A chronology of the development of educational television in Toronto, Canada. (LS)

A look at TRU (Television and Radio in Education), which produces educational audiovisual programs for pre-school and adult education in Sweden. (HB)

ENTRIES IN ENGLISH, GERMAN, AND FRENCH ARE LISTED BY AUTHOR UNDER THE MAIN HEADINGS, (1) EDUCATION AND TELEVISION, (2) ADULT EDUCATION AND TELEVISION, (3) EDUCATIONAL TELEVISION, (4) BIBLIOGRAPHIES, AND (5) PERIODICALS AND INFORMATION SERVICES. ALSO INCLUDED ARE 24 ABSTRACTS, IN GERMAN, OF DOCUMENTS ON EDUCATIONAL TELEVISION. FOR AVAILABILITY OF…

The BBC produced a series of ten half-hour ETV programs called "Teaching Adults," intended for anyone engaged professionally in adult education. The purpose of the series was to examine the basic differences between the learning processes of children and adults and to give examples of teaching techniques by showing a wide variety of…

Presents a typology of the teaching roles (cognitive knowledge, affect, cognitive skills and strategies, motor skills) and programmatic roles (student support, public access, program support) that television can play in an adult educational program utilizing television as an instructional component. (VT)

Seven issues raised during an evaluation study of televised instructional components are identified: selection and commitment of sample, environment of evaluation sessions, student and expert review, formulation of an explicit evaluation model, conflicting results from different instruments, standards and the interpretation of data, and style and…

The appropriate educational uses of television and/or teleconferencing present similar but separate problems for adult learners. Adult educators should consult experts on planning and using these technologies before rushing ahead with them (JOW)

A brief description of the underlying philosophy and of the genesis of the Open University. (AK)

Describes the multi-media extension program of the University of New South Wales, which provides radio and television courses which help to bridge the transition from secondary to tertiary studies. (AN)

Describes campaign which includes 28 separate activities for publicizing telecourses at Vincennes University. Also discussed are decisions to be made regarding equating of these courses to traditionally taught established courses, timing of broadcasts, and effects of the publicity campaign on student enrollment. (EAO)

Tips for human resource professionals using televised instruction include rehearsing, observing others, being physically and emotionally prepared, trusting the director, dressing in appropriate colors, using variety and graphics, being oneself, and discussing logistics with trainees before beginning to teach. (JOW)

A look at how the Maryland Public Broadcasting Center serves business needs. (Author/HB)