M.A in Educational Communication

Bharathiar University
In Coimbatore

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Important information

  • Master
  • Coimbatore

Important information

Where and when

Starts Location
On request
Bharathiar University, Coimbatore, 641046., Tamil Nadu, India
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Frequent Asked Questions

· Requirements

1. Any Under Graduate Degree including Engineering from the recognized University/Institute for M.A Educational Communication. 2. The Entrance Examination will be conducted for the admission of M.A Educational Communication. 3. Communal Roaster system will be followed.

Course programme

1. To understand the meaning, principles and methods of Educational
2. To understand the process of learning and the factors / conditions that
facilitates the learning process.
3. To design learning situations that enables the learners to use various styles
and strategies of learning.
Unit I - Educational Psychology
Psychology - Meaning, Branches, Scope and Methods - Emerging areas of
Educational Psychology - Educational Technology, Teaching students with
exceptional needs, classroom management and Test, Measurement &
Cognitive Development - Piaget's stages of cognitive development
Unit II - Learning & Factors Affecting Learning)
Learning - Concept and Principles
Approaches to Learning: Behavioral, Cognitive, Information Processing and
Constructivist approach
Factors affecting learning: Intrinsic and Extrinsic motivation, memory and
forgetting, aspiration and achievement motivation, attention and perception,
individual difference - intelligence, creativity, aptitude and personality
Programmed Instruction: Concept, Types, Principles and Steps involved in
preparation of Programmed Instructional Materials
Unit III - Behavioral Approaches to Learning
Principles and models of behavioral learning
Classical and operant conditioning, and social learning
Using behavioral approaches to teaching and learning
Unit IV - Cognitive Approaches to Learning
Principles and Models of cognitive learning
Learning how to learn and guidelines for teaching learning skills
Critical thinking and guidelines for teaching critical thinking
Creative thinking and guidelines for teaching creativity
Unit V - Information Processing Approaches to Learning
Principles and models of Information processing
Principles of attention, memory and forgetting
Information processing and Piagetian views
Information processing and study habits

1. To understand the meaning, scope and concept of Educational Technology
and Communication.
2. To compare the software approach with the hardware approach to
educational technology.
3. To develop necessary skills in the use of media utilization and applications in
the teaching-learning process.
Unit I - Concept & Principles of Educational Technology
Educational Technology: Definition, Meaning, Scope and Relevance to Modern
Education - Technology of Education & Technology in Education
Foundations of Educational Technology: Psychology, Sociology, Communication
and Management - Systems Approach as applied to Educational Technology
Unit II - Communication & Educational Technology
Communication: Definition, Meaning and Importance - Communication Process
- Theories and Models of Communication: Shanon's Model, Westley and
MacLean's Model, Leagan's Model and Berlo's Model
Education through Print, Radio, TV, Multimedia and Internet - Role of Audio-
Visual Aids in Education: Projected & Non-projected Aids - Experiments and
Projects in Utilization of Media in Education
Unit III - Mass Communication
Meaning, Principles and Process of Communication - Types of Communication:
Interpersonal and Mass communication, Verbal and Non-verbal communication
- Communication and Language - Communication and Culture - Creative
Communication - Noise Factor and Communication - Media & Society -
Concept, Meaning and Characteristics of Mass communication - Types of Mass
Communication Media: Traditional, Print, Electronic Media
Unit IV - Audio & Visual Communication
Sound as Mode of communication - Development and Importance - Types of
Sound and Audio communication - Uses of Audio Communication
Meaning, Forms, Development and Uses of Visual Communication - Visual
Communication through Print, Slides, Films & Filmstrips, TV, Video and
Computers - Role of Audio in Visual Communication
Unit V - New Information Technology in Education
Concept and development of telecommunication - Types of telecommunications:
Optical fiber and Satellite communication - Edusat - Low-tech and High-tech
Telecommunications: Multimedia, Interactive TV, LAN, Videotext, Teletext,
Telebridge, WWW and Internet - Virtual teaching and learning.

