UNIT 13 CURRICULUM TRANSACTION:

COMMUNICATION MEDIA,
SYSTEMS AND STRATEGY
Structure
13.0 Introduction
13.1 Objectives
13.2 Communication Media
13.2.1 Impact of Information Technology
13.2.2 Visual Communication
13.2.3 Examples of Visual Media
13.3 Communication Systems
13.3.1 Communicating as a Part of Networks
13.3.2 Various Forms of Communication
13.4 Communication Strategy
13.4.1 Why, How and What of Communication Strategies
13.4.2 Selection of Tools and Methods
13.4.3 Process of Communication
13.4.4 Monitoring and Evaluation
13.4.5 Restructuring the Message
13.5 Let Us Sum Up
13.6 Answers to Check Your Progress
13.7 References

13.0 INTRODUCTION
In Unit 12 you read about the means, forms and methods of communication.
You also learnt that communication is an important strategy in the teaching-
learning process of adult learners. Communication not only entails using good
language and speaking cleafly, but also reaching to the receiver or making the
receiver understand what you want to communicate. In order to go deeper in the
realm of communication, Unit 13 will deal with communication media, systems
,,
i and strategy. What are all these? Media has an important role to play in effective
communication and with the Information Technology (IT) revolution it has
become inevitable to use IT. In adult learning, from building up environment or
motivating people for literacy to sensitizing people about population explosion,
girl child education, health awareness, etc. visual media have played a significant
role. Communication system refers to dissemination of information.
Communication is part of networking. Communication strategy in adult learning
is significant to achieve effective transfer of information so that adult learners
achieve the purpose of coming to the adult learning set-up. Unit 13 explains
these issues at length.

13.1 OBJECTIVES
It is expected that after going through Unit 13 on Communication Media, Systems
and Strategy you will be able to:
Understand the prevailing nature of communication media;
 Describe communication systems that enable transfer of information from Curriculum Tknsaction:
Communication Medra,
one source to another; and Systems and Strstcgy
Discuss the why, what and how of communication strategies for adult
learning cors-'rr~~nit:+:s.

13.2 COMMUNICATION MEDIA

- - - - - - - - - - -

Some of the traditionavprimitive methods used for communication have been

visual and audio in the form of gestures, sound and picturesldrawings. Technology
today has transformed these sounds and gestures to produce speech, videos, films,
posters and theatre. The evolution of different means has opened up a vast potential
i ~communication.
i With a plethora of tools and methods in use, the
communicator may find it difficult to choose an appropriate one. How is this
choice to be made? Answer to this question depends on our understanding of the
impact of information technology on our everyday life. Let us discuss this issue
in the next section of the unit.

13.2.1 Impact of Information Technology

In recent years there has been an information technology (IT) revolution. While
paper-based manual systems for processing information and communication are
still very much evident, computer-based technology is increasingly undertaking
most office functions and procedures. The implications of IT on communicatioil
methods cannot be ignored. However, technology will always require people,
and in communication it is the input of the human agency that will ensure effective
communication (or otherwise). See Figure 13.1 to understand better the impact
of information technology (Tanenbaum, 2007).
The fundamental skills of stiucture, tone and composition will always be of vital
importance in ensuring effective communication. As originators of printed
communications, people have control over these factors. However, while
technological developments are making their role more interesting and
challenging, the conventional presentation techniques should not be allowed to
suffer. High standards must be set and maintained in order to ensure that your
communications are not only appropriately worded and logically structured, but
are also consistently and attractively presented.

