The Interplay of Content and Media: Two Crucial Components in Multimedia Education

• In Event: Adapting Distance Education in Resources Constrained Contexts: Lessons from a Multimedia Distance Science Education Project for Girls in Afghanistan

Proposal

Implementing multimedia education in resource-poor zones like Afghanistan involves overcoming significant challenges. To address these, our project adopted a localized and innovative approach, blending traditional and digital media to reach students with varying levels of access. Collaborating with local experts, we designed a program combining broadcast media (TV and radio) with mobile-based platforms. Utilizing TV channels such as Tolo and Lemar, and radio stations like Arman and Arakozia, we ensured broad access to educational content. Weekly SMS messages kept households informed about broadcast schedules. Additionally, we introduced a WhatsApp-based tutoring program targeting girls, integrated with social-emotional learning (SEL), tailored based on household access to smartphones, local safety, language, and timing concerns.
Before designing the program, we conducted thorough pre-design collaboration with Afghan educators and experts to align content with the Afghan curriculum. We interviewed numerous local stakeholders through in-depth semi-structured qualitative interviews and analyzed the data to inform our design. Afghan subject matter experts, all women with advanced degrees and extensive teaching experience, played a crucial role in developing content that was relevant, culturally appropriate, and reflective of Afghan students' needs. The creative writing team then turned these frameworks into engaging television episodes, reviewed for curriculum alignment and pedagogical best practices.
Integrating SEL into the programming was a priority. NYU worked closely with Afghan experts and creative teams to embed SEL principles, focusing on self-efficacy, goal setting, and collaboration, addressing both academic and emotional needs of students affected by conflict and instability.
Our approach included intensive collaboration, joint workshops, training, and quality control mechanisms. NYU worked with MOBY Media on the project design and supported content development, participated in workshops, provided training to education and media staff, reviewed content, and developed checklists and criteria. This process involved extensive communication across languages, countries, and teams.
Our partnership with CDDO, a local NGO with deep community ties, was critical to the program's success. CDDO’s data collectors, familiar with the local context, ensured accurate data collection and culturally sensitive program implementation.
This presentation describes the exploratory qualitative research and applied work we carried out to create a strong program design.

Authors

• Heddy Lahmann, New York University

• Dana Burde, New York University

• Rena Deitz, New York University

• Abdul Hamid Hatsaandh, New York University

• Mohammad Jawed Nazari, New York University

• Hamidullah Gharibzada, New York University