LEARNING
UNIT:
117559 Produce studio recorded
programmes
CREDITS: 15
NQF LEVEL: 05
MODULE:
LEARNER GUIDE
62069 National Certificate: Radio Production
Credits: 159
NQF LEVEL:05
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Learner Guide v1 ©ympg Review Date: June 2014
TABLE OF CONTENT
UNIT 01 Select content for a radio program.
12
UNIT 02 Interpret specifications for radio programs.
27
UNIT 03 Formulate story line structures and
sequences for a radio program.
39
UNIT 04 Assemble elements for a radio program.
50
RESOURCES 52
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SECTION A: PROGRAMME/MODULE INFORMATION
1. Introduction
2. Module Introduction
3. Purpose of the Module
4. Duration & Notional Hour Grid
5. Programme delivery structure
SECTION B: LEARNING MAP
1. Purpose
2. Specific Outcomes
3. Learner Support Pack
4. Formative Assessment
5. Summative assessment
SECTION C: SELF-REFLECTION
Addendums: Templates
Writer/developer:
Yellow Media Publishers(Pty LTD)
Editor Ms Duduzile Zwane( BA degree Industrial Psychologist)
Reviewer
Hlengiwe-(Internal Moderator)
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SECTION A: PROGRAMME/MODULE INFORMATION
1. Introduction
The learning experiences are designed to enable the learners to master the learning
content at the appropriate level.
The Learner Pack for this module contains the following documents/prescribed books:
Learner Orientation Guide
Learner Guide
Prescribed Material
Portfolio of Evidence
Logbook
2. Module Introduction
The module introduction with the facilitator will cover:
Overview of the module, including tasks and activities - expectations
Timetable
The Learner Guide
The Learner Portfolio of Evidence
Assessment: The importance of completing all tasks in the PoE; the neat and orderly
submission of evidence in the PoE; all forms completed and signed
Exit leaning outcomes Component
The Summative Assessment
Programme Assessment timetable schedule
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3. Purpose of the Module
UNIT STANDARD NUMBER:
117559 Produce studio recorded
programmes
LEVEL ON THE NQF:
05
CREDITS:
15
FIELD:
Field 04 - Communication Studies and
Language
SUB FIELD:
Communication Studies
PURPOSE:
Selecting content for a radio programme
Interpreting specifications for radio programmes
Formulating story line structures and sequences for a radio programme
Assembling elements for a radio programme
Co-ordinating activities to produce a
radio production
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2nd Semester
Quadmester system divides the academic year into four terms, up to 12 weeks each, and generally
counts the summer as one of the terms.
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117559 P
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15
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90
45
15
60
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97
37
97
7
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Notes to the Learn
Learner Guide Introduction
Dear Learner,
Welcome to this Learning Programme. We trust that this Learning
Programme will be of great value to you during your studies and in your
future career.
To succeed in anything in life requires a lot of hard work.
It will be expected of you to work through this study guide with a great
deal of attention. It provides you with information on how to work
through the material, details exactly what will be expected of you and
what objectives you need to achieve during the study of this Learning
Programme. You will have to:
Complete your assignments with dedication and submit them in time.
Complete the self study sections for your own benefit. The self study
sections provide you with the opportunity to practice what you have
learnt.
Act as adult learners.
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SECTION B: LEARNING MAP
Introduction
1. Sources are selected which are relevant for specific purposes.
2. Sources are selected which meet specified requirements.
3. Sources are identified which are appropriate for production requirements.
4. Sources are evaluated based on specified quality criteria and station format requirements.
5. Content is gathered from sources and meet specified production requirements.
6. Content is evaluated based on production requirements.
7. Content selected meets specified requirements.
8. Content selected is relevant for specific purposes.
Conclusion
Introduction
1. Specifications are interpreted against given criteria for interpretation output.
2. Specifications are interpreted whilst station format requirements are adhered to.
3. Requirements are assessed, accurately.
4. Requirements are identified which are in line with given specifications.
5. Requirements are assessed for
UNIT 2 Interpret specifications for
radio programs.