I Fig. 13.1: Impact of Information Technology

i 89
 hvelo~ment* 13.2.2 Visual Communication
Transaction and Evaluation
Visuals are used effectively to strengthen communication. Visuals help people
remember what they hear. The trick is in relating what you hear to a picture. For
a majority of people it is easier to remember pictures than to remember just
words. People like to visualize what they are hearing. You can say that visuals
play the following key roles in our life (NIPCCD, 2001).

i) Relevance: Visuals can give accurate representation of ideas: visuals help

to define facts and information easily and precisely. They can identify and
describe in concrete terms giving meaning to words. However, it is important
to remember that to give accurate information the visuals must also be
accurate. S o if it is necessary, take the help of skilled artists or use
photographs.

ii) Visuals save time: Imagine that as a communicator you are talking about
some common diseases. You want to give a description about the digestive
system in humans. Suppose you have to use only words to describe what
happens to the food, if we consider only the time factor, the time taken will
certainly be much more than if you had a visual of the digestive system.

iii) Visuals help memory: As we have already described earlier, visuals help
people to remember and recall much better. Most adults, we find, will be
able to recall things they had seen in their youth, than a talk heard just a day
or two before.

iv) Visuals can stimulate the imagination: Pictures can often be used as a
starting point for discussions and debates. Visualc pre ant only a quick way
of acquiring facts but also of using them. Details presented in a picture can
make people think and react.

V) Visuals provide a shared experience: We have seen that when the

communicator and the audience share a common experience, communication
becomes much easier. Visuals get two people thinking on similar lines about
the same subject. It cuts down the possibility of there being ambiguity about
the subject under discussion.

13.2.3 Examples of Visual Media

]It IS relevant to learn about various examples of visual media in more detail
because you as a professional adult educator would have many occasions to use
them in different forums.

The following seven categories of visual media have their own purposes,
advantages and disadvantages and it is a good idea to be aware of strengths and
weaknesses of each category. Hopefully the following discussion will make
explicit these aspects of each of the examples of visual media discussed in this
unit.
a) Pictures b) hppecs c) Dramas, street plays and role-plays

d) Audio Cassettes e) Videos f) Broadcast media g) Teleconferencing

 Curriculum Transaction:
Commsnication Media,
Systems and Strategy
Notes:a) Space is given below the question for writing your answer.
b) Check your ;.rlswer with the one given at the end of this unit under
"Ansuzrs lo Check Your Progress".
1) i) \;V hy is com~nunicationstrategy important to understand for the adult

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significant role in real life'?

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iii) What are the seven categories of visual media?
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a) Pictures: Pictures are the common factor in video, posters, charts, flip charts,
slides, and so on. For any of these tools to be understocd we have to
understand the basic principle of the tool that is the picture. Pictures that we
select must be appropriate to the purpose of communication, the viewer
(audience) and the subject (content) of the communication. See Box 13.1
for a discussion on the purpose of using pictures.
Besides understanding the purpose of using pictures to communicate ideas, it is
necessary to keep in mind the profile of the audience or the viewer and you
would obviously select the pictures appropriate to the theme of the message you
want to communicate (Box 13.2 depicts the viewer and subject of communication
through pictures). Some pictures can communicate more than what words can
convey. In this sense, adult educators have a very good tool by way of pictures to
communicate unusual messages. It is hoped that you will make use of this tool in
your professional work.
Curriculum Development,
bnsactlon and Evaluation I Rox 13.1: Pumse I
Pictures can be used for the purposes of stimulating imagination, teaching
skills, presenting facts, organizing knowledge or changing attitudes. Any
one or multiples of these are the purposes of the training of adult educators
as well. While selecting a picture with a purpose in mind, there are three
questions that a picture can help to answer.

I What do I see? What do I understand? What do I feel?

