Research techniques for the media industries · Copying perm itted for purchasing ... Additional guidance note for each Theory into Practice task are provided in the ... esenters

Unit 1: Investigating travel and tourism

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. 1 [1]

Research techniques for the media industries

Learning outcomes

On completion of this unit learners should:

1.1 understand the purposes of research in the

media industries

1.2 be able to apply a range of research methods

and techniques

1.3 be able to present results of research.

Suggested activities

The student book contains a number of activities designed to

increase the learners’ knowledge and give them opportunities to

practise their research skills. The Theory into Practice activities

are short tasks that allow learners to put into practice some of

the theory they have just read about. Additional guidance note

for each Theory into Practice task are provided in the ‘Tutor

tips’ sections, together with activity sheets and worksheets,

where appropriate, that help learners to get started on the tasks

and provide a structure to them.

The student book also contains assessment activities. These are

more substantial tasks that learners need to undertake to

compile their completed portfolio. Additional guidance and

worksheets for these activities are also included below, along

with ‘Portfolio hints’ to help them with the preparation of their

portfolios. The ‘At a glance’ activity grid on the following

pages shows how the activities in the tutor pack relate to the

content of the unit. You can encourage students to achieve the

higher grades by alerting them to the full assessment criteria in

the unit specification for Merit and Distinction grades and by

encouraging them to use analytical and evaluation skills during

the activities.

1 The purpose of this core unit is to introduce learners to the different purposes

of research within the media industries and to allow them to understand, and

be able to apply, a range of different research methods and techniques. It is

important that they gain an understanding of both market research and

production research and are able to successfully apply both primary and

secondary techniques in the development of their own practical production

work.

Leaners should be given plenty of opportunities to apply their developing

research skills in the pre-production stages of their practical work. They will

then have the opportunity to present the results of their research in the form of a written report, an oral presentation, or both.

unit overview

At-

a-g

lan

ce a

cti

vit

y g

rid

Un

it 1

Res

earc

h T

ech

niq

ues f

or

the M

ed

ia I

nd

ustr

ies

Ac

tiv

ity

T

itle

an

d

de

sc

rip

tio

n

AD

R p

ag

e

nu

mb

er/

CD

D

eli

ve

ry n

ote

s

Ex

tra

re

so

urc

es

L

ink

s t

o

gra

din

g

cri

teri

a

Lin

ks

to

te

xtb

oo

k

Ou

tco

me

1 U

nd

ers

tan

d t

he

pu

rpo

se

s o

f re

se

arc

h in

th

e m

ed

ia in

du

str

ies

Th

eo

ry in

to

pra

ctice

1

Ma

rke

t re

se

arc

h:

Inte

rne

t se

arc

h f

or

co

mm

erc

ial

rese

arc

h

co

mp

an

ies

AD

R,

p 4

an

d 5

Le

arn

ers

fin

d o

ut

mo

re in

form

atio

n a

bo

ut

co

mm

erc

ial co

mp

an

ies t

ha

t

off

er

a m

ark

et

rese

arc

h s

erv

ice

to

me

dia

co

mp

an

ies.

Le

arn

ers

un

de

rta

ke

cle

arl

y f

ocu

sse

d in

tern

et-

ba

se

d r

ese

arc

h t

o

acce

ss s

pe

cifi

c in

form

atio

n.

Th

eo

ry in

to

pra

ctice

2

Ma

rke

t re

se

arc

h:

Ad

ve

rtis

ing

targ

ete

d a

t sp

ecific

ag

e g

rou

ps

AD

R,

p 7

an

d 8

Th

is a

ctivity c

an

be

in

tro

du

ce

d a

s a

gro

up

activity

. L

ea

rne

rs t

he

n

co

nd

uct

rese

arc

h e

ith

er

by t

he

mse

lve

s o

r a

s p

art

of

a s

ma

ll te

am

.

Sh

ow

th

e c

lass c

urr

en

t e

xa

mp

les o

f a

dve

rts t

ha

t a

re c

lea

rly t

arg

ete

d

at

sp

ecific

ag

e g

rou

ps a

s t

he

ba

sis f

or

a g

rou

p d

iscu

ssi

on

.

Sa

mp

les o

f a

dve

rts

P1

Th

eo

ry in

to

pra

ctice

3

Ma

rke

t re

se

arc

h:

Ma

ga

zin

es t

ha

t

targ

et

me

n a

nd

wo

me

n

AD

R,

p 1

0

Th

e a

ctivity c

an

be

in

tro

du

ce

d a

s a

wh

ole

gro

up

ta

sk b

efo

re le

arn

ers

un

de

rta

ke

th

eir

ow

n r

ese

arc

h.

Ca

refu

lly c

ho

osin

g e

xa

mp

les t

ha

t

cle

arl

y illu

str

ate

th

e w

ays in

wh

ich

im

ag

es a

nd

te

xt

are

ma

nip

ula

ted

an

d c

om

bin

ed

to

att

ract

a s

pe

cific

re

ad

ers

hip

will

he

lp t

he

lea

rne

rs t

o

un

de

rsta

nd

th

e k

ey p

oin

ts t

he

y n

ee

d t

o lo

ok o

ut

for

in t

heir

ow

n

rese

arc

h.

Be

gin

with

lo

okin

g a

t e

xa

mp

les o

f fr

on

t p

ag

es b

efo

re e

xa

min

ing

th

e

de

tail

of

actu

al co

nte

nt

of

the

pro

du

cts

.

Sa

mp

les o

f

ma

ga

zin

es

P1

Th

eo

ry in

to

pra

ctice

4

Ma

rke

t re

se

arc

h:

Ro

le o

f a

dve

rtis

ing

in m

ed

ia p

rod

ucts

AD

R,

p 1

3

Intr

od

uce

it

with

th

e f

ollo

win

g d

iscu

ssio

n t

op

ic: ‘S

ho

uld

we

lo

ve

or

ha

te a

dve

rtis

ing

in

th

e m

ed

ia?

’ A

sk le

arn

ers

to

dis

cu

ss t

he t

op

ic in

sm

all

gro

up

s b

efo

re c

on

trib

utin

g t

o a

wh

ole

cla

ss d

eb

ate

.