UNIT 1 Select content for a radio
program.
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feasibility. 6. Changes to be made to
specifications based on value added to programs.
Conclusion
Introduction
1. Elements are sequenced resulting in specified effects.
2. Elements are sequenced in a way that enhances the story line of programmes.
3. Creative licence is used to enhance programs if appropriate and within the limitations of given specifications.
4. Story line structures and sequences are evaluated based on specified quality criteria and station format requirements.
Conclusion
Introduction 1. Program is assembled in way
that the duration meets specified requirements.
2. Editing software is used to accomplish effective assembly in terms of content and context requirements and purpose.
3. Creative licence is used to enhance programs if appropriate and within the limitations of the brief.
4. Edits are performed which are technically correct.
5. Elements are assembled in a way
UNIT 3 Formulate story line
structures and sequences for a radio program.
UNIT 4 Assemble elements for a
radio program.
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that the essence of messages is retained without repetition.
6. All superfluous information and errors are removed optimising the final product.
7. Final mixes are performed so that the final product is without technical abnormalities and meet agreed broadcasting requirements and standards.
8. Program is evaluated based on specified quality criteria and station format requirements.
Conclusion
Introduction 1. Broadcast is delivered
according to specified requirements.
2. Logistics are arranged in a manner that ensures efficient use of resources without compromising quality.
3. Required resources are checked for availability to optimise the production efficiency and effectiveness.
4. Preparation is done which ensures effective use of resources.
5. Production and preparation is performed within time constraints.
Conclusion
UNIT 5 Co-ordinate activities to
produce a radio production.
ICONS
Icons Type of assessment Description
Formative knowledge
assessment:
This comprises of questions
to assess your knowledge.
You must obtain at least
80% in each assessment
criterion.
Self-reflexive assessment You will be required to
answer a few reflexive
questions.
Teamwork Self-Assessment
Form
After you completed this
course, you will be required
to assess your own
behaviour regarding team
work.
Work place experience After you completed this
course, you will be required
to assess your own
behaviour regarding work
experience.
Project research After you completed this
course, you will be required
to assess your own
behaviour regarding
research.
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Unit1
Unit Outcomes
At the end of this unit you should be able to:
Unit1 Unit2 Unit3 Unit4 Unit 5
Learning Outcome Enabling Outcomes
Introduction
1. Sources are selected which are relevant for specific purposes.
2. Sources are selected which meet specified requirements.
3. Sources are identified which are appropriate for production requirements.
4. Sources are evaluated based on specified quality criteria and station format requirements.
5. Content is gathered from sources and meet specified production requirements.
6. Content is evaluated based on production requirements.
7. Content selected meets specified requirements. 8. Content selected is relevant for specific purposes.
Conclusion
Select content for a radio program
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Assessment criteria 1.1
Sources are selected which are relevant for specific
purposes
Skills required by copywriters
A copywriter writes copy for advertising and marketing materials, such as print ads, direct
mail, and brochures.
However, in the real world, a copywriter must have skills beyond copywriting. A copywriter
must also have expertise in a variety of areas related to creating and producing the ads
they write, which may include:
Marketing and Advertising Principles: A copywriter must have a basic understanding
about business and selling in order to work with clients, colleagues, and sales people.
Copywriters often attend meetings, give presentations, and deal directly with clients.
Design: A copywriter will work closely with designers to brainstorm ideas and help craft
promotional messages. Often a copywriter will provide a designer with a "copywriter rough,"
a sketch showing what an advertisement should look like.
Printing: Sometimes a copywriter will work with a printer, especially when creating direct
mail, to make sure ideas are practical and affordable to produce. Every printer has different
equipment and capabilities.
Mailing Lists: While copywriters seldom choose or buy lists, they must review list data to
visualize the real people who will read and respond to their copy and to see what type of
promotions have worked with the lists selected.
Postal Delivery: When writing direct mail pieces, a copywriter may consult with postal
experts to see how mailers can be modified to cut postage costs, whether a piece will
cause problems with mail sorting equipment, or what regulations will affect the design
concept.