1. To know the types of scripts and know-how of audio and video scripting.
2. To familiarize the equipments used in audio and video production.
3. To understand the procedures to follow in producing audio and video
Unit I - Introduction to Production and Script Writing
Phases of Production: Preproduction - Production - Postproduction - Audio Vs
Video Scripts - Visual Writing - Role of Scriptwriter - Script Format: Master
Scene, Dual-Column - Concepts, Formats and Types of Storyboard
Stages of Script Development - Creative Concept Development - Copywriting
Vs Scriptwriting - Script for Fiction and Non-Fiction - Types of Documentaries -
Writing Commentaries - Writing for Long-Form Scripts
Script for Training and Educational Video: Show and Tell - Job and Task
Description - Dramatization - Instructional Video - How-to-do Videos
Unit II - Basics of Audio-Video Production
Types of Audio & Video Studio - Control Room - Studio Maintenance - Stage -
Set: Props, Dressing
History of Audio & Video Recording - Audio Formats - Audio Tape Formats -
Video Formats - Video Tape Formats - Digital Audio & Video - Roles of Video
Production Team - Roles of Audio Production Team
Unit III - Audio Systems and Production
Types of Sound - Types of Recording - Recording Systems - Microphones -
Cables and Connectors - Monitoring Equipments - Mixing Equipments - Remote
Audio Production Equipments - MIDI - Acoustics
Unit IV - Video Systems and Production
Types of Camera - Parts of Camera - Mounting Equipments - Lenses: Types,
Optical Characteristics - Filters - Camera Operation Techniques - Color
Balancing - Camera Movements - Multiple Camera Production - Types of Shots
- Working the Camera: Do's & Don'ts
Unit V - Lighting in Video Production
Types of Lighting - Types of Lamps - Studio Lighting Instruments - Field
Lighting Instruments - Lighting Control Equipments - Quality of Light - Color
Temperature - Light Intensity - Light Balancing - Lighting Techniques -
ENG/EFP Lighting
Legal and Ethical Issues of Production

1. To understand research methods and statistical tools in education.
2. To understand the principles of evaluation, research and statistics and
computer application.
3. To prepare model research proposals for research studies and report writing.
Unit I - Research Methods
Research: Meaning, Nature and Scope
Research Trends in Education, Educational Communication and Educational
Qualitative Research Methods: Historical Research, Case Study, Participatory
and Ethnography Research Methods
Quantitative Research Methods: Survey, Experimental, Action and Longitudinal
Research Methods
Unit II - Tools, Variables and Scales of Measurement
Tools for Data Collection: Observation, Interview, Schedule, Checklist,
Questionnaire, Achievement test, Socio-metric, Attitude Scale and Content
Analysis - Construction and Standardization of Tools.
Variables: Discrete and Continuous Variables, Independent and Dependent
Variables, Intervening and Manipulating Variables
Scales of Measurement: Nominal, Ordinal, Interval and Ratio Scales
Unit III - Sampling Techniques and Hypotheses
Meaning of Population and Samples - Sampling Method: Purposive Sampling,
Simple Random Sampling, Multi Stage Sampling, Systematic Sampling,
Stratified Random Sampling and Cluster Sampling, Theories of Probability,
Levels of Confidence, Degrees of Freedom and Sampling Error
Hypotheses: Meaning, Scope and Types - Hypotheses Formulation and Testing:
Statistical Significance, One-Tailed and Two-Tailed Tests and Uncorrelated Data
Unit IV - Advanced Statistical Techniques for Research
Introduction to Statistics: Meaning, Scope, Importance and Limitations of
Statistics and Data - Descriptive and Inferential Statistics, Parametric and Non-
Parametric Statistics
Normal Probability Curve: Practical Application of Normal Probability Curve and
Characteristics of Normal Probability Curve
Range, Variance, Frequency, Percentile, Standard Scores/'Z' Scores, Type-I and
Type-II error, Sampling error, Statistical Significance
Diagrammatic Graphical Presentations: Bar Diagrams, Pie Diagrams, Histogram,
Frequency Polygon, Smoothed Frequency Polygon, Cumulative Frequency Graph
or Ogive
Univariate Analysis: Mean, Median, Mode - Measures of Central Tendency and
Standard Deviation - Bivariate Analysis: Correlation Methods, Chi-Square, T-
test, ANOVA and MANOVA
Unit V - Computer Application and Report Writing
Computer applications: Statistical Package for Social Sciences (SPSS), Microsoft
word, Excel, Stat Graph etc
Preparation of Research Studies, Preparation of Review of Related Studies and
Preparation of the Review of Research Proposals and Reports