P

2,

M1

Th

eo

ry in

to

pra

ctice

5

Ma

rke

t re

se

arc

h:

Exa

mp

les o

f

ad

ve

rtis

ing

AD

R,

p 1

3

an

d 1

4

Th

is a

ctivity a

llow

s le

arn

ers

to

fin

d t

he

ir o

wn

exa

mp

les o

f a

dve

rts t

ha

t u

se

a r

an

ge

of

diffe

ren

t m

eth

od

s a

nd

te

ch

niq

ue

s t

o g

et

the

ir m

essa

ge

acro

ss.

Le

arn

ers

sh

ou

ld b

e e

nco

ura

ge

d t

o in

clu

de

a b

roa

d r

an

ge

of

exa

mp

les a

nd

be

ab

le t

o c

ritica

lly d

iscu

ss t

he

me

tho

ds a

nd

te

ch

niq

ue

s

use

d.

P

2,

M1

Th

eo

ry in

to

pra

ctice

6

Ma

rke

t re

se

arc

h:

Co

mp

ari

ng

TV

vie

win

g f

igu

res

AD

R,

p 1

4

Le

arn

ers

re

se

arc

h t

he

vie

win

g f

igu

res f

or

a r

an

ge

of

BB

C a

nd

co

mm

erc

ial T

V p

rog

ram

me

s.

P

1

[2] © Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free.

BTEC National Media Production Assessment and Delivery Resource

Ac

tiv

ity

T

itle

an

d

de

sc

rip

tio

n

AD

R p

ag

e

nu

mb

er/

CD

D

eli

ve

ry n

ote

s

Ex

tra

re

so

urc

es

L

ink

s t

o

gra

din

g

cri

teri

a

Lin

ks

to

te

xtb

oo

k

Th

eo

ry in

to

pra

ctice

7

Pro

du

ctio

n

rese

arc

h:

On

loca

tio

n

AD

R,

p 1

6

Lin

k in

with

le

arn

ers

actu

al p

rod

uctio

n w

ork

in

th

eir

oth

er

un

its

P

3,M

2,

D1

Th

eo

ry in

to

pra

ctice

8

Pro

du

ctio

n

rese

arc

h:

So

urc

es

of

inco

me

AD

R,

p 1

6

Lin

k in

with

le

arn

ers

actu

al p

rod

uctio

n w

ork

in

th

eir

oth

er

un

its

P

3

Th

eo

ry in

to

pra

ctice

9

Pro

du

ctio

n

rese

arc

h:

So

urc

es

of

Fu

nd

ing

AD

R,

p 1

6

Lin

k in

with

le

arn

ers

actu

al p

rod

uctio

n w

ork

in

th

eir

oth

er

un

its

P

1

Se

e

pa

ge

s

11

-14

Th

eo

ry in

to

pra

ctice

10

Pro

du

ctio

n

rese

arc

h:

Pro

du

ctio

n r

ole

s

AD

R,

p 1

6

Lin

k in

with

le

arn

ers

actu

al p

rod

uctio

n w

ork

in

th

eir

oth

er

un

its

P

1

Se

e

pa

ge

s

11

-14

Th

eo

ry in

to

pra

ctice

11

P

rod

uctio

n

rese

arc

h:

Pro

du

ctio

n s

kill

s

AD

R,

p 1

7

Un

de

rta

ke

an

in

itia

l skill

s a

udit u

sin

g a

SW

OT

an

aly

sis

an

d t

he

n

cre

ate

a s

kill

s d

evelo

pm

en

t p

lan

to

he

lp s

up

po

rt t

he

m in

th

eir

pra

ctica

l

pro

du

ctio

n w

ork

.

P

1

Se

e

pa

ge

15

Th

eo

ry in

to

Pra

ctice

12

Pro

du

ctio

n

rese

arc

h:

Co

st

of

bu

yin

g a

dve

rtis

ing

AD

R,

p 2

0

Lin

k in

with

le

arn

ers

actu

al p

rod

uctio

n w

ork

in

th

eir

oth

er

un

its

P

1

Se

e

pa

ge

s

16

-18

Asse

ssm

en

t

Activity 1

Diffe

ren

t p

urp

ose

s

of

rese

arc

h

AD

R,

p 2

6

an

d 2

7

Wo

rk c

an

be

pre

se

nte

d in

bo

th w

ritt

en

an

d o

ral fo

rm a

nd

sh

ou

ld b

e

acco

mp

an

ied

by a

pp

rop

ria

te n

ote

s,

log

s a

nd

dia

rie

s a

s w

ell

as

exa

mp

les o

f re

se

arc

h m

ate

ria

l stu

die

d.

P

1,

M1

,

D1

Se

e

pa

ge

18

Ou

tco

me

2

Be

ab

le t

o a

pp

ly a

ra

ng

e o

f re

se

arc

h m

eth

od

s a

nd

te

ch

niq

ue

s

Th

eo

ry in

to

Pra

ctice

13

Pri

ma

ry r

ese

arc

h:

fea

ture

s o

f a

qu

estio

nn

air

e

AD

R,

p 2

1

Th

is a

ctivity c

an

be

intr

od

uce

d w

ith

a w

ho

le c

lass d

iscussio

n.

Th

e p

oin

ts m

ad

e s

ho

uld

be

wri

tte

n u

p a

nd

re

co

rde

d b

y t

he

gro

up

as a

wh

ole

so

th

at

the

y c

an

re

me

mb

er

the

m a

nd

in

co

rpo

rate

th

e k

ey

fea

ture

s in

to t

he

qu

estio

nn

air

es t

he

y w

ill p

rod

uce

la

ter.

P

2

Se

e

pa

ge

s

18

-23

Th

eo

ry in

to

Pra

ctice

14

Pri

ma

ry r

ese

arc

h:

pre

se

ntin

g a

qu

estio

nn

air

e

AD

R,

p 2

1

an

d 2

2

Le

arn

ers

an

aly

se

th

e a

dva

nta

ge

s a

nd

dis

ad

va

nta

ge

s o

f th

e d

iffe

ren

t

wa

ys o

f p

rese

ntin

g a

qu

estio

nn

air

e.