Depending on whether we are focusing on facts and information, discussion
I
and debate or skills, the choice of the pictures will be made. It then becomes
necessary that at each stage of our input we must dectde the outcome of our
communication. For example, if I am to talk about the importance of kitchen
gardening, and want women to learn the skills for developing a kitchen garden,
I need to give them information on the vegetables to be grown in a kitchen
garden, and make them see how nutritious food is necessary for healthy living.
For each one of these statements there is a purpose and one can use a
corresponding picture (NIPCCD, 2001).
Box 13.2: The viewer and Subject of Communicationthrough Pictures
A) Audience
- When communicating an idea, we must consider the background,
education and experience of the audience. We need to know the media
that they are familiar with. Knowing what our audience would
understand and their emotional as well as intellectual levels will help
us develop the right kind of pictures.
- The experience of a communicator may be much w i d ~ &an
r that of the
poor rural women and men. So try to discover to what extent they
understand pictures. Conduct a few simple experiments, if need be.
- Understanding a picture is a skill that may have to be learned and many
rural people may find it difficult to relate to black and white pictures,
and to relate three-dimensionalobjects to real life that they see everyday.
When you look at a photograph, you have the help of experience behind
you; thus you are able to decipher the perspectives in a photograph or a
picture. You can understand the overlaps, highlights and shadows, but
illiterate women may have a different perspective.
-. - Jn the experience of a poor rural woman, the converging railway lines
may look like the end of a track and she may think that a train g o k g
along this track will certainly meet with an accident.
B)Theme
I
The theme or the content of the message will affect the choice of the picture
material. If we are talking about fodder development in wasteland areas, we
cannot show a picture with fodder being developed in an area which has
sources of irrigation. In showing the usefulness of vaccination for BCG, it
will be more helpful to show vaccination in progress rather than a victim of
tuberculosis.
Using any means of communication has its advantages and disadvantages, and it
is important that we fully appreciate this dimension before deciding on using a
particular tool of communication (see Box 13.3 for a discussion of advantages
and disadvantages of using flat pictures).
 Curriculum Transwctbn:
Communication M d i s ,
Systems and Strategy

and easy to use. They are low-cost and can be stored and reused. Pictures
can arouse interest and imagination. They provide a common
experience for the audience to stimulate imagination and start a

Disadvantages of using flat pictures are that all details may not be
discernible to the viewer in a single picture and some ideas are too big
for a single picture. For example, a single picture cannot convey the
idea of necessity of good health.
Pictures are static in that they show the action in a split second of time

Slide setsfilm strips are also examples of pictures. Table 13.1 shows both pros
and cons of slide sets or film strips.

Table 13.1: Visual Communication: Pros and Cons of Using Slide Sets or
Film Strips (NIPCCD, 2001)

>malland easy to transport.

$lide-sets are excellent training

b) Puppets: One ut the best used forms uf rural comunication in India has
been the puppet. For ages this method of communication has held centre
stage. Puppetry has evolved as an art form and in many regions of India it is
a way oflivelrbood for unany artisans. Kajasthan is particularly famous for
its puppets. See Box 13.4 on advantages 2nd disadvantages of using puppets.

Puppets make the audience respoilsive, as they get emotionally involved

Curriculum Development,
'IPa~ction and Evaluation Puppets are not usually resented even when they depict sensitive
subjects.
From a practical point of view, puppets are easier to operate, parts
may be read, there are minimum rehearsals, unusual characters can be
presented easily and there are few production problems, like stage
setting, actor coordination, rehearsals, etc.
Puppets and suitable stories can be devised for all ages and for a wide
variety of subjects. Puppets are also useful for exaggerated
presentations.All types of scenes can be depicted using puppets. Animal
puppets are particularly useful.
Disadvantages
Since they are small, puppets can sometimes cause problems in actual
use. In Rajasthan though, the art has been perfected so well that large
life-size puppets are also made and managed properly.
Audience seating has to be managed carefully so that everyone can
have a clear view and the sound reaches the last person in the audience.
Flip charts are yet another example of communication through pictures. Table
13.2 explains pros and cons of this means of communication (NIPCCD, 2001).
Table 13.2: Visual Communication: Pros and Cons of Using Flip Charts

Care required for preparing drawings that are

extension support. Lacks the attraction of audio-visual materials

Summary: Flip charts are very useful to help extension workers/technicians

Printed materials can also be treated as a kind of pictures and as such they have
pros and cons as given in Table 13.3 ( N I P ~ C D2001).
,