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Audio or Video Production: A copywriter writing a radio ad, TV spot, or online video, must
consider how an announcer will read the script, how visuals will be created, and what sound
effects work best. It is difficult to write an audio or video script without being able to "hear"
or "visualize" the final result. Sometimes a copywriter will act as a "producer," overseeing
the production in a studio.
Online Marketing: Today, copywriters must understand how people interact with online
information and how to write search-engine-friendly copy. Writing good online copy requires
a working knowledge of search engines, social sites, web technology, eye tracking, online
shopping, and other matters. Working with programmers and web designers is routine.
Assessment
criteria 1.2
Sources are selected which meet specified
requirements.
Skills required by copywriters
A copywriter writes copy for advertising and marketing materials, such as print ads, direct
mail, and brochures.
However, in the real world, a copywriter must have skills beyond copywriting. A copywriter
must also have expertise in a variety of areas related to creating and producing the ads
they write, which may include:
Marketing and Advertising Principles: A copywriter must have a basic understanding
about business and selling in order to work with clients, colleagues, and sales people.
Copywriters often attend meetings, give presentations, and deal directly with clients.
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Design: A copywriter will work closely with designers to brainstorm ideas and help craft
promotional messages. Often a copywriter will provide a designer with a "copywriter rough,"
a sketch showing what an advertisement should look like.
Printing: Sometimes a copywriter will work with a printer, especially when creating direct
mail, to make sure ideas are practical and affordable to produce. Every printer has different
equipment and capabilities.
Mailing Lists: While copywriters seldom choose or buy lists, they must review list data to
visualize the real people who will read and respond to their copy and to see what type of
promotions have worked with the lists selected.
Postal Delivery: When writing direct mail pieces, a copywriter may consult with postal
experts to see how mailers can be modified to cut postage costs, whether a piece will
cause problems with mail sorting equipment, or what regulations will affect the design
concept.
Audio or Video Production: A copywriter writing a radio ad, TV spot, or online video, must
consider how an announcer will read the script, how visuals will be created, and what sound
effects work best. It is difficult to write an audio or video script without being able to "hear"
or "visualize" the final result. Sometimes a copywriter will act as a "producer," overseeing
the production in a studio.
Online Marketing: Today, copywriters must understand how people interact with online
information and how to write search-engine-friendly copy. Writing good online copy requires
a working knowledge of search engines, social sites, web technology, eye tracking, online
shopping, and other matters. Working with programmers and web designers is routine.
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Assessment
criteria 1.3
Sources are identified which are appropriate for
production requirements.
Pros and cons of copywriting
Is copywriting the right profession for you? Like any type of work, copywriting has its pros
and cons.
Full-time "employed" copywriting
Pros:
Exciting, fast-paced work environment
Daily socializing with colleagues
Regular paycheck and paid benefits
Possibility for rapid corporate advancement
Cons:
Burnout from long hours and stressful work
Big egos and fickle bosses
High probability for layoff when work slows
Dealing with corporate culture and "group think"
Freelance copywriting
Pros:
Maximum control over work and schedule
Quiet, stress-free work environment
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Ability to earn as much or as little as you want
Wide variety of projects and clients
Cons:
Doing "sales" to land clients and find work
Solitary work with minimal social interaction
Dealing with uncertainty of cash flow
Juggling multiple projects and clients
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Formative assessment
Role play
Activity: 1
Instructions Explain how sources are selected which are relevant for
specific purposes (SO,1 AC,1)
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
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Project
Group Activity: 2
Instructions Identify how sources are selected which meet specified
requirements. (SO,1 AC,2)
CCFO
COMMUNICATING
Method Group Activity
Answers:
Media Method Flipchart
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Research PROJECT
Activity: 3
Instructions Identify how sources which are appropriate for production
requirements. (SO,1 AC,3)
CCFO Collecting
Method Group Activity
Media Method Flipchart
Answers
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Summative assessment
Simulation
ACTIVITY: 4
Instructions Explain how sources are evaluated based on specified quality
criteria and station format requirements. (SO,1 AC,4)
CCFO
ORGANISING
Method Group Activity
Media Method Flipchart
Mark 10
Answer:
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Formative assessment
Role play
Activity: 5
Instructions Describe how content is gathered from sources and meet
specified production requirements. (SO,1 AC,5)
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
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Project
Group Activity: 6
Instructions Explain how content is evaluated based on production
requirements. (SO,1 AC,6)
CCFO
COMMUNICATING
Method Group Activity
Answers:
Media Method Flipchart
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Research PROJECT
Activity: 7
Instructions Describe how content selected meets specified requirements.