P

2

Se

e

pa

ge

23

© Harcourt Education Ltd 2007. Copying permitted for purchasing institution only. This material is not copyright free. [3]

Unit 1: Research Techniques for the Media Industries

Ac

tiv

ity

T

itle

an

d

de

sc

rip

tio

n

AD

R p

ag

e

nu

mb

er/

CD

D

eli

ve

ry n

ote

s

Ex

tra

re

so

urc

es

L

ink

s t

o

gra

din

g

cri

teri

a

Lin

ks

to

te

xtb

oo

k

Th

eo

ry in

to

Pra

ctice

15

P

rim

ary

re

se

arc

h:

de

sig

nin

g a

nd

usin

g a

qu

estio

nn

air

e

AD

R,

p 2

3

Stu

de

nts

wo

rkin

g a

t th

is e

arl

y s

tag

e o

f th

e c

ou

rse

ma

y r

eq

uir

e

co

nsid

era

ble

su

pp

ort

an

d g

uid

an

ce

in

pla

nn

ing

th

e t

he

me

an

d c

on

ten

t

of

the

qu

estio

nn

air

e,

de

vis

ing

an

d w

ritin

g a

pp

rop

ria

te q

uestio

ns a

nd

ch

oo

sin

g t

he

rig

ht

sa

mp

le.

P

2/M

2

P3

Se

e

pa

ge

24

Asse

ssm

en

t

Activity 2

Pri

ma

ry a

nd

se

co

nd

ary

rese

arc

h:

Un

de

rta

kin

g o

wn

rese

arc

h

AD

R,

p 2

6

an

d 2

7

If le

arn

ers

ha

ve

lin

ke

d t

he

ir r

ese

arc

h w

ith

th

eir

pra

ctica

l p

rod

uctio

n

wo

rk a

s s

ug

ge

ste

d t

he

n t

he

ir t

ask h

ere

is t

o o

rga

nis

e t

his

re

se

arc

h

ma

teri

al so

it

sh

ow

s c

lea

r e

vid

en

ce

th

at

all

the

le

arn

ing

outc

om

es f

or

1.2

ha

ve

be

en

me

t.

P

2/M

2/

D2

Se

e

pa

ge

26

Th

eo

ry in

to

Pra

ctice

16

Ow

n

co

mm

un

ica

tio

n

skill

s

AD

R,

p 2

5

A s

imp

le S

WO

T a

na

lysis

ca

n b

e u

se

d h

ere

. S

ee

Th

eo

ry in

to P

ractice

11

P

3

Se

e

pa

ge

s

27

an

d

28

Th

eo

ry in

to

Pra

ctice

17

Co

mm

un

ica

tio

n

skill

s o

f o

the

rs

AD

R,

p 2

5

Th

is a

ctivity c

an

be

co

nd

ucte

d a

s w

ho

le c

lass a

ctivity

with

sh

ort

vid

eo

clip

s o

f skill

ed

po

litic

ian

s a

nd

TV

pre

se

nte

rs u

se

d t

o illu

str

ate

th

e k

ey

po

ints

be

ing

ma

de

.

Re

co

rde

d

exa

mp

les o

f skill

ed

co

mm

un

ica

tors

P3

S

ee

pa

ge

s

29

-31

Th

eo

ry in

to

Pra

ctice

18

Sp

oke

n la

ng

ua

ge

A

DR

, p

25

C

on

str

uctive

fe

ed

ba

ck f

rom

pe

ers

an

d t

uto

rs a

like

is im

po

rta

nt

if a

lea

rne

r’s c

on

fid

en

ce

is t

o incre

ase

an

d t

he

ir a

bili

ty t

o p

rese

nt

in f

ron

t

of

an

au

die

nce

to

im

pro

ve

.

Au

dio

re

co

rdin

g

eq

uip

me

nt

P3

S

ee

pa

ge

31

Th

eo

ry in

to

Pra

ctice

19

ON

T a

nd

Po

we

rPo

int

AD

R,

p 2

5

Le

arn

ers

sh

ou

ld b

e g

ive

n a

cce

ss t

o t

he

ap

pro

pri

ate

te

ch

no

log

y a

nd

tim

e t

o p

ractice

an

d r

efin

e t

he

ir p

rese

nta

tio

ns.

Acce

ss t

o O

HT

or

Po

we

rPo

int

P3

S

ee

pa

ge

32

Th

eo

ry in

to

Pra

ctice

20

Mo

ck p

rese

nta

tio

n

AD

R,

p X

X

Le

arn

ers

ma

y n

ee

d g

uid

an

ce

as t

o t

he

be

st

wa

y t

o s

tru

ctu

re a

nd

org

an

ise

th

eir

pre

se

nta

tio

n.

Vid

eo

re

co

rdin

g p

ractice

pre

se

nta

tio

ns,

an

d t

he

n r

evie

win

g t

he

m w

ith

the

pe

op

le in

vo

lve

d,

is o

ne

of

the

best

wa

ys o

f e

va

lua

tin

g a

nd

imp

rovin

g a

le

arn

er’

s c

om

mu

nic

atio

n s

kill

s a

nd

pre

se

nta

tio

na

l

ab

ilitie

s.

Au

dio

vis

ua

l

reco

rdin

g

eq

uip

me

nt

P3

S

ee

pa

ge

s

00

0-

00

0

Asse

ssm

en

t

Activity 3

Pre

se

nt

resu

lts o

f

rese

arc

h

AD

R,

pp

26

an

d 2

7

Re

co

rd f

ina

l p

rese

nta

tio

ns t

o a

llow

th

e m

od

era

tor

to v

iew

th

is c

rucia

l

pa

rt o

f th

e a

sse

ssm

en

t p

roce

ss f

or

the

un

it.

Au

dio

vis

ua

l

reco

rdin

g

eq

uip

me

nt

P3

/M3

/

D3

Se

e

pa

ge

s

00

0-

00

0



Ac

tiv

ity

T

itle

an

d

de

sc

rip

tio

n

AD

R p

ag

e

nu

mb

er/

CD

D

eli

ve

ry n

ote

s

Ex

tra

re

so

urc

es

L

ink

s t

o

gra

din

g

cri

teri

a

Lin

ks

to

te

xtb

oo

k

Ou

tco

me

5 U

nd

ers

tan

d o

wn

ro

le in

accid

en

t re

co

rdin

g a

nd

re

po

rtin

g p

roce

du

res

2.3

A

ccid

en

t re

po

rtin

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CD

T

he

le

arn

ers

re

ad

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d a

bso

rb a

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en

t re

po

rt.

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gg

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o

ho

w t

his

co

uld

ha

ve

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en

pre

ve

nte

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re r

eq

uir

ed

to

be

esta

blis

he

d

an

d im

ple

me

nte

d o

n t

he

site

.