Table 13.3: Visual Communication: Pros and Cons of Using Printed Materials

illiterates but bear in mind

as a permanent reminder literacy of individual farmers

94
 c) Dramas, Role-Plays and Street Plays: Drama is used in many countries, Curriculum Transaction:
Communication Media,
not just for entertainment but as a rnedia for giving social messages. In Systems and Strategy
India, the street play or the nukkad reatak is a common form of drama that
is used for transmiiting social messages.
The use of drama is an educative experience for both the performers as well as
I the audience. Many social activists have also used the formal theatre regularly.
Drama takes many forms. Besides the role-play and street play, one also comes
across the pantomime plays that do not use language but only facial expressions
, and body gestures. Dance is also one form of drama. The classical dances in
Odissi, Kathakali, Rabindra natya, etc. have been used effectively in
cominunicating social messages.

To help us simplify the different forrlrs of drama we can club it in the following
categories.

1) Formal drama with written scripts, rehearsals. actors, etc.

2) Impromptu dramatizationwhere the situation and story are suggested and people
make up actions and use their own words.
3) Informal theatre with a flexible script, interactions with the audiences and absence
of costumes or props.
In different regions of India, adult educators have rnade efforts to use folk media to
impart social messages. See Table 13.4 on pros and cons of using folk media
(NTPCCD, 2001).

6) Audio cassettes: Almost everywhere in the world, audio cassettes and

nowadays, compact discs (CDs) have been used by adult educators as very
effective tools of communication. Let us look at Table 13.5 for pros and
cons of this uscful means of communicating ideas.
e) Videos: Videos have been largely used as a mass media and dissemination
tool. Many projects today have a separate unit for production of videos that
can help in development work. The role of video in development
communication has been to educate, helping to spread messages prepared
by profeqsional producers. It is necessary to have a better understanding of
thr: advantages and disatlvantagea of' videography (see Table 13.6).
f) -
Broadcast Mesiia Television and Radio: In India, a high percentage of
people have access to rac'ia, aiid slightly lower percentage have access to
television. Both these media are powerfr31 chanirels of communication and
have been used under many circumstances to spread developmental messages
(see Table 13.7 on pros arrd cons of Television and Radio Broadcasting).
Both TV and radio programmes can be used by a trainer in developmental
work. In using television, the communicatc~rneeds to know the content and
timing of the programme and how the programme can be used. As we have
said earlier, TV can be used with other media, like posters or charts and
other printed material. A communicator can also use a lecture or discussion
mode coupled with TV viewing.
g) Teleconferencing: Teleconferencing js an interactive mode of
communication, where high quality mu1ti-media links and satellites are used
I
to establish links between the trainer and trainee.
Curriculum Develo~rnent, Advantages
'hnsaction and Evaluation
Teleconferencing is a good option to provide uniform training to all the
field functionaries.
Through teleconferencing a good strategy can make all the project partners
feel linked and involved directly. This is an important medium to provide
quick and uniform training to all field functionaries and it minimizes
distortion and time lag in messages.
Disadvantages
It is a highly technical medium and requires basic electronic media facilities like
telephone, fax, etc., that are not easily available in rural areas. A trainer-trainee
live interaction is absent because of the distances separating both.
When there are too many calls to attend, trainers may miss out some queries
or may not be able to answer them satisfactorily.
The above description of various examples of visual media leads us to the quest
for learning in detail about communication systems and strategy most suitable
for adult educators and adult learners. Our next two sections will be devoted to
these two themes.

a b l e 13.4: Folk Media (Theatre, Puppetry, Story Telling, etc)

Pros Cons
Does not require capital investment. Requires skilled crafting of
Does not depend on technology that development messages into the
is liable to break down. fabric of folk media.
Intrinsically adapted to local May lack prestige vis-8-vis
cultural scene. more modern media in some
May be highly credible and societies.
persuasive where folk media is a May be difficult to organize,
strong tradition. and calls for close working
relationship between
development workers and folk
media artists
-
Summary: Creative use of folk media in cultures where it is popular and
well entrenched can be a subtle and effective way of introducing development
ideas and messages. Care is required to ensure that the mix of entertainment
and development is appropriate, so it is possible to further the latter without
damaging the former.
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Table 13.5: Tools of Communication Pros and Cons of Using Audio Cassettes

4;assette players quite widely available. some of the weaknesses of

baby to localize information. radio, though repeated listening
G o d for feedback because farmers .can may help to overcome it.

