Potentials and Limitations of Specific Media

Potentials and Limitations of Specific Media

           

Selecting appropriate media for a particular purpose is an art. A pastoral communicator must be familiar with the potentials and limitations of various media. This section thus provides a checklist of media commonly used in pastoral ministry and a description of each. The list tries to be thorough in order to provide the pastoral communicator a wide range of media alternatives, some of which he may tend to overlook. However, the list is by no means exhaustive.

The object media…

            Often ignored, the object media have potentials in pastoral communication because they can be used to present ideas and procedures concretely. These media are suitable in communicating with individuals and small groups.

            The object media are primarily suited for increasing familiarity with/and understanding of an idea, objector event (cognitive goal) and in the parish how to operate a device (psychomotor goal). These media may be used in the presentation mode of learning as part of a demonstration or short talk, or in learning by doing to give users hands-on experience with a doing task.  Likewise, they can serve as a powerful means of convincing others to support programs to enhance church activities.  However, these media need to be supported by oral or mediated instruction or explanation.

1. Real objects are often used in live demonstrations.  In the parish live demonstration can be given for sacramental experience.
2. Specimens are representatives or parts of a whole of a real object.  Unlike real objects, specimens may not be as cumbersome to carry around because they are just parts of the real objects. Specimens may also be preserving for repeated use, although if preserving the altars their physical properties, they may become less useful.
3. Replicas are exact three-dimensional copies of real objects. Thus, they can be made of cheaper or more durable materials than real objects. However, they may be expensive and difficult to make, requiring production workers with specialized skills and who may not be easily available. Also, they are useful only for presentation purposes, losing the functional nature of the real object.
4. Models are enlarged or reduced three-dimensional copies of real objects. An enlarged model allows a better look at an object that is too small for effective viewing, while a reduced one makes a large object more manageable to handle. Like the replica, a model is used only for presentation and does not allow trial. It can be made cheaper or more durable than the real object, although it may be difficult to make.
5. Mock-ups are working three-dimensional reproductions of real things or of parts of real things. They possess the same advantages as replicas and models, at the same time being difficult to make. Unlike replicas and models, mock-ups allow trial and practice of skills because they or their parts can work.
6. Dioramas are three-dimensional representations of events, places or eras, consisting of models of various objects and of their settings. The various parts of the diorama may be fixed or movable, allowing reassembly. A farm layout of different production systems may be shown concretely through a diorama.

The presentation media…

            When object media are not available, too cumbersome to prepare, or simply impractical, the same information may be conveyed through the presentation media. Most of the presentation media are group media or media utilized is learners in groups, although some may be used to reach mass audiences. The classifications “spatial”, “temporal” and “spatial/temporal” refer to whether these media are arranged in space, in time or in both.

            Appealing to the senses of sight, or hearing or both, the presentation media are effective means of enhancing understanding (cognitive goal), attitude change or reinforcement  (affective goal), and skill learning (psychomotor goal), depending upon their specific natures.  Thus, the message treatments of these media may vary from the straightforward to the artistic.  As such, these media may be suitable in different types of uses or media modes, depending on the message treatments used and on the capabilities of specific media. Likewise, the presentation media may be utilized for varied audiences, from villagers to policymakers, depending on the availability of needed equipment and facilities.

            Non-electronic presentation media, or those that are directly shown to an audience without having to use electronic equipment, are relatively cheap and easy to produce. Many of these media may not last long especially with repeated use.

However, mounting them is also possible. Because they tend to be bulky, storing and filing non-electronic presentation media may also be problem unless the agency producing and using these comes up with some ingenious media storage system.

Meanwhile, the electronic presentation media, or those that require electronic equipment to produce and use, tend to be costlier to prepare than the no electronic media. They require production people with special skills and expensive production supplies. However, their cost pays off when used reputedly in varying situations, lending well to storage and filing.