1. To understand the meaning and significance of Instructional Technology.
2. To relate instructional objectives to instructional technology.
3. To learn the importance of instructional theories and models in Instructional
System Design.
4. To understand the evaluation of instructional materials and assessment of
Unit I - Introduction to Instructional Technology
Definition - History of Instructional Technology - Concept of Systems Approach
- System Analysis - Curriculum Development and Process - Need Assessment -
Task Analysis
Taxonomies of Educational Objectives: Bloom's Cognitive Domain, Krathwohl's
Affective Domain, Dave's Psychomotor Domain, Harrow's Psychomotor Domain,
Simpson's Psychomotor Domain - Writing Objectives: Mager Method, Gagne
and Briggs Method, ABCD Method
Unit II - Instructional Models
Instructional Development Models: Kemp Model - Instructional Development
Institute Model - Interservice Procedures for Instructional Systems
Development Model - CRI Model - ADDIE Model
Unit III - Instructional Theories
Gagne-Briggs' Instructional Events - Gropper's Behavioral Approach to
Instructional Prescription - Landa's Algo-Heuristic Theory - Scandura's
Structural Learning Theory - Collins-Stevens' Cognitive Theory of Inquiry
Teaching - Merrill's Component Display Theory - Reigeluth-Stein's Elaboration
Theory of Instruction - Keller's Motivation Design of Instruction
Unit IV - Instructional Media & Strategies
Instructional Methods and Media - Instructional Strategies for Declarative
Knowledge, Concepts, Procedures, Principles, Problem-Solving, Cognitive
Strategy, Attitude, Psychomotor Skill
Unit V - Evaluation and Assessment
Evaluation of Instructional Materials: Overview - Evaluation Process -
Evaluation Models
Assessment of Learning: Overview - Purposes - Types of Assessment - Models
of Assessment of Learners' Achievement - Characteristics of Good Assessment
Instruments - Formats of Assessment