96
 Table 13.6: Pros and Cons of the Videography Curriculum Transactioi~:
CunrnturlizaPluin W~zdir,
Pros Cons Systems arid S~rafegy

Highly persuasive. Multiplicity of standards/

Constantly inipr01:in~technology is formats.
making it ever cheaper and more reliable. Requires talent, skill, irnd
Electroni~:iiildg~lsounclrecording gives experience to produce good
immediate playback and production programmes for development.
flexibility. Requires rather sophisticated
Allows more than one language to be repair and maintenance
recorded as commentary on a single tape. facilities.
Can be shown in daylight using battery- Dependent on the use to which
powered equipment. it is to be put, may call for
quite large capital investment.
Colour/visual quality mediocre
in some standards.
Summary: Video has become the media in the minds of many. Indeed, it is
highly effective but call for a careful strategy and skilled producers.
Table 13.7: Pros and Cons of Television and Radio Broadcasting

Not available in all rural areas.

Expensive productiodreception.
Programmeproduction for agriculture
can be difficult.
Difficult to localize information for
agriculture because there is scarcity
of local TV stations in developing

localized information since it is

Cheap productiodreception.
Relatively simple programme production.
Weak as a medium for training and
education.
Summary: Radio has been an excellent medium for motivation and for drawing
attention to new ideas and techniques but weak for providing detailed
knowledge and training. 97
Curriculum Development,
Transaction and Evaluation Check Your Progress
Notes:a) Space is given below the question for writing your answer.
b) Check your answer with the one given at the end of this unit under
"Answers to Check Your Progress".
2) i) How can dance 5nd drama can play an effective role in communicating
messages?
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ii) What is nukkad in India?
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iii) What is Teleconferencing?
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13.3 COMMUNICATION SYSTEMS

A system for communicating is generally called communication system that is
often a facility comprising the structures set up for disseminating information. In
other words, you could also describe a communication system as a facility to
provide information tramfer between persons with or without using special
equipment (Norton and Dutt, 2003).

13.3.1 Communicating as a Part of Networks

The system may be a collection of individual communication networks,
transmission systems and relay stations and terminal equipment for
interconnecting and interoperating so as to make an integrated whole. The
individual components of such a system possess a common purpose and employ
common procedures and operate as a unified organizational structure. Often,
nowadays a communication system is recognized as telephone, radio, television,
data transmission, or other system in which information-bearing signals originate
at one place and are reproduced at a distant point. Here, we are going to talk
about communication systems in a more general and broader sense of the term.
98
 13.3.2 Various Forms of Communication Curricnlum bnsaction:
Communication Media,
Organization charts make it easier to see how communication can take place Systems and Strategy
vertically (between levels), horizontally (between sections) and diagonally
(between different lev^':: and sections). It is important to keep all communication
routes as open and as effective as possible. Let us briefly discuss the iarious
communication systems in the following paragraphs (Norton and Dutt, 2003).
Downward communication: This is by far the most frequent form of
communication within an organization, where higher levels communicate with
staff below them. In this category are communications like memos, notices, in-
. house newsletters, handbook, procedure manuals.
Upward communication: The upward communication flow is equally important
as the downward flow. Communications are directed upwards to managers,
supervisors or directors by using memos, reports, meetings, informal discussions.
Horizontal communication: This occurs between people of the same status -
field staff, departmental heads, directors, supervisors through memos and reports,
horizontal communication could include committee meetings, seminars and
conferences.
Diagonal communication: Tasks frequently arise which involve more than one
department and there is often no obvious line of authority. Diagonal
communication often relies largely on cooperation, goodwill and respect between
the parties concerned.
Unofficial communication: Incorrect use of lines of communication often results
in grapevine. This term describes an unofficial communication system, which is
constantly changing. The grapevine is a vehicle for distortions of the truth; it is
basically a kind of rumour and gossip. An active grapevine can cause much
damage to an organization by spreading incomplete, false or exaggerated
information. It results in low morale, cynicism, fear and an unsettled workforce.
Although the grapevine may never be completely eradicated, one should take
steps to reduce its influence by considering careful ways in which information is
communicated, particularly in times of uncertainty within the organization. The
confidence of an organization's employees is vitally important, and adequate
and accurate information should always be made available to the people concerned
at the earliest possible opportunity, through the correct channels.
Let us now discuss the aspect of evolving a communication strategy suitable for
development work carried out by adult educators.
Check Your Progress
Notes: a) Space is given below the question for writing your answer.
b) Check your answer with the one given at the end of this unit under
"Answers to Check Your Progress".
3) i) What is a communication system?
Curriculum Development,
Transaction and Evaluation
I
. ii) What are the different forms of communication system?
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iii) What are the aspects on which diagonal communication can be relied?
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iv) How can grapevine cause damage in an organization?
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13.4 COMMUNICATION STRATEGY