Pp

t slid

e 1

6,

17

an

d 1

8

D2

2.4

T

he

ro

le o

f th

e

ind

ivid

ua

l

CD

L

ea

rne

rs a

re a

ske

d t

o id

en

tify

th

e k

ey r

ole

s w

ith

in a

po

st

accid

en

t

pro

ce

du

re a

nd

to

de

scri

be

wh

at

ea

ch

wo

uld

do

.

P

6


Unit 1: Research Techniques for the Media Industries

BTEC National Travel and Tourism Assessment and Delivery Resource


How this unit will be assessed

This unit is assessed internally, through the completion of a number of projects, activities or assignments. Learners

must submit sufficient evidence of their knowledge, understanding and practical ability to meet the unit assessment

criteria in the Edexcel specifications. They can present their evidence in written form, as presentations to class, or in

some other format appropriate to studying the media.

The assessed work will then be moderated by an external moderator appointed by the examination board. It is

important that all of the assessed work is clearly labelled and presented in a logical and coherent manner so that the

moderator is able to see clearly the specific evidence that meets each of the required assessment criteria.

To reach Pass level, the evidence must show that the learner is able to:

P1 describe purposes of research in the media industries expressing ideas with sufficient clarity to communicate

them and with some appropriate use of subject terminology

P2 apply research methods and techniques with some assistance

P3 present results, expressing ideas with sufficient clarity to communicate them and with some appropriate use

of subject terminology.

To reach Merit level, the evidence must show that, in addition to the Pass criteria, the learner is able to:

M1 explain purposes of research in the media industries with well-chosen examples expressing ideas with clarity

and with generally appropriate use of subject terminology

M2 apply research methods and techniques competently with only occasional assistance

M3 present results competently, expressing ideas with clarity and with generally appropriate use of subject

terminology.

To reach Distinction level, the evidence must show that, in addition to the Pass and Merit criteria, the learner is able

to:

D1 fully explain purposes of research in the media industries with supporting arguments and elucidated

examples expressing ideas fluently and using subject terminology correctly

D2 apply research methods and techniques to near-professional standards working independently to

professional expectations

D3 present results to near-professional standards, expressing ideas fluently and using subject terminology

correctly.

Scheme of work

This suggested scheme of work an academic year that is split into 36 weeks. A unit will be

delivered in approximately X hours per week over the duration of a semester

Sch

em

e o

f w

ork

BT

EC

Nati

on

al

Me

dia

Pro

du

cti

on

Un

it 1

Res

earc

h t

ec

hn

iqu

es f

or

the m

ed

ia i

nd

us

trie

s

Aca

dem

ic y

ear:

...

......

....

....

....

....

......

....

....

....

....

....

....

....

....

....

....

Bro

ad

aim

: S

uccessfu

l co

mp

letion o

f th

e u

nit

Nu

mb

er

of

wee

ks

: 36

Te

ac

her(

s):

...

....

....

......

....

....

....

....

....

....

......

....

....

......

......

....

Du

rati

on

of

se

ssio

n:

....

......

....

....

....

....

......

....

....

......

......

....

......

.

SB

= S

tude

nt

Bo

ok

Gu

ide

d l

earn

ing

ho

urs

: ..

....

....

....

....

....

....

....

....

....

....

....

....

....

....

AD

R =

Assessm

ent

an

d D

eliv

ery

Resourc

e

We

ek

L

ea

rnin

g o

utc

om

e

Tu

tor

pre

pa

rati

on

S

tud

en

t a

cti

vit

y

Re

so

urc

es

L

ink

s t

o g

rad

ing

cri

teri

a

1

Un

it in

tro

du

ctio

n

C

op

ies o

f u

nit o

utc

om

es a

nd

co

nte

nt

alo

ng

with

gra

din

g c

rite

ria

e

xp

lan

atio

n t

o b

e a

va

ilab

le f

or

lea

rne

rs t

o r

ea

d a

nd

un

de

rsta

nd

Stu

de

nts

re

ad

an

d u

nd

ers

tan

d t

he

un

it

co

nte

nt

an

d t

he

re

qu

ire

me

nts

of

a p

ass,

me

rit

an

d d

istin

ctio

n g

rad

e

Gro

up

dis

cu

ssio

n o

n w

ay t

o a

ch

ieve

o

utc

om

es a

nd

lin

ks t

o o

the

r u

nits

Un

de

rsta

nd

ke

y t

erm

s M

ark

et

rese

arc

h a

nd

p

rod

uctio

n r

ese

arc

h

Ed

exce

l co

urs

e

sp

ecific

atio

n h

an

db

oo

k

2

To

un

de

rsta

nd

th

e r

ole

o

f m

ark

et

rese

arc

h

org

an

isa

tio

ns

We

b s

ite

ad

dre

sse

s f

or

rese

arc

h

org

an

isa

tio

ns

Wo

rksh

ee

ts

Dis

cu

ssio

n a

bo

ut

role

of

ma

rke

t re

se

arc

h

org

an

isa

tio

ns

Re

ad

ing

ab

ou

t th

e o

rga

nis

atio

ns

Acce

ssin

g t

he

ir w

eb

-site

s a

nd

lo

okin

g a

t th

e

da

ta p

rod

uce

d.

Do

ing

Th

eo

ry in

to P

ractice

Activity 1

Inte

rne

t a

cce

ss

SB

p 6

, A

DR

pp

4 a

nd

5

Wo

rksh

ee

t 1

.1

P1

3

To

un

de

rsta

nd

a

ud

ien

ce

se

gm

en

tatio

n (

ag

e a

nd

g

en

de

r)

Sa

mp

le o

f a

pp

rop

ria

te m

ag

azin

es

Wo

rksh

ee

ts

Re

ad

ing

ab

ou

t th

e c

on

ce

pts

D

oin

g T

he

ory

in

to P

ractice

Activity 2

D

oin

g T

he

ory

in

to P

ractice

Activity 3

SB

pp

7 a

nd

8,

AD

R p

p 7

, 8

an

d 1

0

Wo

rksh

ee

ts 1

.2 a

nd

1.3

S

ele

ctio

n o

f m

ag

azin

es

P1

4

To

un

de

rsta

nd

a

ud

ien

ce

se

gm

en

tatio

n (

cu

ltu

re

an

d c

lass)