(SO,1 AC,7)
CCFO Collecting
Method Group Activity
Media Method Flipchart
Answers
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Summative assessment
Simulation
ACTIVITY: 8
Instructions Identify how content selected is relevant for specific purposes.
(SO,1 AC,8)
CCFO
ORGANISING
Method Group Activity
Media Method Flipchart
Mark 10
Answer:
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Essay
Take some time to reflect on what you have learnt in this module and assess your
knowledge against the following pointers. Write down your answers. Should you not
be able to complete each of these statements, go back to your notes and check on
your understanding? You can also discuss the answers with a colleague.
Discuss how sources are selected which are relevant for specific purposes.
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Unit2
Unit Outcomes
At the end of this unit you should be able to:
Unit1 Unit2 Unit3 Unit4 Unit 5
Learning Outcome Enabling Outcomes
Introduction
1. Specifications are interpreted against given
criteria for interpretation output.
2. Specifications are interpreted whilst station format
requirements are adhered to.
3. Requirements are assessed, accurately.
4. Requirements are identified which are in line with
given specifications.
5. Requirements are assessed for feasibility.
6. Changes to be made to specifications based on
value added to programs.
Conclusion
Interpret specifications for radio
programs
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Assessment
criteria 2.1
Specifications are interpreted against given criteria for
interpretation output.
Radio receivers are a key element in radio communications and broadcasting systems. This
chapter presents some of the more important receiver specification parameters. It will help
you understand receiver spec sheets and lab test results.
A radio receiver must perform two basic functions:
It must respond to, detect, and demodulate desired signals
It must not respond to, detect, or be adversely affected by undesired signals.
Both functions are necessary, and weakness in either makes a receiver a poor bargain. The
receiver s performance specifications tell us how well the manufacturer claims that their
product does these two functions.
A hypothetical radio receiver
Figure 9-1 shows the block diagram of a simple communications receiver. We will use this
hypothetical receiver as the basic generic framework for evaluating receiver performance.
The design in Fig. 9-1 is called a super heterodyne receiver and is representative of a large
class of radio receivers; it covers the vast majority of receivers on the market. Other
designs, such as the tuned radio frequency (TRF) and direct-conversion receivers (DCR),
are simply not in widespread commercial use today.
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Assessment
criteria 2.2
Specifications are interpreted whilst station format
requirements are adhered to.
Radio frequency
Radio Frequency (RF) is a frequency in the range within which radio waves may be transmitted,
from about 3 kilohertz to about 300,000 megahertz. FM radio frequency systems are the most
widely used in meetings and conventions because of their superior range, ease of operation,
mobility, and reliability. They are also very user-friendly and can be installed by anyone with a
basic knowledge of sound equipment. This equipment is also available in several frequencies,
of which the most popular are 72 MHz and 216 MHz.
Choose a 72MHz system:
For shorter range application requirements up to 1,500 feet
For exceptional sound quality
For compatibility with existing FM assistive listening equipment
Choose a 216MHz system:
For longer range application requirements up to 3,000 feet
For areas where interference is a problem
For good sound quality
For expanded applications including language interpretation, tour group
communications, medical/dental, and law enforcement.
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Use this chart to help you choose between 72 MHz and 216 MHz:
72MHz 216MHz
To Meet ADA
Requirements
Meets ADA guidelines for the hard of hearing at both 72 and
216MHz. Listen is compatible with all existing major brand systems.
No special license is required.
ADA Frequency Use
Designation
Designated for hearing
impaired and assistive listening
transmissions.
