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by II A. Ainslie Clark

This paper was prepared within the Canada NewStart Program, financially supported by the Department of Regional Economic Expansion. NewStart Corporation staff are encouraged to express, freely, their professional judgment. Points of view or opinions do not, therefore, necessarily represent official departmental position or policy.

Prince Edward Island NewStart Incorporated Montague

III

Pub. No. 71-21 INTRODUCTION

During the last ueven years, vast strides have been made in the area of mass communications. These developments have helped to create public interest in and awareness of world and local affairs. Resulting directly from this, the field of educational media has developed. Recognizing the need foi: greater economy and efficiency, educational institutions have been required to account for more of their methods and to make classroom instruction more meaningful and relevant.

One of the major ways of doing this has been through the judicious use of educational media techniques, such as closed tircuit television, dial-access information retrieval systems, computer assisted instruction, audio cassettes and film pro- jection. These media techniques provide the teacher with more ways of communicating with his students in audition to his standard lecture and blackboard methc,ds. Various educational 7edia techniques are appropriate with all sizes of classes, from the large group of a few hundred to the individual work- ing on his own. Regardless of the manner of -use, these tech- niques provide students with information of all kinds each having a different effect on one or more of the senses.

This report describes the educational media involvement in the Comprehensive Manpower Development System of Prince Edward Island NewStart Inc. (P.E.I. NewStart Inc., 1970). The report is divided into two sections, one dealing with the use of educational media as a resource program and the other dealing with an exposure program designed by the media specialist.

1

2-A OBJECTIVES

The overall objectives of educational media techniques are to provide the teacher with a greater variety of instruc- tional methods with which to improve teacher-student communica.r. tions.

The specific objectives of the educational media in this project were to:

a) improve the students' understanding of directions and information given by the instructor, and to promote greater discussion between the students and the instructor;

b) increase the level of student interest and moti- vation by providing a more stimulating learning environment;

c) Improve the student's ability to acquire and perform skill operations by providing a means of repetitive drill of a uniform, high quality;

d) make the students more aware of the assets and facilities in this environment.

PROGRAM DESCRIPTION

A. Resource Program. Personal resources of the educational media depart- ment of Prince Edward Island NewSta.rt Inc. were involved in various traditional activities, among them were the following:

2 3 1) Acquirin3 16 mm. films and pre-:recorded video tapes for applicable programs, e.g. Ford Motor Company films for automotive programs and National Instructional Television Center (Indiana) for Basic Education Programs.

2) Locating new media materials for each subject area, e.g. CBC Learning Systems Audio Tapes on credit buying fur ?re Employment Skills Training (P.E.S.T.).

3) Providing current media reference information and catalogues.for instructional staff.

4) Recommending the purchase of specific materials and equipment, e.g. Super 8 mm. film loops and projector for automotive skills training.

5) Providing technical expertise on tape recording and duplication procedure for Adult Basic Educa- tion Literacy Program.

Through consultation with program designers, the follow- ing media techniques were incorporated into their programs.

1) Overhead transparencies were used as an instructional tool in the mathematics and PEST programs.

2) Super 8 mm. single concept film loops were pre- pared by the department for male nursing attendants program.

3) Video tape productions and mirror television techniques were used for PEST programs.

3 Another function of the department was the dissemination of relevant information to staff members. This was accomplished by:

1) media specialist's involvement in the Assessment and Counselling Committee (Raire, 1970);

2) provision of media workshop sessions for instructional staff;

3) organization of film shovings for staff develop ment purposes.

B. Exposure Prosram.

This program originated as a result of an apparent lack of interest and motivatiou 04 the part of the trainees in their academic programs (Assessment and Counselling minutes, 1971). it Was felt that the classroom atmosphere couTd be enriched witb films, guest speakers, and field trips. As a result, this program was set up.

Objectives of the Program:

1) to increase trainee's level of motivation and interest in academic work;

2) to make trainees more aware of assets and facilities of their environueut;

3) to provide opportunity for tralnees to use these facilities.