1.      Pictures, illustrations, slides and transparencies. Pictures, illustrations, slides and transparencies are similar in that they are essentially visuals that can portray varying degrees of realism. However, the transparency has the greatest limitation in terms of portraying realism, being suitable primarily for line drawings, charts, and graphs and outlined and edited texts. Pictures and illustrations may be non-projected, projected through the opaque projector, or translated into slides or transparencies. On the other hand, slides and transparencies are visuals specific for the slide and overhead projectors, respectively.

These four visual media may be presented as isolated visuals or as series, showing a procedure or a sequence of events. In sets or series, previously prepared soundtracks may accompany them. These lend well for seminar, simplifying complex instructions or explanations through the use of nonverbal symbols such as colored images, tone of voice and sound effects. As such, they are suitable for presentations with varied audiences, more particularly those with low literacy. When presenting realistic stimuli, these visuals lend well to influencing attitude (affective goals) in the discussion and sharing modes.

As can be surmised, coming up with effective visuals requires some artistic or photographic skill. However, those lacking in illustration skills may employ production techniques such as tracing, duplicating, enlarging/reducing through the copier, and the grid and projection methods.

2. Posters and billboards. Popularly used in advertising and in campaigns, posters and billboards lend well to making announcements or creating awareness about innovations for varied audiences. They are mass media by nature. Posters and billboards must elicit some action to be effective, often through prescriptive or thought-provoking messages. Presenting messages in capsule form, their visual and printed messages must arrest and hold enough attention and interest.

Posters and billboards are primarily used outdoors. The difference between the two is that billboards are larger, made of more durable materials, and present messages short enough to be caught by viewers in transit. Meanwhile, posters can also be posted indoors. Under a roof or shade, they can be protected from sun and rain.

3. Bulletin board displays and exhibits. Bulletin board displays and exhibits combine different visual media to present a message. The amount of detail presented depends on the size of the display or exhibit. As a visual medium, verbal explanations should be minimal.

Displays/exhibits are useful in featuring an innovation and its various elements. Procedures may also be presented. Like most other visual media, these are suitable for the presentation, discussion and sharing modes of learning with various audiences, intended to create awareness and understanding or elicit favorable sentiment and action. Displays and exhibits may be costly and require time and team effort to make. They may be produced for specific occasions or for long-term display. Storing and filing their parts may be cumbersome.

4.      Flipcharts and flannel graphs. Both flipcharts and flannel graphs lend well to presenting steps in a sequence or procedure one by one. A flannel graph may further be used to present complex messages part by part as a facilitator explains each element. As such, a presentation gains dramatic impact. Flipcharts may new cheap and more portable although using them requires a flipchart stand. This may be improvised from two chipboards joined to form a hinge at the topside. However, such a stand requires a table or some platform to stand on. Meanwhile, the flannel graph requires a piece of board covered with flannel cloth on which visuals with sandpaper backing will stick.

5.      Graphs and charts. Graphs and charts are effective in showing relationships. They may be projected or non-projected. However the abstract symbols used in presenting graphs and charts make them less suitable for rural audiences. For policymakers, researchers and extension workers, these graphic media may be used. In presenting relationships, trends or comparison through graphs and charts, color and illustrations may be used. These not only make the graphs and charts attractive, but more important; allow easier discrimination and identification of their elements.

6.      Chalkboard/whiteboard. Often used for their presentation function, the chalkboard and whiteboard are useful discussion tools, these pervasive structures in classrooms, village halls, offices and meeting rooms are useful for group note taking so that a group can keep tabs of its progress in discussion. Further using these media as a discussion tool discourages group members from digressing from the objective of the meeting, and helping maintain some structure for discussion.

In using the chalkboard or whiteboard for presentations, a lecturer should take care that putting messages on it does not make him less responsive to his audience.