Designated for assistive listening,
tour group, language
interpretation, medical, and law
enforcement transmissions.
Simultaneous
Channels
Offers 6 simultaneous
channels within the 72-76MHz
spectrum range.*
Offers 3 simultaneous channels
within the 216-217MHz spectrum
range.*
Sound Quality Exceptional sound quality
(SNR 80db, 50Hz to 15KHZ)**
Excellent sound quality (SNR 80
dB, 50Hz to 10KHZ)**
Transmission Range Good Range -- stationary
transmitters have a 500-1,500
foot range, and mobile
transmitters have a 100-150
foot range.
Greater Range -- stationary
transmitters have a 1,000-3,000
foot range, and mobile
transmitters have a 100-150 foot
range.
Reduction of
Interference
Expect more interference from
outside sources.
Because 216MHz is an exclusive
band to assistive listening, it may
offer less transmission
interference.
72MHz 216MHz
For More
Simultaneous
Channels
72MHz offers twice the number
of simultaneous channels.
For Better
Transmission Range
216MHz offers almost twice the
transmission range as 72MHz
(from a stationary transmitter).
For Less
Interference
As an exclusive band, 216MHz is
not licensed for other uses and
may offer less transmission
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interference.
RECOMMENDED
APPLICATIONS
FOR:
72MHz 216MHz
Places of Worship Recommended: Clearer
signals with twice the number
of simultaneous channels for
multiple language interpretation
or different meetings.
Suggested for when greater range
is necessary.
Language
Interpretation
Benefits: Use 6 channels* for
simultaneous interpretation to
multiple languages.
Benefits: Greater range with
stationary transmitter. Use 3
channels* for simultaneous
interpretation.
Tour Groups Benefits: Use 6 channels* for
simultaneous groups touring
the same facility without
interference and overlap.
Benefits: Because 216MHz is an
exclusive band to tour groups, it
may offer less transmission
interference. 72MHz and 216MHz
transmitters have similar
transmission ranges.
Schools Recommended: Compatible
with most existing systems at
72MHz systems.
Suggested for when greater range
is necessary. Compatible with
Phonak MicrolinkTM.
Meeting Rooms,
Hotels and
Convention Centers
Recommended: More
simultaneous channels means
multiple meetings can use
different FM systems at the
same time without interference
from each other.
Suggested for when greater range
is necessary, such as large rooms
or for remote speakers in foyers
and overflow areas, however SNR
may be objectionable in low noise
environments.
Stadiums/Arenas Suggested when adding to or
upgrading an existing 72MHz
system (compatible with all
major brands).
Recommended: Greater range
for larger venues, particularly
stadiums and arenas.
Live Theatre Suggested when more
simultaneous transmissions
are necessary (such as
Suggested when greater range is
necessary.
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simultaneous interpretation).
* Number of available simultaneous channels vary by proximity of transmitters, transmitter
output power level area interface, etc.
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Formative assessment
Role play
Activity: 9
Instructions Explain how specifications are interpreted against given criteria
for interpretation output. (SO,2 AC,1)
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
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Project
Group Activity: 10
Instructions Explain how specifications are interpreted whilst station format
requirements are adhered to. (SO,2 AC,2)
CCFO
COMMUNICATING
Method Group Activity
Answers:
Media Method Flipchart
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Research PROJECT
Activity: 11
Instructions Describe how requirements are assessed, accurately.
(SO,2 AC,3)
CCFO Collecting
Method Group Activity
Media Method Flipchart
Answers
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Summative assessment
Simulation
ACTIVITY: 12
Instructions Identify how requirements which are in line with given
specifications. (SO,2 AC,4)
CCFO
ORGANISING
Method Group Activity
Media Method Flipchart
Mark 10
Answer:
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Formative assessment
Role play
Activity: 13
Instructions Explain how requirements are assessed for feasibility.