4 5 Instrumentation:

OBJECTIVE MEASURE TIMING

1. Instructors Pre-Post Observations Exposure

2. Questionnaire Pre-Post

3. Action

Program Description:

Three media techniques of 16 mm. films, guest .speakers, and field trips were incorporated into the exposure program.

a) Films 11. A planned combination of 16 mm. films, dealing with travel, industry, government, and social problems were shown on six consecutive weeks. The films were introduced by the guidance counsel- lor, who led the discussion following each film.

The program consisted of the following films:

1. My Island Rome (P.E.I.), NFB Trans-Canada Journey, NFB Price of Fire, NFB Change in , NFB Reporting on Board (RCN), NFB

5 2. The Ride, NFB Stampede Stopover, NFB Back-Breaking Leaf, NFB The Drag (Smoking), NFB

3. Beautiful Bonne Bay (Nfld.), NFB Fire in Town, Dominion Fire Comm. Country Auction, NFB LobsterS Unlimited, NFB

4. My Financial Career, NFB Ottawa - Reflections of a Nation, NFB Max in the Morning (Rawhide), NFB The Purse, NFB Tide of Fundy, NFB

5. Skilled Fingers, NFB Signal.30 (Traffic Fatalities), Ohio State Police Ghost Hunters (R.C.A.F.), NFB Avalon Holiday (Nfld.), NFB

6. A Place to Stand (Ontario), Air Canada Better Housing for the Atlantic Provinces, CMHC The Builders (Engineers), NFB I Am a Country, Air Canada

b) Guest Speaker An R.C.M.P. officer from one of the local detachments was invited to give a presentation to the trainees on the role and functions of the R.C.M.P. The constable who gave the address had formerly been a teacher, but was still young enough to be able to relate to the needs of the trainees? His presentation involved the use of a 16 mm. film called Th'e Crime Scene which demonstrated the criminal investigation role of the force. A series of 35 mm. slides showed the vigorous training which R.C.M.P. recruits are required to complete, And finally, a film, Police Dogs, was shown to portray the public service function of the R.C.M.P.

c) Field Trips

The trainees were taken on a day-long tour of the in Summerside, one of the bases from which the Maritime Air Command and the Air and Sea Search and Rescue Units operate.

The tour included visits to the Meteorological Station, the Control Tower, the Search and Rescue Hangers, and an Argos Aircraft fitted for enemy submarine detection.

Following this field trip, the trainees were asked to select the place which they would like to visit next. They selected the Confederation Centre, and the University of Prince Edward Island, in . At the Confederation Centre they visited the theatre and were told about the various stage plays which were performed during the summe!' season and then, during the winter, how it was used as a motion picture cinema. Following this, the tour of the complex included visits to the library, the Art Gallery Museum and then proceeded next door to the Legislative Assembly Building where the Fathers of Confederation met and where the present Provincial Government now sits.

7 The visit to the University of prince Edward Island coincided with the annual "Open Rouse" held by the University. The trainees were divided into small groups to tour the campus. They saw the Psychology, Engineering, Chemistry and Geography Labs, the television equipment used by the Athletic Department, the student residences and dining room, in addition to many other academic and recreational facilities.

Program Results:

Film Program. Initially, the trainees' interest and enthusiasm was high during the film programs. They were eager to attend and within the limits of their abilities they discussed the films they had just seen, and in some cases weye still talking about them several-days later.

The variety of film topics used tended to retain their interesi-.. The ratings which the trainees gave to each other after the showing (see Table 1) reflects the varied interests which existed in each program.

After three consecutive weeks of the film programs, the trainees' level of interest appeared to decline. This could be attributed to the demands which were placed on them to discuss each film and rate it, and also because there was little carry-over to the academic classes by the instructors of information which had been given in the films. This tended to make the film programs less relevant to the overall instruction process.

By the end of six weeks, it was felt that, while the trainees were still gaining useful segments of information from the films, their level of interest had dropped considerably. It was then decided to discontinue the film programs in their existing format.