7.      Radio. Radio is one mass medium that can be used to send messages to a rural audience. However, it may be effective only in creating awareness and a little understanding about an idea. This is because a radio listener is most often occupied with other chores while listening. Of course, specialized or localized programs may command greater attention if the listener is authentically interested to learn about a particular subject matter. As a mass medium, however, the viewer has little control over radio programming. To make sure that intended listeners will tune in to a program or message, it should be timed appropriately according to the listener’s routine.

8. Audiocassettes. Audiocassettes allow greater audience control over the medium than radio, although audiocassettes players may not be readily available in the rural areas. However, these equipment are portable and easy to operate, such that they can be easily loaned and passed around among neighbors in a village. The audiocassettes can command greater audience attention because the listener can play it in his free time or can replay it several times until he masters the message. Another advantage of this medium is that like visuals and the radio, it transcends the literacy barrier. Audiocassettes lend well to varied treatments, but because these are primarily audio media, messages have to be presented in a creative manner to arrest attention and not put the listener to sleep. Thus, audio writing skills, audio equipment, and audio production materials are needed in coming up with quality audiocassette aid.

Because of the varied possible treatments which can be used in audiocassettes and the listener’s control over their use, audiocassettes may be used in the presentation and sharing modes of learning by individuals and groups, and in the doing mode, presenting step-by-step instructions and allowing for enough practice by telling the user when to turn off the player.

9. Drama. Actors playing roles as a plot before an audience makes up a drama. The drama has been tried as a means of conveying developmental messages to rural audiences. The medium need not be costly. With community members as participants in conceptualizing, planning, acting and carrying out the drama, this medium is a powerful means of moving an audience and participants alike to act on a problem. While its potential in teaching innovations has not been fully explored, the drama is considered important in tacking and affecting attitudes and values.

A dramatization of the action of the elements in a technology may be performed to explain its implications or scientific basis in an interesting yet understandable manner. Here, the actors may portray characters that need not be people. Characters could be insects, parts of a plant, or an idea like money or income. In trying out dramatizations in teaching innovations, care must be taken to adequately pretest the presentation before using it in an actual setting.

10. Puppetry. Puppetry makes use of drama to put a message across, also in an entertaining manner. However, instead of live actors, puppets play the roles. Puppets may be made of low-cost materials such as old clothes and scrap cloths. In using puppetry, the proper handling of puppets is important. The presentation is smoother with a prepared soundtrack than with live delivery of lines. Animals and inanimate objects can also be humanized to portray them as characters in a story. Like dramatizations, puppetry can be a useful tool in explaining an innovation, with the various elements in a technology playing the characters. Thus, puppetry is useful in enhancing understanding with an equal impact in affecting and reinforcing attitudes.   
11. Demonstration. Demonstration, unlike drama and puppetry, is a more straightforward way of teaching a series of actions. An important guideline in performing demonstration is to have all the needed resources each time a demonstration is needed. This can be cumbersome.
12. Sound slide set. The sound slide set is useful in presenting facts, drama and procedures. Drama here may not necessarily refer to a plot or story, but in general, to some human problem requiring action. Thus, the slide set lends itself general, to some human problem requiring action. As such, the slide set is a useful presentation, discussion and sharing medium, for varied types of audiences. However it must be noted that skills are not learned by just watching them being performed, but by practice.

A slide set is primarily a visual medium. Thus, visual design skills as well as those in writing and producing audiovisuals are important in producing effective slide sets. Slide sets may be a bit costly because they not only require special skills to prepare, but also require costly photographic and art supplies and equipment. However, their cost pays off when used repeatedly in varied situation, lending well to storage and filing.

13. Video programs, motion pictures and television. Video programs, motion pictures and television have more or less similar potentials because they can show moving visuals and portray events and sequences realistically. Unlike live demonstrations, they can present processes and procedures efficiently, editing out unimportant details.

Like the sound slide set, these media can have emotional impact and affective. Again, their adaptability ranges from varied media uses; presentation, discussion and sharing. In addition, the videotape recorder is useful in the feedback mode because of its instant playback mechanism.