1. To know the different types of editing.
2. To understand the terminologies and concepts of Avid video editing software.
3. To acquire the editing and titling skills.
4. To learn adding special effects and mixing audio with the visuals in Avid.
UNIT I - Introduction to Video Editing and Avid
Editing: Definition, Principles, Stages - EDL - Role of Editor - Continuity &
Dynamic Editing - Linear & Non-Linear Editing - Physical & Electronic Editing -
Control Track & SMPTE Editing - A/B Roll Editing
Introduction to Avid Xpress DV - Hardware and Software Requirements
UNIT II - Terminologies and Recording
Media files, Clips, Sub clips, Sequences, Bins, Projects - Timeline, Effect editor,
Effect palette, Composer monitor, Source monitor - Tool palette - Bin Views -
Importing, Copying, Moving and Deleting Clips in Bins
IEEE 1394 - Selecting Deck/Tape, Target Drives, Audio and Video Channels -
Controlling Decks
UNIT III - Editing and Titling
Customizing Monitor Displays - Playing Video in Client Monitor - Loading and
Clearing Footage on Monitor - Controlling Playback - Marking and Sub-
Cataloging Footage - Setting up a Sequence - Setting up Tracks - Undoing /
Redoing Edits - Splice-in Edit & Overwrite Edit - Lifting, Extracting and Copying
Segments - Slip Trim & Slide Trim - Finding Frames and Clips
Titling: Editing, Removing, Replacing, Fading Titles, Replacing Fill Tracks
UNIT IV - Special Effects
Types of Transition Effects - Single and Multiple Effects (Transition & Segment)
- Rendering - Keyframeable and Non-Keyframeable Effects - Defining Motion
Paths using Keyframes - Layered Effects - Nested Effects - Key Effects
(Chroma, Luma, Matte)
Freeze Frame - Variable Speed - Strobe Motion - Reverse Motion
UNIT V - Working with Audio and Exporting
Soloing Audio Tracks - Audio Scrubbing - Audio Effect Tool - Audio Mix Tool -
Automation Gain Tool - Adjusting Volume in Timeline - Audio EQ Tool - Audio
Suite Plug-Ins
Mixing Video Tracks - Recording to Tape - Exporting Formats (MPEG-1, MPEG-
2, QuickTime, DV Stream, OMF)
1. Video Field Production and Editing, Sixth Edition, Ronald J. Compessi, San
Francisco State University (Unit I)
2. Avid Xpress DV User's Guide (Unit II, III, V)
3. Avid Xpress DV Effects Guide (Unit IV)

1. To analyze and evaluate current approaches to Curriculum design and
2. To design curriculum with appropriate syllabuses, tasks and texts.
3. To understand the foundations of curriculum, anatomy of curriculum,
curriculum design and engineering.
Unit I - Curriculum as a Field Study
Conceptions of Curriculum
Origin and development of curriculum as a field study
Historical evaluation of the curriculum
Perspectives on curriculum theory
Unit II - Foundations of the Curriculum
Philosophy and Curriculum
Culture, Values and the curriculum
Curricular applications of the synoptic view of man
Learning theories and the curriculum practice
Unit III - Anatomy of the Curriculum
Aims, goals and objectives of curriculum
Importance, conceptions and the architectonics of content and criteria for
selection of content
Conceptions of the nature of learning activities, criteria for selection of leaning
activities and their organization
Product evaluation: Technical model and comprehension curriculum evaluation.
Unit IV - Curriculum Design and Engineering
Representative curriculum designs
Alternatives in curriculum design
Critical problems of curriculum design
Models of curriculum engineering
Unit V - Crucial Issues in Curriculum Development
Role of teacher in curriculum development
Curriculum engineering as a research and development
Leadership in curriculum development
Consultants in curriculum development and implementation

1. To understand the basic concepts of e-learning.
2. To understand the technology mediated communication in e-learning.
3. To learn the services that manage e-learning environment.
4. To know the teaching and learning processes in e-learning environment.
Unit I - Introduction
Evolution of Education - Generations of Distance Educational Technology - Role
of E-Learning - Components of e-learning: CBT, WBT, Virtual Classroom -
Barriers to e-Learning
Roles and Responsibilities: Subject Matter Expert - Instructional Designer -
Graphic Designer - Multimedia Author - Programmer - System Administrator -
Web Master
Unit II - Technologies
Satellite Broadcasting - Interactive Television - Call Centers - Whiteboard
Teleconferencing: Audio Conferencing - Video Conferencing - Computer
Internet: E-mail, Instant Messaging, Chat, Discussion Forums, Bulletin Boards,
Voice Mail, File Sharing, Streaming Audio and Video
Unit III - Management
Content: E-Content, Dynamic Content, Trends - Technology: Authoring,
Delivery, Collaboration - Services: Expert Service, Information Search Service,
Knowledge Creation Service - Learning Objects and E-Learning Standards
Process of E-Learning: Knowledge acquisition and creation, Sharing of
knowledge, Utilization of knowledge - Knowledge Management in E-Learning
Unit IV - Teaching-Learning Process
Interactions: Teacher-Student - Student-Student - Student-Content - Teacher-
Content - Teacher-Teacher - Content-Content
Role of Teachers in E-Learning - Blended Learning - Cooperative Learning -
Collaborative Learning - Multi Channel learning - Virtual University - Virtual
Unit V - Development Issues
Assessment in E-Learning - Quality in E-Learning - Tools for Development -
Costs for Developing and Using E-Learning Environments - Challenges and
Careers - Future of e-Learning