Bo

llyw

od

film

clip

R

ea

din

g a

bo

ut

the

co

nce

pts

R

ea

din

g a

nd

dis

cu

ssin

g t

he

Bo

llyw

oo

d c

ase

stu

dy

Wa

tch

ing

Bo

llyw

oo

d f

ilm c

lip

Bo

llyw

oo

d f

ilm c

lip

P1

5

To

un

de

rsta

nd

th

e

imp

ort

an

ce

of

ad

ve

rtis

ing

Sa

mp

le o

f a

pp

rop

ria

te

ne

wsp

ap

ers

an

d m

ag

azin

es

Wo

rksh

ee

ts

Do

ing

Th

eo

ry in

to P

ractice

Activity 4

D

oin

g T

he

ory

in

to P

ractice

Activity 5

SB

pp

9 a

nd

10

, A

DR

pp

1

3 a

nd

14

S

ele

ctio

n o

f n

ew

sp

ap

ers

a

nd

ma

ga

zin

es

P1

6

To

un

de

rsta

nd

th

e r

ole

o

f th

e B

BC

In

form

atio

n o

n r

ole

of

BB

C

Sa

mp

le v

iew

ing

fig

ure

s

Wo

rksh

ee

ts

Dis

cu

ssin

g r

ole

of

BB

C

Re

se

arc

hin

g v

iew

ing

fig

ure

s

Do

ing

Th

eo

ry in

to P

ractice

Activity 6

SB

pp

10

an

d 1

1,

AD

R p

1

4

Wo

rksh

ee

t 1

.4

Inte

rne

t a

cce

ss

P1


Unit 1: Research techniques for the media industries

Un

it

We

ek

O

utc

om

e/t

op

ic

Tu

tor

pre

pa

rati

on

S

tud

en

t a

cti

vit

y

Re

so

urc

es

L

ink

s t

o g

rad

ing

cri

teri

a

7

To

un

de

rsta

nd

th

e

co

nce

pt

of

Pro

du

ctio

n r

ese

arc

h

Lin

ks m

ad

e t

o o

the

r vo

ca

tio

na

l u

nits

Dis

cu

ss p

rod

uctio

n r

ese

arc

h a

s a

gro

up

M

ake

lin

ks t

o t

he

pra

ctica

l w

ork

un

de

rta

ke

n in

o

the

r u

nits

Pla

n w

he

n T

he

ory

in

to P

ractice

activitie

s 7

-10

w

ill b

e u

nd

ert

ake

n in

th

e p

ractica

l u

nits

Lis

t o

f p

ractica

l u

nits

SB

pp

11

-14

, A

DR

pp

16

P

1

8

To

un

de

rta

ke

a S

kill

s

an

aly

sis

W

ork

sh

ee

ts

Un

de

rta

kin

g a

skill

s a

na

lysi

s u

sin

g S

WO

T

wo

rksh

ee

ts

Pro

du

cin

g a

skill

s d

eve

lop

me

nt

pla

n

Th

eo

ry in

to P

ractice

A

ctivity 1

1,

, S

B p

15

, A

DR

p

17

W

ork

sh

ee

t 1

.5a

an

d 1

.5b

P1

9

To

un

de

rsta

nd

th

e

ele

me

nts

of

pro

du

ctio

n r

ese

arc

h

Wo

rksh

ee

ts

Re

ad

th

rou

gh

th

e d

iffe

ren

t e

lem

en

ts

Dis

cu

ss issu

es w

ith

oth

er

me

mb

ers

of

the

g

rou

p

Ma

ke

lin

ks t

o o

wn

pra

ctica

l p

rod

uctio

n w

ork

U

nd

ert

ake

Th

eo

ry in

to P

ractice

Activity 1

2

SB

p2

6,

AD

R p

p 2

6 a

nd

2

7

P1

10

T

o b

e a

ble

to

exp

lain

w

ha

t th

e m

ain

p

urp

ose

s o

f re

se

arc

h

are

in

th

e m

ed

ia

ind

ustr

ies

Un

it A

sse

ssm

en

t A

ctivity 1

W

ritin

g u

p r

ep

ort

U

nit A

sse

ssm

en

t A

ctivity 1

P

1 M

1 D

1

11

T

o u

nd

ers

tan

d t

he

ke

y r

ese

arc

h t

erm

s

(pri

ma

ry,

se

co

nd

ary

, q

ua

lita

tive

an

d

qu

an

tita

tive

)

Exa

mp

les o

f re

se

arc

h a

nd

da

ta

Re

ad

ing

ab

ou

t ke

y t

erm

s

Stu

dyin

g e

xa

mp

les

Dis

cu

ssin

g t

he

te

ch

niq

ue

s u

se

d

Exa

mp

les o

f re

se

arc

h a

nd

d

ata

P

2

12

T

o u

nd

ers

tan

d t

he

e

lem

en

ts t

ha

t m

ake

a

n e

ffe

ctive

su

rve

y

Wo

rksh

ee

ts

Co

py o

f a

qu

estio

nn

air

e

Re

ad

ab

ou

t th

e c

on

ce

pts

D

iscu

ss t

he

ke

y c

on

ce

pts

(d

esi

gn

, ty

pe

s o

f q

ue

stio

ns,

usin

g a

scale

, p

re-t

estin

g)

Un

de

rta

ke

Th

eo

ry in

to P

ractice

Activity 1

3

Un

de

rta

ke

Th

eo

ry in

to P

ractice

Activity 1

4

SB

pp

18

-23

, A

DR

pp

21

a

nd

22

W

ork

sh

ee

t 1

.6

Co

py o

f a

qu

estio

nn

air

e

P2

13

T

o b

e a

ble

to

de

sig

n

a q

ue

stio

nn

air

e

Wo

rksh

ee

ts

De

sig

n o

wn

qu

estio

nn

air

e

Un

de

rta

ke

Th

eo

ry in

to P

ractice

Activity 1

5

SB

p 2

4,

AD

R p

23

W

ork

sh

ee

t 1

.7

P2

M2

14

T

o u

nd

ers

tan

d w

ha

t e

ffe

ctive

se

co

nd

ary

re

se

arc

h r

eq

uir

es

Ca

se

stu

dy

Re

ad

ab

ou

t e

ffe

ctive

se

co

nd

ary

re

se

arc

h

Dis

cu

ss k

ey e

lem

en

ts

Un

de

rta

ke

so

me

se

co

nd

ary

re

se

arc

h

Dis

cu

ss c

ase

-stu

dy in

stu

de

nt

bo

ok

SB

p 2

6

Inte

rne

t a

cce

ss

Ca

se

stu

dy

14





Un

it

We

ek

O

utc

om

e/t

op

ic

Tu

tor

pre

pa

rati

on

S

tud

en

t a

cti

vit

y

Re

so

urc

es

L

ink

s t

o g

rad

ing

cri

teri

a

15

T

ren

ds a

nd

fa

cto

rs

aff

ectin

g

de

ve

lop

me

nt

of

tra

ve

l a

nd

to

uri

sm

Intr

od

uctio

n –

stu

dy o

f tr

ave

l tr

ad

e

pre

ss –

kn

ow

led

ge

an

d p

rovis

ion

o

f re

so

urc

es

Ru

n d

iscu

ssio

n o

n f

ind

ing

s,

su

mm

ari

se

AD

R I

ntr

od

ucto

ry a

ctivity:

Wh

at’s g

oin

g o

n?