In the overall communication strategy, we need to address five major questions
which will help us define the communication strategy for our cl?~zlauni+y
(Norton
and Dutt. 2003).
1) What is the message that we are communicating?
2) Who is the target audience for our message?
3) What behaviors should we promote among the target audience?
4) What message concepts will promote perceived benefits of the new
behaviour ?
5) What channels of communication will reach our target audiences as often
and as affordably as possible?

13-4.1 Why, How and What of Communication Strategies

Let us discuss why, how and what of communication strategies.
Why do we need to communicate?
This need is felt because' of a variety of factors. As a useful exercise, perhaps you
could write some of the reasons why working with the poor rural women is
necessary or is a need based activity that arises from your assessment of the
situation and your understanding of the goals of adult learning.
How do we assess and prioritize need for communication?
First, we have to assess what the women want to know and then prioritize what
should be communicated first. For example, women may want to know how to
cultivate fodder in wastelands, they may want to know how to improve the breed
s f their cattle, and they may want to know how a motion picture is made. Now
each of the needs is a topic for communication.
 Deciding on what to communicate : After having understood the necds of the Curricu~umTransadion:
Communication llculia.
womcn, we now nzzd to pich and choob,: what ~ v t have: 10 cornmunlar;. T h m
Systems and Strategy
is a plethora of information available on any given subject, but as communicators
we assess the level of understanding of the women and then decide what they
will mndcrstand. Communication should always be targeted at the middle level
so t1ii.t it is not too simple, not too technical. Suppose we are communicating
I
about growing ve~c'tableband kitchen gardening to s group of women belonging
to the fasnling community. Then we presume that they will know the basics of
grow1ngvcgetables. What we need to focus on in this case may be composting,
varietieq that can be grown, improving production or introducing new methods
in horticulture.

13.4.2 Selection of Tools and Methods

We have spoken at length about this in the previous section. Based on the input to
be given, we can select the appropriate tools and methods for delivering the
communication package. Some of the tools that can help us are posters, flip charts,
handbooks, video-films, etc, In addition we can use programmes on radio and
television where such facilities are available.

13.4.3 Process of Communication

Once the needs are understood, the content of communication decided and the
tools and methods selected, we can work on the process of communication. This
simply means who will communicate what - using what tools - to whom -when -
and - with what effect. When we answer these questions for each of our
cornmanications we are, in addition, focusing on two things:

i) What is the time that we are setting for our communication - when?
ii) What is the outcome that we expect from our communication - with what
effect?
Deciding on the time to communicate is important. Suppose we organize an
exposure visit for a community involved in farming and it is harvesting time,
then people may join us but not participate fully.