Guest Speaker. The trainees' initial reaction to having an R.C.M.P. officer talk to them was not one of enthusiasm. Their previous encounters with police had never been under pleasant circumstances.

By the end of the R.C.M.P. presentation, however, the opinions of many of the trainees had changed. The program had been scheduled to last approximately one hour, but at the end of two and three-quarter hours, the presentation had to be stopped because of other committments.

During the constable's presentation, he had encouraged the trainies to ask any questions they wished. It was a re- sult of the numerous trainees' questions that the program ran so late. The trainees gave the impression that they were very impressed with the straight-forward answers which they got to all of their. questions. They seemed to be amazed that they were getting honest and factual answers for a change.

After the presentation, many of the trainees expressed the feeling that they would now feel confident enough to'call on the R.C.M.P. for help at any time, whereas before they were always afraid of the R.C.M.P. More than 88% of the trainees stated that they now felt the R.C.M.P. to be very necessary. Also, 83.32 of the trainees stated that they would like to talk with a Mountie again.

This program was effective in exposing the trainees to a facility of their environment, and it made them more aware of the services which they could obtain from the R.C.M.P.

11) Field Trips. A majority of the trainees who went on the tour of CFB Summerside expressed the feeling that they had gained a better understanding of the types of activities that are carried out by the Armed Forces (See Table 2). Before the tour, many said that they thought the only thing which the Armed Forces did was practice to fight wars. After the tour, they were able to describe such items as the Search and Rescue activities, the preparation of weather forecasts, the radio assistance given to civilian aircrafts, and the general tasks designed to protect the country.

With regard to the field trip to the Confederation Centre and the University of Prince Edward Island, the range of trainees' interest in the tour was very great. Some could see no value in these particular tours while others were most enthusiastic. Those trainees who were "trades" oriented could see little value in the abstract area of the performing arts and a uniceersity. Of all the trainees, 43.5% had never been to the Confederation Centre before this field trip.

In spite of this, those trainees who were keen about the tour expressed their greater awareness and newly-acquired in- formation in later discussions. Those who originally lacked any enthusiasm were not drastically changed; however, they did develop some interest in special areas of the tours such as in the engineering labs of the University.

Given these mixed results, it could be stated that these field trips successfully served as a beginning towards making the trainees more aware of the assets and facilities of their community.

When the instructors were asked to evaluate the results of the Exposure Program, 85% of them felt that more than half of all the trainees had been made more aware and interested as a result of the Program. DATA:TABLE I EXPOSURE FILM PROGRAMS BeautifulProgram 1: Bonne Bay (Nfld) August 28/70 N 28 Fair 6 Good Very Good No Answer LobstersCountryFire in UnlimitedAuctionTown (Rural (P.E.I.) (N.S.) Ontario) 19 1 - 67.9%3.6% 3.6% 74 - 14.3%25.0%21.4% 141920 2 - 67.9%71.4% 7.1% 6231 - -10.7%3.6%7.1% Program 2: September 4/70 N 30 - 25.0% - 50.0% -21,4% MyOttawaMax Financial in -the Reflection MorningCareer (Stephen (Rawhide)of Leacock) a Nation 1521 2 - 50.0%70.0% 6.7% 1213 6 - 40.0%43.3%20.0% 12 23 - -40.0% 10.0% 6.7% 4 ProgramTidesThe Purse of 3: Fundy (Social (N.S. Conscious) September 11/70 - N.B.) 13 - 10.0% 3,3% 1014 - 33.3%46.7% 1310 - -43.3% 33 3% 63 - 20.0%13.3%10.0% SignalSkilled 30Fiugers (Traffic (Rural, Fatalities) Craftsmen) N = 23* 13 - 13.0% 4.3% 11 6 - 26.0%47.8% 11 3 - 47.8%13.0% 56 - 26.0% ProgramAvalonGhost Hunters Holidy4: (Nfld)(Argus Aircraft) September 18/70 15 - 21.7% 4.3% 98 - 39.1%34.8% 10 - 43.5% 3 - 21.7%13.0% TheBetterOntario, Builders Housing A Place (Industry) for to AtlanticStand (Expo Provinces '67) (CMHC) N = 30 10** 46 - -13.3% 20.0%33.3% 131210 - 40.0%43.3%33,3% 10 45 - 16.7%33.3% 97 - 23.3% I Am a Country (Canada) 3Several "Poor" traineesratings, being tested at that time. 4 - 13.3% 14 - 46.7% 5 - 16.7%13.3% 7 - 30.0%23.2% TABLE 2