(SO,2 AC,5)
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
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Project
Group Activity: 14
Instructions Describe how changes to be made to specifications based on
value added to programs. (SO,2 AC,6)
CCFO
COMMUNICATING
Method Group Activity
Answers:
Media Method Flipchart
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Essay
Take some time to reflect on what you have learnt in this module and assess your
knowledge against the following pointers. Write down your answers. Should you not
be able to complete each of these statements, go back to your notes and check on
your understanding? You can also discuss the answers with a colleague.
Discuss how requirements are assessed for feasibility.
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Unit4
Unit Outcomes
At the end of this unit you should be able to:
Unit1 Unit2 Unit3 Unit4 Unit 5
Learning Outcome Enabling Outcomes
Introduction
1. Broadcast is delivered according to
specified requirements.
2. Logistics are arranged in a manner that
ensures efficient use of resources without
compromising quality.
3. Required resources are checked for
availability to optimise the production
efficiency and effectiveness.
4. Preparation is done which ensures
effective use of resources.
5. Production and preparation is performed
within time constraints.
Conclusion
Co-ordinate activities to produce a
radio production.
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Assessment
criteria 5.1
Broadcast is delivered according to specified
requirements.
Cell Broadcast/Cell Information (CB) messaging is a mobile technology feature defined
by the ETSI’s GSM committee and is part of the GSM standard. It is also known as Short
Message Service-Cell Broadcast (SMS-CB).
Cell Broadcast is designed for simultaneous delivery to multiple users in a specified area.
Whereas the Short Message Service-Point to Point (SMS-PP) is a one-to-one and one-to-a-
few service (requires multiple SMS messages, as each message can only carry one phone
number), Cell Broadcast is a one-to-many geographically focused messaging service. Cell
Broadcast messaging is also supported by UMTS.
Cell Broadcast messaging was technologically demonstrated in Paris for the first time in
1997. Some mobile operators use Cell Broadcast for communicating the area code of the
antenna cell to the mobile user (via channel 050), for nationwide or citywide alerting,
weather reports, mass messaging, location-based news, etc. Not all operators have the Cell
Broadcast messaging function activated in their network yet, and many handsets do not
have the capability to support cell broadcast.
Cell Broadcast is a technology that allows a text or binary message to be defined and
distributed to all mobile terminals connected to a set of cells. Whereas SMS messages are
sent point-to-point, Cell Broadcast messages are sent point-to-area.
Thus, one Cell Broadcast message can reach a huge number of terminals[a] at once. In
other words, Cell Broadcast messages are directed to radio cells, rather than to a specific
terminal. A Cell Broadcast message is an unconfirmed push service, meaning that the
originator of the message does not know who has received the message, allowing for
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services based on anonymity. Mobile telephone user manuals describe how the user can
switch the receiving of Cell Broadcast messages on or off.
Cell Broadcast is not as affected by traffic load; therefore, it may be usable during a
disaster when load spikes (mass call events) tend to crash networks, as the 7 July 2005
London bombings showed. Another example was during the Tsunami catastrophe in Asia.
Dialog GSM, an operator in Sri Lanka was able to provide ongoing emergency information
to its subscribers, to warn of incoming waves, to give news updates, to direct people to
supply and distribution centres, and even to arrange donation collections using Celltick's
Cell Broadcast Center, based on Cell Broadcast Technology.
Cell broadcast has been widely deployed since 2008. The major European operators have
deployed the technology in their networks. In Pakistan, Telenor PK was the first network to
use this option country wide. Telenor Pakistan provides location indicator service branded
as Auto Location. WaridTel also uses this option but it is not nation wide and displays offers
only.
Cell Broadcast is a mobile technology that allows messages (up to 15 pages of up to 93
characters
Assessment
criteria 5.2
Logistics are arranged in a manner that ensures efficient
use of resources without compromising quality.
Location-based services (LBS) are a general class of computer program-level services
that use location data to control features. As such LBS is an information service and has a
number of uses in social networking today as an entertainment service, which is accessible
with mobile devices through the mobile network and which uses information on the
geographical position of the mobile device. This has become more and more important with
the expansion of the smartphone and tablet markets as well.[1][2][3][4]
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LBS are used in a variety of contexts, such as health, indoor object search, entertainment,
work, personal life, etc.