13*4,4 Monitoring and Evaluation

What is the outcome that we expect from the communication? What is the
objective of our communication in creating awareness? Is it only giving
information? Is it providing skills? Does it aim to change behaviour? Depending
on these objectives, we need to Iook for the impact of the communicat.ion and
also measure the impact.

For example, if we have taken women learners out on an exposure visit to the Public
Health Center (PHC), what is the outcome that we are looking for?
That women will be aware of the facilities in a PHC?
That women will know the route to the PHC and in case of need, be able to
guide other people in the village to the PHC?
That women will be aware of the vaccination schedules for children?
e That they would effectiveiy ask for compulsory vaccinations of all children
in their village (skill building for advocacy)?
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currkuium Doveiopment 13.4.5 Restructuring the Message
lhnsaction and Evaluation
In a long-term communication process, monitoring and evaluation helps us in
restructuring messages that we give. This means that when we find gaps that exist
in our communication - in terms of content, tools, delivery, place and time - we
must make adjustments before going in for another round of communication.
Communication is a process of constant learning and innovation. We must
understand that evaluating the communication cannot be done in isolation.

As an adult educator you need to form a strategy for selecting an appropriate set of
communication systems. For this purpose see Box 13.5on forming a strategy.

You may like to carry out a short project on development work in the community,
to evolve a strategy of establishing your choice. Keep in mind the above effective
tools of communication for steps to form a strategy. Good luck!

The AIDA Principle

Good communication should follow the AIDA principle:
A
Attract ATTENTION so that people stop to read what you are saying. A telling
photograph, a bold and provocative or catchy headline, striking design or a
combination of these will attract attention.
I
~ t t r i the
t reader's INTEREST, so that they will read on, and absorb and
understand the message you are communicating.
D
Stimulate a DESIRE in the audienceheader - to do something about the
problem, to donate money, or to work with you as a volunteer.
A
Prompt some form of ACTION - provide a mechanism for sending money or
pledging support, or to write a letter to a politician about the issue, or to recruit
another supporter.
Source:Norton, M., and Dutt, P. 2003. Getting Started :A Practical Guide
for Activists and organ is at ion,^. New Delhi: Sage Publications.
 Curriculum Transaction:
Check Your Progress Communication Media,
Systems and Stmtegv
Notes:a) Space is given below the question for writing your answer.
b) Check your answer with the one given at the end of this unit under
"Answers to Check Your Progress".
4) i) What are the tools and methods available as part of the communication
package?
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ii) What are various laid out processes of communication?
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13.5 LET US SUM UP

Jn this unit, we have discussed the various communication media systems and
strategies that are in place. A right communicating strategy should be used to
deliver messages to the right audience. We have also discussed how visual
communication system and strategy is more effective in delivering messages to
adult learners. Visual coinmunicative messages are grasped by the audiences
more rapidly than other means of communication.

13.6 ANSWERS TO CHECK YOUR PROGRESS

1)i) Communication strategy in adult learning is significant to achieve effective
transfer of information so that adult learners achieve the purpose of coming
to the adult learning set-up.

ii) In followillg ways the visual communication can play a significant role in
real life such as - relevance, save time, help memory, stimulate the
imagination, shared experience.
iii) The seven categories of visual media are - pictures, puppets, dramas street
plays and role plays, audio caqsettes, videos. broadcast media, teleconferencing. 103
CumicuE~mDcuel~pmmt, 2) i) Both dance and drama can play an effective role in communicating messages.
?i;lnwctlon and Evaluation
Drama is a very educ*ve experience for both performers as well as audience.
Classical dances like Odissi, Kathakali, Rabindra Natya have been used
effectivelyin communicating social messages.