Why do we need the Air Force, the Army and the Navy? (Pre-Test) Why do we need an Air Force Base like this one? (Post-Test)

TRA/NEES Pre Post Didgo Didnotgo

N=41 N=34 N=15 Protection 16- 39.0% 5- 14.7%

Fight wars 12- 29.3% .10w Defense 2- 4.9% 8- 23.5% 4- 26.7% Transports'tion 1- 2.4% 1- 2.9% Search and rescue 1- 2.4% 10- 29.4% Help our country 1- 2.4% 2- 13.3% train 1- 2.4% Import goods 1- 6.7% Track subs 1- 2.9% Provide weather data 1- 2.9% Fly planes ,./ 2- 13.3% We don't .1 No answer 7- 17.1% 8- 23.5% 6- 40.0%

12 13 CONCLUSIONS AND RECOMMENDATIONS

The educational media input into the C.M.D.S. was partially successful. It did provide the instructors with a video range of techniques to use in presenting material to their students. This, in turn, allowed for more effective communications between the teachers and students. The various media techniques did stimulate the students, both indirectly in the classroom and directly through the Exposure Program. As a result of the Exposure Program, the trainees were at least made more aware of their environment; however, the extent to which this occurred can not be measured.

The success of the Educational Media Program was limited from its inception. The media specialist was hired at the point when all the program curricula had been designed and finalized.. This meant that any new media techniques had to be introduced into the individual programs while they were in progress, rather than at the ideal time when the curriculum was being designed. This resulted in the media techniques resembling an aid rather than being an incorporated method.

Similarly, while a part of the function of a media specialist is to act as a resource person, as was the case in this organization, his greater contribution can be in, designing learning experiences for the students which will frequently include media techniques. In any subsequent pro- jects, the educational media contribution to the overall instructional process will be greatly improved if the media specialist is obtained early in the planning stage and is per- mitted to design and build the media system which will best serve the needs of that specific organizi,.zion. BIBLIOGRAPHY

Allen, David. "Reach.Many-Senses-with Multi--Media". 'Educational Screen and Audio-Misual Guide. December, 1969.

Allen, William H. "Instructional Media Research: Past, Present, and Future". AV Communication Review. Vol. 19:1, Spring, 1971, P. 5.

Dwyer, Frances M., Jr. "Exploratory Studies in the Effectiveness of Visual Illustrations". AV Communications Review, Vol. 18:3, Fall, 1970.

Edgerton, Wilbert D. "Utilization of Instructional Materials: Practical Applications to Disadvantaged Education". Educational Screen and Audio-Visual Guide. October, 1969, p. 10.

Gaffo, Armand J. "Effects of Certain Audio and Visual Pre- sentation Sequences on Pupil Information Acquisition". Journal of Educational Research. Vol. 64:4, December, 1970, p. 172.

Haire, Basil G. Assessment Counselling and Assignment Committee of the Comprehensive Manpower-Development System. Montague, P.E.I. P.E.I. NewStart Inc. August, 1971.

Rosenthal, Robert A. "Increasing Sense of Effectiveness Through Media". Educational Technology. December, 1969, P. 39.

Tobias, Sigmiand. "Effect of Attitudes to Programmed Instruction and Other Media cn Achievement from Programmed Materials". AV Communications Review. Vol. 17:3. Fall, 1969, p. 299.

ERIC Clearirgbouse

APR 1 1972 14 on Adult Euucafion