LBS include services to identify a location of a person or object, such as discovering the
nearest banking cash machine (a.k.a. ATM) or the whereabouts of a friend or employee.
LBS include parcel tracking and vehicle tracking services. LBS can include mobile
commerce when taking the form of coupons or advertising directed at customers based on
their current location. They include personalized weather services and even location-based
games. They are an example of telecommunication convergence.
This concept of location based systems is not compliant with the standardized concept of
real-time locating systems (RTLS) and related local services, as noted in ISO/IEC 19762-
5[9] and ISO/IEC 24730-1. While networked computing devices generally do very well to
inform consumers of days old data, the computing devices themselves can also be tracked,
even in real-time. LBS privacy issues arise in that context, and are documented below.
Assessment
criteria 5.3
Required resources are checked for availability to
optimise the production efficiency and effectiveness.
Locating methods
Control plane locating
Sometimes referred to as positioning, with control plane locating the service provider gets
the location based on the radio signal delay of the closest cell-phone towers (for phones
without GPS features) which can be quite slow as it uses the 'voice control' channel.[4] In
the UK, networks do not use trilateration; LBS services use a single base station, with a
"radius" of inaccuracy, to determine a phone's location. This technique was the basis of the
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E-911 mandate and is still used to locate cellphones as a safety measure. Newer phones
and PDAs typically have an integrated A-GPS chip.
In order to provide a successful LBS technology the following factors must be met:
Coordinates accuracy requirements that are determined by the relevant service;
Lowest possible cost;
Minimal impact on network and equipment.
Several categories of methods can be used to find the location of the subscriber. The
simple and standard solution is GPS-based LBS. Sony Ericsson's "NearMe" is one such
example. It is used to maintain knowledge of the exact location, however can be expensive
for the end-user, as they would have to invest in a GPS-equipped handset. GPS is based
on the concept of trilateration, a basic geometric principle that allows finding one location if
one knows its distance from other, already known locations.
GSM localization
GSM localization is the second option. Finding the location of a mobile device in relation to
its cell site is another way to find out the location of an object or a person. It relies on
various means of multilateration of the signal from cell sites serving a mobile phone. The
geographical position of the device is found out through various techniques like time
difference of arrival (TDOA) or Enhanced Observed Time Difference (E-OTD).
Self-reported positioning
A low cost alternative to using location technology to track the player, is to not track at all.
This has been referred to as "self-reported positioning". It was used in the mixed reality
game called Uncle Roy All Around You in 2003 and considered for use in the Augmented
reality games in 2006. Instead of tracking technologies, players were given a map which
they could pan around and subsequently mark their location upon. With the rise of location-
based networking, this is more commonly known as a user "check-in".
Others
Another example is Near LBS (NLBS), in which local-range technologies such as Bluetooth,
WLAN, infrared and/or RFID/Near Field Communication technologies are used to match
devices to nearby services. This application allows a person to access information based
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on their surroundings; especially suitable for using inside closed premises, restricted/
regional areas.
Another alternative is an operator- and GPS-independent location service based on access
into the deep level telecoms network (SS7). This solution enables accurate and quick
determination of geographical coordinates of mobile phone numbers by providing operator-
independent location data and works also for handsets that are not GPS-enabled.
Many other Local Positioning Systems are available, especially for indoor use. GPS and
GSM do not work very well indoors, so other techniques are used, including Co-Pilot
Beacon for CDMA Networks, Bluetooth, UWB, RFID and Wi-Fi. But which technique
provides the best solution for a specific LBS problem? A general model for this problem has
been constructed at the Radboud University of Nijmegen.
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Formative assessment
Role play
Activity: 27
Instructions Describe how broadcast is delivered according to specified
requirements. (SO,5 AC,1)
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
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Project
Group Activity: 28
Instructions Explain how logistics are arranged in a manner that ensures
efficient use of resources without compromising quality.
(SO,5 AC,2)
CCFO
COMMUNICATING
Method Group Activity
Answers:
Media Method Flipchart
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Research PROJECT
Activity: 29
Instructions Identify how required resources are checked for availability to
optimise the production efficiency and effectiveness.
