactive audio instruction was chosen as the audio-based methodology of choice due to its ability to effectively reach millions in a classroom setting, to the availability of related impact and investment data and to its use as an instructional tool for teachers and students alike. The researcher will use cost and impact data from three major education projects based in Africa and Latin America.

The advent of digital production has transformed several aspects of the production process; capacity building of in-country production staff once required the long-term presence of an audio producer capable of providing training. Currently, much training can be provided remotely, thanks to the ability of sending digital files, thus reducing greenhouse emissions due to the need for technical assistance to fly to wherever production is happening. Within the studio itself, the painstaking former process of production using reel-to-reel meant that changes resulting from implementation and formative evaluation were extremely time-consuming and costly. The simple reduction of size and cost of current equipment means that upgrading a studio is not only far more affordable, it is compact and transportable.

Third, what do these findings mean for current and future design, policy and research decisions? Again, the researcher will conduct structured interviews with local, national and international stakeholders including decision-makers with donor organizations, Ministries of Education, teachers and students. Furthermore, initial investigation reveals that few studies exist exploring newer forms of audio in education such as podcasts in developing country contexts. We will recommend directions for audio and identify necessary research opportunities in order to advance the field.

Author

• Katharine (Kit) Yasin, Education Development Center (EDC)