) In India, the street play or the nukkad natak is a common form of drama that is
used for transmitting social messages.
iii) Teleconferencing is an interactive mode of communication, where high
quality multi-media links and satellites are used to establish links between
the trainer and trainee.
3) i) A system for communicating is generally called communication system that
is often a facility comprising the structures set up for disseminating
information.

n) The different foms of communication systems xe -dcvmwad communication,

upward communicatjon, horizontal communication, diagonal communication,
unofficial communication.

iii) Diagonal communicationoften relies largely on cooperation, goodwill and respect

between the parties concerned.
iv) When the correct lines of communication are not used, the grapevine often results.
The grape1:iw is 2 vehicle for distortions of the truth, rumour and gossip. An
active grapevine can cause much damage to an organization by spreading
incomplete, false or exaggeratedinformation.
4)i) The various appropriate tools and methods available for delivering
communication packages are like posters, flip charts, handbooks, video-
films, etc.

ii) Process of communication means what - using what tools, -to whom -when,
and with what effect.

13.7 REFERENCES
NIPCCD, 2001. A Handbookfor trainers of eflective communication.New Delhi:
National Institute of Public Cooperation and Child Development.

Norton, M., and Dutt, P. 2003. Getting Started: A Practical Guide for Activists
and Organisations. New Delhi: Sage Publications.

Robbins, Harvey A. 1992. How to speak and listen eflectively. USA: AMACOM
(American Management Association).

Tanenbaum, Andrew S. 2007. Computer Networks. New Delhi: Prentice Hall of

India.

Suggested Readings
Agee, Warren K. 985. Introduction to mass communications. New York: Harper
& Row.
Allen, R. R. 1974. Communication: interaction through speech. Columbus:
Charles E Merrill.
Beck, Andrew. 2004. Communication studies: the essential resource. London: Curriculum 'Ihnstnction:
Cummun:r -rbta hltdia,
Routledge. Sgeberris ax $ Ws$*egy
Berg, William M. 1985. Communication and community: an approach to social
psychobgy. Englewood Cliffs:PrenticeHall.
Bittner, John R. 1985 Fundamentals of communication. Englewood Cliffs:
Prentice Hall.
Bormann, Ernest G 1986. Speech Communication: a basic approach. Cambridge:
Harper & Row.
Chilver, Joseph. 1984. People communication and organization: a case studj,
approach. Oxford: Pergamon Press.
Cornelissen, Joep. 2004. Corporate communications: theory and practice.
London: Sage.
Devito, Joseph A. 2006. Human communication: the basic course. Boston:
Pearson.
Dimbleby, Richard. 1985. More than words: an introduction to communication.
London:Methuen.
Foskett, D. J. 1984. Pathways for communication: books and libraries in the
information age. London: Clive Bingliey.
Gould-Marks Langton. 1966.Management communication through audio-visual
aids. London: Leonard Hill.
Haley, Russell I. 1985. Developing eflective communications strategy: a benejit
segmentation approach. New York: John Wiley.
Hargie, Omen. 1986.A Handbook of communication skills. London: Croom Helm.
Hunt, Gary T. 1980. Communication skills in the organization. New Delhi:
Prentice Hall.
Johansen, Robert. 1984. Teleconferencing and beyond: communicutions in the
office offuture. New York: McGraw-Hill .
McQuail, Denis. 1983. Mass communication theory: an introduction. London:
Sage.
Murphy, Herta A. 198 1. Eflective business communications. New Delhi: TMH.
Myers, Michele Tolela. 1982. Managing by communication: an organizational
approach. Auckland: McGraw Hill.
Phillips, Gerald M. 1983. Communication and human relationships: the study
of interpersonal communication. New York: Maernillan.
Ray, Michael L. 1982.Advertising and communication management. 1Englewood
Cliffs: Prentice Hall.
Shepherd, Gregory J. 2006. Communication as: perspectives urL theory,
Thousand Oaks: Sage.
Thayer, Lee. (Ed). 1967. Communication concepts andperspectives. Washington:
Spartan Books.
Tubbs, Steward L, (Ed). 1978. Shared experience in human communication. New
Jersey: Hayden.
1ds