S

tud

y o

f p

ress,

ch

oic

e o

f sto

rie

s f

or

dis

cu

ssio

n

Co

ntr

ibu

te t

o d

iscu

ssio

n,

no

tes o

n s

um

ma

ry

AD

R A

ctivity 1

.13

, p

xx

AD

R A

ctivity 1

.18

, p

xx

Su

nd

ay t

rave

l p

ress,

rele

va

nt

ne

ws s

tori

es,

e

g.

extr

em

e c

lima

tic

co

nd

itio

ns,

bo

mb

s,

he

alth

sca

res

Tra

de

ma

ga

zin

es a

nd

in

tern

et

tra

ve

l n

ew

s s

ite

s

16

T

ren

ds a

nd

fa

cto

rs

aff

ectin

g

de

ve

lop

me

nt

of

tra

ve

l a

nd

to

uri

sm

Ke

y s

tatistics

Stu

dy s

tatistics a

nd

id

en

tify

tre

nd

s

AD

R C

ase

stu

dy:

UK

re

sid

en

ts’ vis

its a

bro

ad

T

rave

l tr

en

ds r

ep

ort

s

AB

TA

tre

nd

s r

ep

ort

(w

ww

.ab

ta.c

om

)

AD

R A

ctivity 1

.19

P5

, M

3

17

T

ren

ds a

nd

fa

cto

rs

aff

ectin

g

de

ve

lop

me

nt

of

tra

ve

l a

nd

to

uri

sm

Re

aso

ns b

eh

ind

tre

nd

s,

facili

tate

d

iscu

ssio

n,

expla

in c

ase

stu

dy –

lif

esty

le

Pa

rtic

ipa

te in

dis

cu

ssio

n

AD

R C

ase

stu

dy:

Life

sty

le

AD

R A

ctivity 1

.20

, p

xx

P4

, P

5,

M3

18

T

ren

ds a

nd

fa

cto

rs

aff

ectin

g

de

ve

lop

me

nt

of

tra

ve

l a

nd

to

uri

sm

Kn

ow

led

ge

of

ke

y d

eve

lop

me

nts

in

all

are

as o

f tr

an

sp

ort

A

DR

Dis

cu

ssio

n:

Wh

at

is a

ne

w d

estin

atio

n?

A

DR

Activity 1

.21

(C

D)

P5

, M

3,

19

T

ren

ds a

nd

fa

cto

rs

aff

ectin

g

de

ve

lop

me

nt

of

tra

ve

l a

nd

to

uri

sm

Kn

ow

led

ge

of

facto

rs a

ffe

ctin

g

de

ve

lop

me

nt,

clim

ate

, te

rro

rism

, e

tc.,

re

vis

it n

ew

s

Ch

eck o

n a

ssig

nm

en

t p

rog

ress

AD

R P

len

ary

dis

cu

ssio

n P

art

icip

ate

in

d

iscu

ssio

n a

bo

ut

wh

at

ca

n b

e d

on

e t

o r

esp

on

d

to f

acto

rs

Sn

ow

ba

ll d

iscu

ssio

n c

ulm

ina

tin

g in

ke

y

reco

mm

en

da

tio

ns

AD

R A

ctivity 1

.22

, p

xx

Assig

nm

en

t, S

B p

x

P5

, M

3,

D2

20

T

o u

nd

ers

tan

d t

he

re

qu

ire

me

nts

fo

r p

rese

ntin

g r

esu

lts o

f re

se

arc

h

Exa

mp

les o

f re

po

rts a

nd

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How to deliver the unit

In the completion of this unit learners need to demonstrate that they can apply a range of

methods and techniques associated with both primary and secondary research, and cover

both market research and production research. Learners will gain a greater understanding of

these different purposes of research and the associated research methods and techniques by

applying them to their own research projects.

After being introduced to the key research procedures and techniques, perhaps through the

completion of short practical exercises, learners can undertake specific market research and

production research projects that are linked with the production work undertaken in one or

more of their practical units. This will probably mean that the learners are working as part of

a production team, and this method of working offers further challenges to the tutor,

particularly in terms of the accurate documentation and assessment of an individual

learner’s contribution and level of achievement

Group work

Most media production work is undertaken by teams of people working together, rather than

by isolated individuals working alone. If an accurate assessment is to be made of the

progress of each individual learner in research, development and production of team

projects, such as creating video programmes, audio products, magazines or websites, then

witness statements and observational records that comment on the contribution of each

individual learner must be provided. Additional pre-production documentation and

supporting material produced by individual members of the team should also be included.

Minutes of meetings that document individual contributions and agreed action points are

another good source of evidence of an individual’s contribution to the developmental

process. Each learner also needs to get into the habit of producing an ongoing analytical

commentary on their work, the progress that they are making and the lessons that they have

learnt. The aim of this is to give assessors and moderators a clear idea of what learners were

trying to achieve and to what extent they succeeded.

Where possible these notes or commentaries can be written alongside the examples of the

practical work in the final portfolio. Alternatively, they can be collected together in a

separate log or diary. Commentaries do not necessarily have to be written, and some

learners might want to think more creatively and record their thoughts and comments on to

disc or tape to submit with their portfolio.



Theory into Practice 1

Do an Internet search for the names and details of some of the commercial companies that offer a market

research service to media companies. What range of services do they offer?

Use Worksheet 1.1 to record and document the commercial companies you find.

1.1: Understand the purposes of research in the media industries

The two main forms of research undertaken by the media industries are market research

and production research and it is important that learners understand the purposes of each

these forms of research and what they involve.