1. To know the basics of networks and the network devices.
1. To understand and use basic HTML tags for designing web pages.
2. To know the design of table, frame and form using HTML tags.
2. To learn basic and advanced features of Dreamweaver to design a website.
UNIT I - Introduction to Networks
Computer networks: LAN, WAN, MAN, Internet, Intranet, Extranet - Client-
Server Networks - History of Internet - DNS - ISP - Internet Connections -
Network Devices: Cables, Hubs, Repeaters, Bridges, Routers, Gateways,
Modems - FTP
Anatomy of HTML file - Lists - Nested Lists - Font - Anchor - Image - Sound -
Colors - Horizontal rules - Borders - Alignment - mail to - Preformatted text -
Title, Base, HREF, Meta tags - Transition effects - Visual Filters
UNIT III - Programming Principles
Table: Table Alignment - Cell Alignment - Colors - Adding Images
Frame: Multiple frames - Inline frames
Form: Label - Text - Text Areas - Password Input - Buttons (Button, submit,
reset) - Checkbox - Radio Button - List Box - Hidden Input in Forms
UNIT IV - Designing Core Pages in Dreamweaver
HTML Editors - Features of Dreamweaver - Accessing the Code - Building Style
Sheets - Working with Text - Inserting Images - Establishing Web Links
UNIT V - Advanced Design Features in Dreamweaver
Working with Div and Layer - Using Behaviors - Setting Tables - Interactive
Forms - Creating Lists - Using Frames and Framesets - Using Templates -
Using Library Elements

1. To write audio and video scripts for which the production is to be done.
2. To design storyboards for the prepared scripts.
3. To shoot a video and mix with the recorded voiceovers and audio special
Developing the following materials and preparing a record which explains the
steps followed to develop.
1. Writing an audio script and video script to produce a video and the needed
voice-over and dialogues.
2. Preparing storyboards for the script written.
1. Shooting an educational video based on the above script using analog/digital
2. Working in an audio editing system and preparing voiceovers and audio
special effects.
1. To apply the skills learned to develop an instructional material using
Macromedia Flash.
2. To construct an instructional material adding different media.
Developing the following materials and preparing a record which explains the
steps followed to develop.
1. Designing storyboards and developing an interactive instructional material
which contains text and images.
2. Extending the above instructional material by including audio options
wherever possible.
3. Creating an interactive video based instructional material after designing
suitable storyboards.

1. To produce an educational video by applying the skills learned to operate
Avid video editing system.
2. To experience the importing and exporting in Avid.
Developing the following materials and preparing a record which explains the
steps followed to develop.
1. Importing the selected shots from tape/CD/DVD in to avid editing system.
2. Preparing a sequence that plays for at least 3 minutes by editing and
applying suitable transition effects.
3. Applying suitable motion and other special effects to the video.
4. Making a VCD/VDVD for the above video sequence.

1. To apply the skills learned to develop web pages using HTML tags.
2. To construct website using Macromedia Dreamweaver.
Developing the following web pages and preparing a record which explains the
steps followed to develop.
1. Developing a webpage using basic HTML tags and hyperlinks.
2. Creating web pages with transition and visual effects.
3. Creating a webpage which contains a set of images (minimum 10) in same
size inserted in table.
4. Developing a webpage using TABLE tag to display class timetable.
5. Developing and integrating at least 4 instructional web pages using FRAMES
and suitable hyperlinks.
6. Constructing a webpage using FORM tag to enter student bio-data.
7. Constructing an instructional website in Dreamweaver with at least 5 pages

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