The impact of the video program, motion picture and television depends on the size of the screen used and the darkening of the viewing room. Motion pictures acquire this impact because large projection screens for this medium are readily available. Also, a classroom needs to be darkened to watch motion pictures. These conditions allow focusing of viewers’ attention on the message.

In terms of production, the motion picture is costlier and takes longer to process than videotape. However, its technical quality is better than video.

Among the three media, television allows little viewer control of program scheduling, unless viewers decide to record programs on videotape. Otherwise, viewers need to adjust their routines according to the schedule of programs that they want to watch. Thus, television messages in technology transfer need to be timed when their intended viewers are expected to turn on their television sets.

Publications.

Publications provide the most abstract type of communication because using them requires mastery of printed verbal symbols, or in short, reading skills. Another distinct characteristic of publications, except for the wall newspaper, is that readers often use these individually, eliciting thought and reflection on one’s own. As such, most publications can cover a material comprehensively and in depth than presentation media.

Each specific type of publication uses a specific type of message treatment. Most publications merely present information, although they may be adapted in the discussion and sharing modes. For the doing and feedback modes, specific types of printed media need to be designed, such as workbooks and written feedback forms or exercises.

Publications may be classified according to their being time-bound or timeless. Time-bound publications are those, which contain information that is useful when new. The timeless publications may remain useful over time although their content needs to be updated from time to time.

1.      Photo novels and comics magazines are pictorial publications popular as entertainment media. As such, they are useful in teaching values and attitudes. However, they may also contain messages toward increasing awareness and understanding about innovations and their merits.

The difference between the two publications is that the photo novel portrays scenes in a story in photographs, while comic’s magazines use illustrations. Both show dialogue among characters through bubbles. An important guideline in writing for photo novels and comics is to use dialogue and pictures in revealing information in the story.

2.      Fact sheets are loose papers containing information about a person, thing or innovation. These may be updated, depending on developments in research and in the field, by issuing additional pages when needed. The user, who may discard the pages containing outdated information once the new developments are circulated, compiles fact sheets.

3.      Manuals, handbooks, brochures and leaflets provide details about a learning task, such as technology, in varying degrees. Oftentimes, the type of publication required depends on how extensive is the message or the learning task to be learned.

Manuals are more comprehensive and may contain a whole range of practices from preparing land to harvesting and marketing a crop. Handbooks may focus only on some parts of the farm production cycle. These publications are called such because of their handy size. Brochures or pamphlets contain fewer pages than handbooks, while leaflets are single-sheet publications, which may be folded in different ways. As such, a leaflet deals with a very specific topic while a brochure has a broader coverage.

4.      Handouts, like fact sheets, are loose sheets of paper intended to supplement spoken instructions or those conveyed through the presentation media. They may contain excerpts from a publication where the publication is difficult to avail of. Produced cheaply such as by mimeograph printing, handouts are not meant to be mass-produced but are primarily used for instructional purpose.

5.      Bulletins and circulars are timely one-story publications ranging from one to a few pages. Bulletins contain timely news items or announcements, while circulars feature specific products such as an innovation.

6.      The newsletter serves two purposes: as a house organ that facilitates cooperation among members or subgroups in an organization.  A varied range of topics may be published in a newsletter, serving as some kind of miniature newspaper with a specific coverage and audience.

7.      The wall newspaper serves the same function of the newsletter, except that it sports a different format. Occupying a larger spread and using larger texts for easier reading at a distance, the wall newspaper is tacked on bulletin boards and walls. A handful of readers may be reading the medium simultaneously, and such a gathering may spawn discussion of the wall newspaper contents.

8.      Magazines may be for general patronage or for specific interest groups.

9.      As mass media, newspapers are effective channels in affecting policy in technology generation and transfer and other areas of development. Not only do policymakers read them, so do the general urban public who influences public policy.