Market research

Several of the following activities make use of current magazine publications. It is a good

idea to accumulate a research bank of current newspapers, comics and magazines to use

with different classes. Having the actual product in the classroom allows the learners to go

beyond just analysing the front page (although this is, of course, very important,

particularly for attracting the potential reader in the first place), and to look in more detail

at the actual content and the type and range of advertisements, stories, articles and features

that it includes.

Commercial research organisations

The student book introduces learners to some of the organisations whose main role is to

undertake market research on media audiences and products. In addition to these

organisations, there is a growing number of commercial agencies that offer research and

analysis services to media producers, advertisers and regulators.

The first Theory into Practice activity allows learners to find out more information about

these commercial companies and involves them undertaking some initial Internet based

research that has a clear focus and requires the finding of specific information.

Tutor tips

Learners will already be familiar with using Internet search engines such as Google to

identify potential sources of information and by simply typing in the phrase “market

research” they will be given an literally millions of potential sites to investigate. An

advanced search can be used to narrow down the options, but at this stage it is useful for

learners to begin to discriminate between the different options.

The portal at marketresearchworld.net is a good starting point and gives definitions of

some of the jargon used as well as a list of current companies.

At the time of writing two interesting companies that specialise in the media sector can be

found at: brmb.co.uk and freshminds.co.uk, but the industry is a fast changing one and

learners should be able to easily find three or four companies to investigate further.



Activity sheet 1.1 Secondary research into commercial organisations

Student book 1 pp xx–xx

Use the table below to keep a record of the commercial research organisations that you

found out about when completing the Theory into Practice task on page xx of the student

book. Use the third column to write down a summary of the services that they offer and

any other interesting things that you found out.

Name of organisation Contact details Services offered




Conduct some research of your own to find examples of advertising that is clearly targeted at a specific

age group.

Try to include a range of different media.

For printed media you could look in a selection of comics, newspapers and magazines to see if there is a

clear relationship between the types of products advertised and the target readership.

You could also record a selection of different television programmes from a commercial station to see

what advertising and sponsorship they attract, and look at the pop-ups and banner advertising within a

range of different websites.

Advertising analysis: age targeting

The following Theory into Practice activity can be introduced in class as a group activity

before learners are then set the task of conducting their own research, either by themselves

or as part of a small working team.

Tutor tips

Collect some current examples of adverts that are clearly targeted at specific age groups to

use as the basis for a group discussion. Good printed sources include children’s comics,

teenage magazines such as Bliss and Sugar, lifestyle and computer game magazines.

Choosing examples of adverts that clearly target specific age groups within the readership

profile of a particular newspaper or magazine will help the learners to understand the

relationship and allow them to undertake the rest of the activity on their own.

The adverts can be photocopied and handed out, or scanned and projected on to a

whiteboard. Web adverts and moving image adverts can also be shown to the whole class

via the whiteboard.

After allowing students time to analyse each advert ask:

What is being advertised?

What techniques have been used?

What age group is being targeted?

What media product do you think this is from?

Give the students Worksheet 1.2 to record and document their findings.

The actual details can then be given and the learners given chance to discuss the

relationship is between the adverts and the media products themselves. This is a more

complex part of the activity and you might have to provide a summary of the media

product to the learners and encourage them to make the connections between the content,

style and message of the adverts and the media product within which they are located and

the targeted audience. To illustrate the direct relationship between the advert and the

content of a newspaper of magazine, point out the positioning of adverts next to articles on

related topics. Sunday papers are good for this as they are already divided into subject

sections and the readership profile is readily available from the NRS website.



Worksheet 1.2 Advertisement analysis


Use this worksheet to help you analyse a selection of the adverts in your chosen media

products. Write down as much information in the boxes provided about what you can see

and what meanings are communicated to you.

Advert Analysis

Name/title of media product: Type of media product:

Target audience

Description of advert



What does this analysis tell you about the relationship between the adverts and the media product?




Look at a range of magazines and identify some of the ways in which they try to target men and women.

Assess how successful you think they have been.

Advertising analysis: Gender targeting

The following Theory into Practice and Activity sheet 1.3 can be used as an extension

activity following on from the age analysis, and allows learners to look at specifically at

gender within the magazine market.

Tutor tips

It can be introduced in class as a whole-group task before learners undertake their own

research. Carefully choosing examples that clearly illustrate the ways in which images and

text are manipulated and combined to attract a specific readership will help the learners to

understand the key points for them to look out for in their own research.



Activity sheet 1.3 Magazine analysis – gender


Look at a range of magazines and identify some of the ways in which they try to target

men and women. Begin by looking at examples of front pages before examining the more

detail the actual content of the products. Assess how successful you think they have been

Choose one magazine to analyse using the form below. Write down as much information

in the boxes provided about what you can see and what meanings are communicated to

you.

Magazine Analysis

Title of Magazine: Date of Issue: Cost:

Front Page

Main Image

Other Images

Main heading

Other headings

Details of promotions or special offers

Overall colour



Inside Pages

Range of articles/features

Types of products/services advertised

Additional features (e.g. crosswords, quizzes, cartoons, competitions)

Audience targeted




Explain why advertising has become such an important part of the media products that we consume.

Do you think advertising is more or less effective than it used to be?


Find examples of different sorts of advertising within a range of media texts. Consider to what extent these

adverts actually work getting the right message across to the intended audience.

The place of advertising in society

This next Theory into Practice activity allows learners to consider advertising in a little

more detail and to think more carefully about its role and status and the way in which our

knowledge and understanding of advertising, and the effect that it has on us, has changed

over time.

Tutor tips

Introduce the task with the following discussion topic: “Should we love or hate advertising

in the media?”

Try asking learners to discuss the topic in small groups before contributing to a whole

class debate. You can divide the learners into Love and Hate groups to put the case for and

against advertising. This can lead into a more open discussion about why it has become

such an important aspect of most of our media products. Use examples to show how

advertising is now an integral part of most of the media products that we consume and is a

significant source of funding.

Extend the discussion to consider the effectiveness of advertising to an audience that is

more media literate than ever. Use examples of recent advertising campaigns that have use

novel methods and techniques to get their message across.

Different advertising techniques

The following Theory into Practice activity allows learners to find their own examples of

adverts that use a range of different methods and techniques to get their message across.

Learners should be encouraged to include a broad range of examples and be able to

critically discuss the methods and techniques used.

