Part Three

Breaking Down Barriers

The phrase ‘breaking down barriers’ describes much of the work being done by partnerships including DfES and broadcasters. The design and implementation of joint projects is influenced above all by the need to break existing barriers to learning, as they affect individuals. These barriers can include:

  • lack of the initial ‘hook’ - the need to create interest and desire to learn;
  • lack of knowledge of subjects, routes and opportunities;
  • disaffection from conventional learning processes;
  • lack of confidence;
  • lack of access to learning opportunities;
  • unawareness of information and guidance available, eg from Jobcentres;
  • lack of materials;
  • lack of progression opportunities;
  • lack of connections between learning and other aspects of life (work, community, sport/leisure, parenting etc).

Barriers also exist between public sector and practitioner organisations, and broadcasters. There can be a ‘cultural divide’ between the two which needs to be overcome in order that good joint work can be done.

Broadcaster Approaches

Figure 3.1 presents some of the main options and components for broadcasting work to break down these barriers. Some of the key aspects are:

  • Overcoming Fear of Learning

    ‘Television makes science accessible in a way that no other medium can. Viewers are fascinated by televisual explanations they would shun in a textbook or classroom. Television isn’t scary like evening classes – or the kind of books you’re afraid you may not be clever enough to understand. You don’t have to compete with anyone when you watch television and no-one is going to ask you a question you can’t answer. That’s what makes television a safe place to learn.’
    Channel 4 Television

  • Linking Broadcaster and Learning ‘Cultures’

    ‘The success of the Project Director’s role depended on the commitment of all parties to the success of the project, balanced against achievement of their own organisational goals. The role of Meridian as an agent promoting partnership should not be underestimated. The impact of the ‘starstruck’ is a powerful motivational force…’

    Broadcasters do not have a clear view of the policy developments and the complexity and the number of organisations involved in learning. For these activities to work effectively, there is a need for enablers, who understand both these matters and broadcasting, to seek out funding to do the development work and identify ways of generating income. Otherwise the danger is that broadcasters will see it all as too difficult and so stick to what they do normally.
    Meridian Broadcasting Charitable Trust


Figure 3.1: Broadcasting Components and Options

The Pre-Broadcast Phase

Prior to any broadcasting, the first step is to define the target audience. The variety and complexity of current broadcasting means that it is possible to target types and groups of individuals much more specifically than in the past.

The nature of the target audience is determined by the general characteristics of the broadcast service. The major terrestrial broadcasters are likely to be able to reach a wider range of individuals, because of the mass, non-subscription nature of their audience. Regional broadcasters or satellite channel providers reach audiences which are more specialised in terms of location, regional identity, or interest. Their audiences will have a sense of ‘ownership’ or intimacy about their relationship with the local broadcaster. The choice of audience can also help to determine the details of the broadcasting approach to learning support. With an appreciation of the target audience will come an understanding of the barriers to learning they may face, and the kind of work which might be necessary to overcome these.

From this springs the detailed design. In all cases this will include a pre-broadcast phase which is vital in attracting the audience. Broadcasters have a well established armoury of methods for this, including:

  • broadcast trails;
  • media releases and features;
  • linked publications;
  • website items;
  • promotional work via partners.

Newer methods such as the web page can be particularly useful when targeting specific groups (assuming they have access to the Web). Where other delivery partners are involved, there will be a need to set up these partnerships carefully prior to broadcasting. Partners are likely to need a clear focus for their work, and time to undertake their own preparations and marketing. It is important to appreciate how typical time scales can differ for different partners - providers may need months to set up for the project, while preparations for broadcasting may take days only.

The Broadcast

The possibilities in terms of designing the broadcast content are so wide that it would be impractical to survey them all here. Each of our case studies was very different in approach - from brief, three minute items as a ‘strand’ within a regular regional current affairs programme, to hour long ‘specials’ within a series of occasional features.

In addition to the main programmes, smaller items were embedded within other programmes, or short (30-40 second) bulletins were included in news broadcasts. These could be customised to reach different viewers, depending on timing and the context. Inter-programme presenters were also used to deliver scripted ‘mentions’ of the features to stimulate interest.

The main Case Studies below describe each approach, and how they aimed to engage specific groups of new or progressing learners. It was especially important in each case to identify and integrate the ‘hooks’ which would catch the attention, excite initial interest, and engage the viewer in the first steps towards a learning experience.

Case Studies

  • BBC Education: History 2000

    The BBC has a long history of providing programme linked materials and support, not only on learning issues but also in other areas such as health and disability. It was decided to use the opportunity of DfES support to develop this approach. Focusing on the history output of the BBC, this would ‘encourage viewers to go beyond the broadcast… and to seek further information/direct experience through local museums, education providers (formal and informal), libraries and heritage organisations such as local history societies’.

