1.

Audiovisual (broadcast or cassette): advantages over print

1.1. unique ways to help learning, e.g. drama, animation, demonstration
1.2. provision of realistic experiences, e.g. sounds, places, events
1.3. the medium's realism has a strong impact on feelings, appreciations, attitudes,
motivations
1.4. personalization: teachers are portrayed as people, rather than as impersonal
text
1.5. the richer symbol system breaks the tedium of print
1.6. literacy is not essential
2. Print: over audiovisual (broadcast or cassette)
2.1. Reproduction quality and random access at the student's own pace help both
the presentation and the deeper study of
 data in quantity, e.g. glossary, study-guide
 fine detail, e.g. equations, photos
2.2. the stability of print allows students to browse and select from bulk material
2.3. print can carry more information for example,
 one newspaper can carry 4,000 words, equivalent to about 9 hours of TV (3
video cassettes)
2.4. print is adequate to cover most of the syllabus
 the symbol system of the print medium is adequate to present the majority of
topics and teaching functions of the (traditional) syllabus
2.5. print is a more familiar medium for education
 students and teachers might therefore feel more comfortable with print
2.6. easier teacher access and control over print
2.7. print production skills are more adequately resourced
 in contrast, as argued earlier, the skill and time required to exploit the
distinctive attributes of audio-visual media are frequently underestimated
2.8. reception is not affected by power cuts
2.9. the family doesn't dispute access
3. Broadcast audiovisual: over cassette, print
3.1. cheaper for large audiences
3.2. study pacing
 fixed broadcast slots encourage students to keep up to date
3.3. sense of importance
 because the transmission is nationwide
3.4. sense of community
 students know that their classmates are watching simultaneously
3.5. sense of immediacy
 the realism of the images and the association with live broadcasts makes the
action appear to be happening now
3.6. non-stop viewing/listening is good for the overview function
 students can't choose to get hung up at a particular sticky conceptual point
3.7. national resource
 accessible to the secondary target audience: the general public
3.8. recruitment of students
 from the secondary target audience-the general public
3.9. public/academic exposure
 public relations
 3.10.top experts agree to appear
 because of the higher status and exposure of broadcasts
4. Print or cassette (stop-activity-start design with notes): over broadcast
4.1. student chooses when to study, e.g. when alert and preparatory work done
4.2. student can stop and reflect, annotate notes
4.3. student chooses repeats
4.4. lessons can have variable length
 whereas broadcast slots are normally of fixed duration
4.5. enables lesson subdivision into digestible segments with interspersed activities
 activities consolidate learning, enhance receptivity of next segment
4.6. cassette is better for group discussion and classroom viewing
 easier to convene meetings and to replace segments for group re-deliberation
4.7. frequency of lessons can be varied
 two lessons on topic A this week, no lessons in week 2, etc
4.8. cassette can achieve closer integration with print-e.g. easier to cross-reference
4.9. cassette can carry socially sensitive material
 because the general public is denied access
4.10.The entertainment industry competes for broadcast slots
5. TV/video: over radio
5.1. more compelling, in general
5.2. more interesting/glamorous to produce
5.3. pictures/images are supplied
 thus engaging the sense of vision, as well as that of hearing
6. Radio: over TV/ video
6.1. student access to (cheaper) equipment
6.2. cheaper to produce
6.3. evokes better images!
 the absence of pictures can evoke better mental images
6.4. translation is easier to implement
6.5. portability of equipment
7. Video: over audio with notes/visuals (audio-vision)
7.1. synchronized pictures and sound (effects + commentary)
 two advantages: pictures with synchronized sound effects create realism,
imaginative picture-word composition can create picture-word synergy
7.2. the field of view is predetermined
 although some might see this teacher-control as a demerit (see 8.1 below), I
believe it has its place for a clear exposition of the teacher's conception
7.3. moving pictures
 this is only a merit if the topic genuinely benefits from moving pictures (see
8.2)
7.4. picture-search facility
8. Audio with notes/visuals (audio-vision): over video
8.1. student choice of when to look where
 in contrast to 7.2, the field of view is under student control
8.2. cost-effective when the topic needs pictures but not moving pictures
 because lower levels of facilities and production skills are sufficient
9. Audio with notes/visuals (audio-vision): over print
 9.1. verbal commentary over diagrams is easier to process than the analogous
technique in print: margin notes commenting on the main text
 because margin notes necessitate repeated switching of visual attention,
whereas with audio-vision, students can listen and look in parallel
9.2. students can more easily revise from the sparsely laid out notes, without
replaying the audio
 notes can be sparse because of the audio back-up; they need to be sparse in
any case, to facilitate synchronous looking while listening
10. Radio: over all others
10.1.the short lead-time enables
 remedial tutorials
 errata, news and information