(SO,5 AC,3)
CCFO Collecting
Method Group Activity
Media Method Flipchart
Answers
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Summative assessment
Simulation
ACTIVITY: 30
Instructions Describe how preparation is done which ensures effective use
of resources. (SO,5 AC,4)
CCFO
ORGANISING
Method Group Activity
Media Method Flipchart
Mark 10
Answer:
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Formative assessment
Role play
Activity: 31
Instructions Explain how production and preparation is performed within
time constraints. (SO,5 AC,5)
Method Individual Activity
Media Method Flipchart
Answers:
CCFO
DEMONSTRATING
Marks 10
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Essay
Take some time to reflect on what you have learnt in this module and assess your
knowledge against the following pointers. Write down your answers. Should you not
be able to complete each of these statements, go back to your notes and check on
your understanding? You can also discuss the answers with a colleague.
Discuss how broadcast is delivered according to specified requirements.
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References
Prescribed Booklist
Learning unit Supplier
117559 Produce studio
recorded programmes
Yellow Media Publishers
Senior learning material Developer:
Ms Duduzile Zwane
www.yellowmedia.co.za
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SECTION C: SELF REFLECTION
I enjoyed/did not enjoy this module because:
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I enjoyed/did not enjoy this module because:
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I found group work ___________________________________!!!
The most interesting thing I learnt was:
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I feel I have gained the necessary skills and knowledge to:
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Please add the following to this module:
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Some comments from my classmates about my participation in class:
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Self-Assessment
Self-Assessment:
You have come to the end of this module – please take the time to review what you have learnt to date, and conduct a self-assessment against the learning outcomes of this module by following the instructions below:
Rate your understanding of each of the outcomes listed below: Keys: - no understanding - Some idea - Completely comfortable
SO FISA Checklist
1. Select content for a radio program.
2. Interpret specifications for radio programs.
3. Formulate story line structures and sequences for a radio program.
4. Assemble elements for a radio program.
5. Co-ordinate activities to produce a radio production.
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Learner Evaluation Form
Learning Programme Name
Facilitator Name
Learner name (Optional)
Dates of Facilitation
Employer / Work site
Date of Evaluation
Learner Tip:
Please complete the Evaluation Form as thoroughly as you are able to, in order for us to continuously improve our training quality! The purpose of the Evaluation Form is to evaluate the following:
logistics and support
facilitation
training material
assessment Your honest and detailed input is therefore of great value to us, and we appreciate your assistance in completing this evaluation form!
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A Logistics and Support Evaluation
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1 Was communication regarding attendance of the programme efficient and effective?
2 Was the Programme Coordinator helpful and efficient?
3 Was the training equipment and material used effective and prepared?
4 Was the training venue conducive to learning (set-up for convenience of learners, comfortable in terms of temperature, etc.)?
Additional Comments on Logistics and Support
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B Facilitator Evaluation 1 The Facilitator was prepared and knowledgeable on the
subject of the programme
2 The Facilitator encouraged learner participation and input
3 The Facilitator made use of a variety of methods, exercises, activities and discussions
4 The Facilitator used the material in a structured and effective manner
5 The Facilitator was understandable, approachable and respectful of the learners
6 The Facilitator was punctual and kept to the schedule
Additional Comments on Facilitation
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1 2 3 4 5
C Learning Programme Evaluation 1 The learning outcomes of the programme are
relevant and suitable.
2 The content of the programme was relevant and suitable for the target group.
3 The length of the facilitation was suitable for the programme.
4 The learning material assisted in learning new knowledge and skills to apply in a practical manner.
5 The Learning Material was free from spelling and grammar errors
6 Handouts and Exercises are clear, concise and relevant to the outcomes and content.
7 Learning material is generally of a high standard, and user friendly
Additional Comments on Learning Programme
D Assessment Evaluation
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1 A clear overview provided of the assessment requirements of the programme was provided
2 The assessment process and time lines were clearly explained
3 All assessment activities and activities were discussed
Additional Comments on Assessment