    The History 2000 initiative was above all, a broadly based partnership working exercise, involving some 1,000 local partners. The BBC recruited the partners and prepared them for the exercise with advance information on programmes, the project logo, copies of a linked free magazine and factsheets for distribution, and a display unit for these.

    The aim was to move broadcast viewers into this network of providers as a means of consolidating their interest in historical topics. A range of history programmes on both TV and radio was branded to mark the millennium. These included:

    • Meet the Ancestors – forensic techniques bringing archaeology to life;
    • Journeys to the Bottom of the Sea – marine archaeologists in the pursuit of historical knowledge and salvaged artefacts;
    • Ape Man – the origins of one of the world’s most successful species;
    • Bloodties – the family history show.

    The programmes were supported by the full range of response handling and information services:

    • the BBC History website, which recorded almost 500,000 page impressions per week;
    • a free History 2000 newsletter in 3 editions throughout 2000 (1.4 million distributed);
    • the BBC History Events line giving recorded information on partner events and sites (almost 36,000 calls generated);
    • the learndirect helpline and course signposting service;
    • press and media packs to stimulate coverage in other media;
    • a CD ROM linking Simon Schama’s ‘History of Britain’ series to key exhibits in the Victoria & Albert’s collection.

    Research was conducted with partners to identify lessons learned and good practice developed, as a basis for similar co-operation in the future.

  • Channel 4 Television: Study Science with Equinox

    The Equinox strand is a popular and well established Channel 4 series covering science and technology issues from black holes to robotics. The programmes regularly attract audiences of over 2 million viewers, despite the fact that they are not afraid to present complex material. They generate high levels of orders for associated booklets and an excellent telephone response to the Channel 4 Science Line, which provides further answers to viewers’ science questions.

    With DfES support, the ‘Study Science with Equinox’ project aimed to capture this initial interest and use it to encourage further learning by non-scientists. To complement the telephone line and booklet approach, a special linked website was developed, and two ‘open day’ events were held. These took place at the Manchester Museum of Science and Industry and at the Exploratory in Bristol. A letter was sent to recipients of Equinox booklets, introducing the idea and inviting them to register interest and return a brief questionnaire which sought background information on educational qualifications and level of scientific knowledge.

    Genetics was chosen as the subject focus of the work. A substantial genetics study module was constructed, to be accessed via the Channel 4 website. The use of this facility was piloted and developed via the two open days, in which interested participants were able to try out the materials. Specialist speakers also contributed to the open days, which aimed to translate the initial interest into firm intentions to use the web based learning materials.

    The genetics learning module moves from a general introduction to the principles of genetics, to more specific examinations of linked topics such as genetically modified foods, cloning and gene therapy. These provide links to other topics of social or personal interest. The learner’s progress is tested using short question and answer sequences at the end of each sub-module, followed by the score achieved and an explanation of the correct responses.

    Of 2,000 individuals mailed with explanatory letters and questionnaires, 189 responded expressing interest in attending the Bristol and Manchester events; those already qualified in a science subject, or without Internet access, were selected out, leaving 114 potential participants. Of these, 70 attended the events, bringing 51 guests; 68 of the invited 70 registered their intention to work on the pilot genetics course via the website. Including those who had not been able to attend the events, 85 learners actually commenced the genetics study course.

  • Discovery Networks Europe: Lifelong Learning Development

    Discovery Networks Europe produces satellite and cable channels for subscribers across the UK, including the Discovery Channel and Discovery Home and Leisure, which reach 5.8 million and 3.6 million viewers per month respectively. The channels focus on factual material, so reach an audience which is already motivated by curiosity or interest in a topic, rather than simply a desire to be entertained.

    The aim of the Lifelong Learning Development Project was to explore ways in which this initial interest could be developed; to identify the most effective means of moving members of Discovery UK’s audience towards an active engagement with learning. Viewers were offered the opportunity to explore specific topics in more depth, using other media such as the pc or printed material. This could lead to further exploration via museums, other information sources, events and learning opportunities.

    DfES funding supported the creation of the printed and web support material for four series looking at:

    • inventors and the inventing process – ‘The Inventors’;
    • the Second World War – ‘The War Months’;
    • ‘Village Green’ on rural community development and the environment;
    • ‘Trading Places’ with Tommy Walsh (‘Groundforce’) exploring traditional craft and construction skills.

    Between programmes, the channels’ host presenters were able to underline the messages and to encourage viewers to request further material or visit the appropriate web pages. This was the first time that Discovery had provided this type of learning related programme support. They found that web based facilities were the most successful method of gaining response and providing further information and links. Several of these incorporated interactive games, where visitors could use the knowledge gained from the series to successfully negotiate challenges. For example they could build a village community avoiding negative environmental impacts, or navigate around Tommy Walsh’s programme locations, by answering questions on the crafts involved.