Using the media effectively

One important skill that an pastoral communicator must “know” is the effective use of media in communicating to enhance or induce learning. To be an effective communicator, he must be familiar with media equipment so that he can handle them properly. All the time, effort and money spent in planning and producing a media material can go to waste if its presentation is a flap.

Three important pointers in effectively using media equipment and materials cut across varied types of media:

1.      The media user must see to the proper setting up of media equipment and to hall arrangement conducive for learning.

2.      The media user must prepare the learners to use the media according to the learning strategy planned.

3.      The media user must be able to operate media equipment and handle media materials properly.

General remainders in using Pastoral media.

Setting up. If the pastor, is truly interested in communicating effectively, he must see to it that the setting is conducive for the people.  The following factors must be considered, particularly for group learning situations:

1.      Seating Arrangement. If seats are not fixed in the hall, the media user must see to it that they are arranged in such a way that viewers can comfortably see visuals to by used. Viewers in front, projectors or other objects in the hall should not block the view of viewers at the back. Seats must be arranged to provide smooth transition between group viewing and other activities, such as group discussion..

The media user may well be remained of two simple guidelines

a)      For comfortable and undistorted viewing, avoid wide arrangements, particularly for the rows towards the front.

b)      The front row should be at least two screen widths away from the screen, while the back row should be at most six screen widths away.

2.      Room lighting. Different projectors require different types of room lighting for effective viewing of visuals. The non-projected media need full room lighting. The overhead projector, LCDs and video and television monitors may also be used without having to dim the lights. Meanwhile, slide and film projectors need considerable room darkening for clear viewing particularly for large halls.

3.      Projector position. As a general rule, the projector lens must be perpendicular to the screen both horizontally and vertically in order to attain an undistorted image. Otherwise vertical and horizontal key stoning may result. The distance of the projector from the screen depends on the desired image size and type of projector. Image size is determined by the size of the audience. The larger the audience, the larger the image should be.

4.      Screen Position. With respect to the seating arrangements, the screen must be placed where it is easy to see. However, its position must also allow a smooth transition from presenting projected images to using the chalkboard or other non-projected visuals. Audiovisual specialists suggest placing the screen at the corner of the front of a room to allow using the chalkboard in between projections. Likewise, the bottom of the screen must not be lower than the level of the heads of seated viewers won’t block the image or create shadows on the screen. Furthermore the screen must be placed away from light that may diffuse the image projected on it.

Preparing learners. So that learners can take full advantage of media materials, they must be adequately prepared to use them.

To prepare an audience for the presentation of audiovisuals, the presenter must introduce the activity in any of the following ways:

a)      Give a summary or overview of the contents of the presentation.

b)      State the objectives or expected learner behavior that will result from the presentation.

c)      Give a set of guide questions, which learners must try to answer as they watch the presentation.

d)     Point out aspects that viewers need to pay special attention to.

e)      Inform people of activities that will be undertaken in relation to the presentation afterwards.

A pastoral communication must never expect an audiovisual presentation to attain its instructional objectives on its own. Adequate preparation of learners is important, along with follow-up activities afterwards.

5.      Operation and handling. In operating media equipment, the media user must correctly adjust the following:

1.      Voltage. Before even plugging equipment into an electrical outlet, the media user must first check its voltage. Plugging a 110v equipment in a 220v socket would certainly damage it. On the other hand, plugging 220v equipment into an 110v socket may not necessarily damage equipment. However, it won’t work properly with power that is less than what it requires. When there is no electrical outlet that has the same voltage as that required by the equipment, a transformer needs to be used.

To be sure, the media user must check the voltage indicator in the equipment itself. Usually it is placed near the switches and knobs, at the back, or underneath the projector. Some media equipment has voltage selectors. In such cases, all the user has to do is adjust the selector according to the voltage of the available electrical outlet.

