Discusses the use of television to bring about social change. Details projects on Fogo Island and in Rockford, IL. (JOW)

Describes various types of video producers and suggests how to decide which one is best for training needs. (JOW)

Concentrates on the work of Community Education through Radio (ECORA), a Bolivian organization that planned and implemented the nonformal education component of a project that included school construction, teacher training, bilingual education, and administrative reforms within the Ministry of Education and Culture. (JOW)

Discusses the Consortium for Lifelong Learning in Arizona through Instructional Media, Inc. (CLAIM), a voluntary consortium of a wide range of agencies involved in adult education of all kinds brought together in a state network to share costs. (Author/IRT)

Discusses trends in adult education and their implications for instructional developers, and notes areas where reviews of research are needed: existing telecourse packages, recruitment and retention of adult learners, effective instructional strategies, logistics and costs of alternate delivery systems, and technical assistance and training needs…

Discusses the type and scope of positive relationship existing between mediated instruction and learner attitudes, and documents successful situations that produce attitudinal outcomes. (JOW)

The different uses to which two adult educators put their personal computers illustrate some of the many personal and professional applications of microcomputers and point to some implications for home computers in the field of adult education. Relying primarily upon prepared software packages, the first educator relies on his computer as a…

Varied aspects of adult learning and media use are discussed in three papers. In the first, "Adult Learning and Television," a summary of concerns about the negative influences of commercial television viewing and criticisms of instructional television is followed by a discussion of the potential of new technologies for two-way…

Discusses significant differences between face-to-face and distance education, considering the characteristics of students in each type of class. Examines the issues of the transfer of content, how content should be structured, what media are used, how the individual needs and motivation should be handled, and the role of evaluation. (GEA)

Attempts to link the school with the mass media was one of the worldwide trends in educational development during the period 1945-1982. The educational potential of the mass media is discussed, and three models of school-cum-media education are presented. Applications of the models and current problems are examined. (RM)

The first article in this report emphasizes the importance of user participation at the planning, decision-making, and production levels of small-scale instructional development in developing nations. Four subsequent articles also centered around user participation in Third World instructional development discuss folk theater as effective 2-way…

Irrespective of how learning is done, all learning includes common elements. Learning philosophy may be discussed in terms of settler and pioneer philosophies. Settler philosophy attempts to answer all the questions and to define and tame the educational establishment. Pioneer philosophy, on the other hand, is an attempt to provide education in…

These two papers address the challenge of harnessing the most appropriate media technology to help learning and teaching into the next century. "Motivation, Access, and the Media," presents the case for greater access for learners to the various technologies. The paper makes the case for access to be free at the point of use and argues…

This article discusses how current theories of learning and memory can guide the application of integrated media (IM) to embellish a standard curriculum; considers theoretical reasons for "breaking the mold"; and offers examples of IM-based alternatives to curricula in the areas of adult literacy, language arts, social studies, language skills,…

Global civilization means simultaneously progress for everybody and destruction of the ethical and mythical nucleus of individual cultures. The role of education in the global world would be to start a universal dialogue between all the cultural groups of the world. Education will save the values now in danger, because a multicultural dialogue may…