    To make the links to further learning, web connections to museum and other websites were provided, and competitions involved which incorporated visits to these. For the ‘War Months’ web pages, input from the Imperial War Museum was included. Telephone response was also catered for using learndirect. The linked web sites recorded up to 1,300 hits daily, and over 4,500 players of the Trading Places game; over 100,000 watched one programme in this series.

  • Meridian Broadcasting: Spotlight 2000 – a project brokered and managed by the Meridian Broadcasting Charitable Trust

    Meridian is the regional ITV franchise holder covering an area of South East England stretching from Dorset to Kent. The transmission region covers some 10 counties, that’s 22 Lifelong Learning partnerships and 8 Learning and Skills Councils - in total a possible 5.5 million viewers.

    The Trust worked with Providers, Policy makers, viewers and Meridian to develop a lifelong learning project embedded in a series of programmes focusing on the needs of older people. The campaign in December 2000 was built upon experience gained in November 1999. This included a detailed evaluation study carried out by the Trust that actively engaged providers, policy makers, viewers and Meridian in reviewing their experience and encouraged them to contribute to the development work for Spotlight 2000.

    On screen, there was a series of programmes with supporting promotional activities transmitted over a period of 2 weeks:

    • a 2 hour live programme combining pre-recorded features and a live studio audience;
    • a one hour live discussion programme with invited audience;
    • two 3-minute features transmitted early afternoon weekdays;
    • six short news items spread across three newsrooms;
    • promotional trails for the programmes and for the special offers.

    Off screen Meridian offered a range of opportunities:

    • a free 60 page booklet covering the programme content off e red via an automated telephone line;

    • extended information and links to other useful sites on the Meridian website – viewers were also offered the opportunity to order their booklet on line or to make contact with the programmes;

    • a free 3 hour computer session for beginners offered across the region. The Trust guaranteed every viewer a place. The session had a 25 page self teach guide which included a 30 min visit to the Meridian website where programme related material was used to support computer skills training.

    • The Trust brokered provision across the region working with some 80 providers in 92 venues. This process was a regular activity throughout the 4 month life of the project.

    • The Trust developed internet based software that enabled a viewer to be booked on to a computer session during their call. A small administrative unit managed the demand by liaising with providers. Viewers received confirmation of their booking by post. Providers took registers from an on line facility provided by Meridian. Calls from viewers were received by learndirect who used the software developed by the Trust to take their bookings.

  • Tyne Tees Television: Live & Learn

    Tyne Tees Television serves North East England, including a number of areas where educational attainment is relatively low and many individuals have traditionally had few links to learning after their school years. Unemployment is relatively high, especially in areas where traditional forms of employment such as ship-building, mining and bulk chemicals have been in decline.

    Tyne Tees Television saw an opportunity to use broadcasting as a means of waking their audience to the fact that ‘learning can be both fun and a life-enhancing experience, available to just about everyone’. In this way they hoped to contribute to regional efforts to stimulate a regional learning culture which would increase the flexibility and capacity of the regional workforce, encourage the retention of higher skilled individuals in the region, and foster increased competitiveness and growth in business and industry.

    Preparation for the broadcast element of the campaign included:

    • a launch ceremony;
    • posters for display in colleges, libraries, schools etc;
    • inclusion of linked material in the Tyne Tees Television website;
    • preparation of factsheets on the issues to be covered;
    • planning of ‘Live & Learn Help Desks’ for events and shopping centres throughout the region.

    DfES supported this activity and the production of twelve 3-minute items to be used as a ‘Live & Learn strand’ within the nightly regional news programme, ‘North East Tonight’. These dealt with a wide range of issues and situations, linking learning to real predicaments faced by specific groups of viewers; instances include:

    • learning options for school leavers;
    • access to learning and employment opportunities for the disabled;
    • getting ‘on-line’ – experiences of a cleaner and a biking enthusiast;
    • learning in retirement – one of the UK’s oldest learners at 100;
    • accessing learning for small businesses;
    • learning to beat unemployment – New Deal opportunities.

    These were supported by linked news items and a 30-minute special for transmission early in 2001. The web pages linked to the learndirect learning opportunities helpline and website, and to the DfES website. These items reached a wide regional audience, benefiting from the popularity of ‘North East Tonight’ hosted by presenter Mike Neville, who has long been established as a regional figure. Based on initial reactions and learndirect call levels, their impact is expected to be reflected in increased interest in learning opportunities across the target groups and throughout the region.

Capturing Response

Once the initial hook has taken effect, it is vital to provide the interested audience with means by which they can respond rapidly and be p rovided with further material and the means to pursue their interest.