2.      Light intensity. When the media user turns on the power switch of the projector, the first thing he usually does is to turn on its light source some projectors have adjustments to regulate light intensity. A high intensity allows a clearer, brighter image to be shown. However, a higher light intensity also heats up the bulb and projector motor faster, lessening bulb lifespan. Thus, with high lamp intensity the room must be fully darkened when the projector has to be very far from the screen, such that a clear, bright image will not be hard to attain.

3.      Focus. Image sharpness can be attained through proper adjustment of the focusing knob.

4.      Positioning of material. Once a media user has focused a projector, he and his viewers would at once see if his slide, transparency, opaque visual, LCDs or motion picture has been positioned properly. Each specific projector has a specific place where the material to be projected should be properly positioned. Proper positioning of the material on the projector prevents creating disturbances due to images coming out reversed or upside down on the screen. Sequencing of visuals such as slides must also be correct. Also, visuals must be synchronized with their accompanying soundtrack. Thus, a media user must always preview audiovisuals before they are presented to make sure that they are properly positioned, sequenced and synchronized.

5.      Image height. The projected image must be high enough so that everyone can adequately see it. However, it must not be too high such that viewers have to tilt their heads uncomfortably. To adjust the vertical position of an image, projectors have leveling or elevating feet to elevate their lenses. Usually, a knob needs to be turned to extend these feet to elevate a projector. If the image height is still too low, a higher projection table may be needed. Or, thick, flat, stable objects like sturdy books may be used to elevate the front of the projectors.

6.      Specific adjustments. Each specific type of projector has other specific features in operating it. For example, opaque usually have pointers. The body may also be elevated from the stage on which he opaque visuals are placed. This allows bulky objects, such as pictures in thick books, to be projected. Motion picture projectors may have selectors for slow motion and for freezing images. Framing of the image also needs to be adjusted in the motion picture projector so that the edge at the top and at the bottom does not project on the screen. Film threading in this projector may be automatic or manual. Meanwhile, some projectors may have zoom lenses to allow the image to enlarge even without moving a projector farther from the screen. These are only some of the specific features of media equipment which media must be familiar with.

Meanwhile, using non-projected and some projected visuals effectively also calls for their proper handling. Here are a few tips:

f)       The user must arrange the visuals in their proper order of presentation before meeting with the people so that he doesn’t have to search for a visual while presenting before them. When using many different visuals, he must lay them out, in an organized fashion, on a table at one side of the front of the room so that he can easily pick out the right visual as needed.

g)      The presenter must see to it that a non-projected visual is displayed in a secure and steady position, which can be easily seen from various seats in a room. An appropriate stand for such visuals may be needed. Such a stand may also be built as part of some visuals, like flipcharts and flannel graphs. Many times, the chalkboard and its ledge in a classroom or training room provide adequate support for single visuals.

h)      Non-projected visuals must be shown only when they are being discussed. If the presenter has moved on to a new topic, they must be kept out of sight lest they distract an audience from the speaker’s message. This guideline is also important when showing projected visuals like slides and overhead transparencies.

i)        Visuals must not be display all at the same time. This overwhelms the viewers, who may not be able to follow a discussion since they may be trying to gaze at so many of them simultaneously. More than one visual may be shown at the same time only when they are being compared or when the discussion calls for it.

j)        Presenters of visuals must be careful not to block their audience’s view. Moving around helps.

k)      Users of visual materials in-group learning situations should use pointers instead of their fingers in focusing attention on a particular portion. This keeps the user from blocking the audience view. For overhead transparencies, the user must point to the transparency on the projector stage, not to the screen. Otherwise, his shadow may block the projection on the screen.

l)        When presenting visual materials, presenters should not let these keep them from having eye contact with their audience for prolonged periods. Teachers who use the chalkboard often commit this mistake.

            Pastoral communication is using the media in a best way to transmit or exchange faith experience of the people.  The media will facilitate and enhance our pastoral ministry and successful in communicating Christ our people.