Again, the Case Studies provide instances of such response capture. In many cases, the response and information services provided by telephone based response handling services are vital. If a direct response to the broadcast is envisaged, joint planning between the broadcaster and response provider will be crucial. The provider will need to be able to handle large call volumes quickly - an essential requirement when calls are likely to be concentrated in the hour or so after a broadcast. It will also be important that they are able to pick up later enquiries, repeat callers, or callers from later related broadcasts. They may need to be able to signpost enquirers to a variety of further resources or to learning opportunities of interest in their locality.

Broadcasters have long experience and expertise in the design of a wide range of materials for mailing to enquirers - this provides additional information and signposting, and more substantial free booklets can often constitute a useful learning resource in themselves. DfES has also funded, produced and distributed similar booklets.

The use of web pages has been developed by broadcasters as an additional and in many cases very effective means of capturing audience response. In this case there is also an opportunity to provide interaction facilities which can be used by the website visitor over a longer period of time than one would have available in a telephone conversation. These can include quiz and competition features to engage visitors more actively. In at least two cases (Meridian, and Channel 4’s Equinox site) this has been developed further, to the extent that it becomes a means of active learning, complementing more formal courses or events.

All these methods can be used to direct the potential learner towards other organisations, learning opportunities or events which can then capitalise on and consolidate the initial interest, and provide subsequent opportunities for progression. Here the preparatory work to develop partnerships and co-ordinate work can pay dividends.

This account describes the main framework for broadcaster approaches to learning support. The actual practice varies widely, as seen in the accompanying Case Studies; there are no set methods, and there is real scope for innovation and the development of creative approaches.

Managing Broadcasting/Learning Projects

To complete this discussion of broadcaster approaches to learning support, it is worth looking at some of the principles of good practice in managing these projects. This is likely to include, for example:

  • planning and monitoring progress;
  • selecting and involving appropriate partners, including providers;
  • giving partners plenty of notice and planning time before broadcasts;
  • supporting or facilitating networking between partners;
  • maintaining good partner communications and broadcaster response;
  • website maintenance and sustainability planning;
  • maintaining corporate knowledge and involvement;
  • building in impact assessment from the start;
  • including viewer/visitor research to inform assessment;
  • including a process evaluation component;
  • keeping records to track progress;
  • reflecting on and responding to issues as they arise;
  • building a longer term strategy on initial successes;
  • planning for learner progression.

Some instances of these are illustrated in the boxes below. Evaluation is key for the consolidation of lessons learned and for the planning of further work; the next section looks at the results of monitoring and evaluation work to measure the benefits arising from the projects.

Learning from Experience

  • Where broadcasting included live programmes (for example the Meridian Ageing with Attitude campaign) it was necessary to bear in mind the very different (and sometimes unpredictable) nature of these broadcasts, especially if they involved a live audience or participating members of the public.

  • Where partners were expected to customise events, exhibitions or provision, to take advantage of broadcast schedules, (as in the case of History 2000) it was important to give them clear information well in advance. This permitted them to undertake special promotional work and other planning.

  • Since several teams within the broadcasting organisation are normally involved (production, promotion, news, community affairs, for example), Meridian and the BBC both noted the importance of communicating fully with these. Clarity on the aims and the details of the approach is vital.

  • Although lines giving pre - re c o rded information can be useful, Meridian found that a better response was achieved by signposting from the message to a staffed line to handle activity session bookings. It was also found that an option for callers to leave a message was productive. Careful planning of capacity to respond to booking calls is needed.

  • In general, broadcasters found that it was vital to provide enough call handling capacity to handle high levels of response during and after broadcasts – calls remaining unanswered can be permanently ‘lost’ to the rest of the campaign, and such calls are bad public relations.

  • Provision of subtitles and signing services, and checking that physical access to venues was suitable, were important in ensuring that the learning messages and experiences were available to all groups within the adult population.

  • Tyne Tees Television noted that it was important that the broadcaster ‘practices what it preaches’ – staff are supported in both professional and personal development activities via the Granada Media Group’s extensive training programme.

Using Research

The BBC's project included a series of focus group discussions with representatives of the project partners who had held linked events or promotions. This provided valuable guidance on how partners should be approached, what communication and assistance was required, and what might reasonably be expected of different types of organisations.

Channel 4 adjusted their plans for events linked to the Equinox learning website, after initial research amongst interested viewers suggested that an ‘open day’ approach would receive more support than more formal course registration.

Meridian produced a viewer survey following Spotlight 1999. 65% of people contacted responded. This information informed Spotlight 2000. They also ran focus group sessions at their studio sites in Southampton, Newbury and Maidstone.

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