Tutor tips

Learners should be encouraged to look first at the meanings generated at the level of

denotation, by first describing what they can actually see (and hear) in the advert before

then moving on to discuss what messages are communicated at the level of connotation.

Portfolio hint

Copies of a selected sample the actual adverts that they find should be included with their

final portfolio together with their written analysis. These examples are important for those

learners who are aiming for a merit or a distinction grade and they should ensure that they

use the correct terminology when undertaking the evaluation.




Research and compare the latest viewing and listening figures for a range of commercial and BBC programmes. What do the figures tell you about the different programmes. Record your results on Activity

sheet 1.4.

The unique position of the BBC

Although not a requirement of the unit itself, all learners studying the media will benefit

from having a clear understanding of the structure, role and function of the BBC and its

unique status as a licence-fee funded body with a public service remit in an increasingly

commercial and multinational media environment. This activity will require learners to

apply a range of market research skills.

Tutor tips

Viewing figures are readily available in a number of newspapers, magazines and websites.

Extension activity – Relative popularity of programmes

Learners can use the data from Activity sheet 1.4 to draw some conclusions about the

relative popularity of different types of programmes (soaps and reality TV programmes

verses news and documentaries for example), and the extent to which the BBC is seen to

be in competition with the commercial broadcasters.

Tutor tips

The extension activity can be used to encourage a more detailed and in depth approach to

the research undertaken. Learners might want to consider the extent to which the BBC

should be competing with commercial companies by providing similar programme types,

and what the consequences would be if they decided to focus more clearly on their public

service remit.

The future of the BBC is a topic that many people have an opinion on and learners should

be able to find a range of different views and opinions expressed within the media itself.

Their task here is to try to understand the different viewpoints and the politics that

underpin them, and to try to draw their own conclusions as to what the future might hold.



Worksheet 1.4 Viewing figures


Research and compare the latest viewing and listening figures for a range of commercial

and BBC programmes.

1. What do the figures tell you about the different programmes? Include at least ten

examples of different types of programme.

BBC TV Commercial TV

Programme Title

Channel Viewers Programme Title

Channel Viewers




Write a list of the problems a crew might face when out on location. How might a recce help to overcome some of these?


Write a list of the potential sources of income that are available to your type of media product.

How much income do you think you could generate from these sources?

What would you need to do to try to get this income?


Do some research to find up to date information about potential source of production funding.


Write down the different roles that you would need people to undertake if you were to launch your proposed product onto the market?

Production research

The second main type of research covered by the student book is that related to the

production process itself, and the next set of Teaching into Practice activities will all help

the learner to understand what this type of research involves and what skills they need to

apply.




Carry out an initial skills audit

To do this you will need to do the following:

1. Write a list of all the equipment you already have experience of using.

2. Describe the level of media production skills and techniques you already have for each item of

equipment.

3. Identify any gaps and any areas that you need to develop further.

4. Draw up an action to further develop your existing skills, and to fill any gaps that you have identified.

Try to use SMART targets in your action plan. This means they need to be Specific, Measurable,

Achievable and Realistic, and within an appropriate Timescale.

Production skills

Learners will be more engaged and motivated if learning activities are linked to the actual

production work that they are undertaking in their practical units, and they can use some

of the worksheets produced for some of these practical units when undertaking these

activities.

Skills audit

Tutor tips

This is a particularly important first step to learners understanding and then developing

their level of skill in operating a range of different media technology. If carried out well, it

should provide learners with a baseline from which they can plan a programme of

developmental activities and measure the progress that they have made.

Activity sheet 1.5a is a skills audit that allows the learners to assess their current

production skills using a SWOT analysis.

Activity sheet 1.5b encourages learners to put an action plan in place to improve their

production skills.



Activity sheet 1.5a Production skills: SWOT analysis


Carry out an initial production skills audit.

1. Write a list of all the equipment you already have experience of using.

2. Describe the level of media production skills and techniques you already have for each

item of equipment.

3. Identify any gaps and any areas that you need to develop further.

Use this SWOT analysis table to identify Strengths, Weaknesses, Opportunities and

Threats in your skills audit.

Strengths Identify the skills that you already have here:

Weaknesses Identify the skills that you need to develop here:

Opportunities Identify the things that will help you to develop

here:

Threats/Barriers Identify things that might hinder your development

here



Worksheet 1.5b: Production skills action plan


1. Draw up an action plan on the form below to further develop your existing skills, and

to fill any gaps that you have identified. Use SMART targets in your action plan. This

means they need to be Specific, Measurable, Achievable and Realistic, and within an

appropriate Timescale.

Skill:

How Help When Progress

Skill:


Skill:


Skill:


Skill:





Do some research of your own to find out the different costs of buying advertising time in a range of

different media products. To what extent do you think they provide good value for money

Advertising: costs and returns

This final activity of the section links directly to the learners’ production work and

reminds them of the important role that advertising revenue plays in media production,

and the need to also use this powerful resource to successfully market and promote their

own products.

Tutor tips

A careful Internet search will allow learners to research some of the costs of placing

adverts in a range of different products and this can be followed up by direct enquiries to

specific media producers for rate cards.




If YOU were completing a questionnaire for somebody else, what are the features that would encourage

you to answer truthfully, and what would put you off?


What do you think the advantages and disadvantages are of the different ways of presenting your

questionnaire? Use Activity sheet 1.6 to summarise your thoughts.

1.2 Be able to apply a range of research methods and techniques

Undertaking Primary Research

Questionnaires

Questionnaires are a key feature of primary research and it is likely that most, if not all of

the learners will produce and administer their own questionnaire as part of the research

that they will undertake when developing their practical work in their option units.

The first task in this section asks learners to think about the design and format of

questionnaires so that they can begin to identify what constitutes good practice within this

form of primary research.

Tutor tips

This activity can be introduced with a whole class discussion, with half the class asked to

consider the first part of the question and the other half the second.

The points made should be written up and recorded by the group as a whole so that they

can remember them and incorporate the key features into their own questionnaires that

they will produce later.

If they get stuck then you can prompt them to think about:

length of questions

style of questions

the way the questions are presented e.g. on the page or asked in person

what sort of questions are asked

how respondents are asked to reply

location where respondents are asked to complete the questionnaire

offering an incentive

timescale.

They can then go on to do the following individual activity.



Activity sheet 1.6 Presenting questionnaires


1. What do you think the advantages and disadvantages are of the different ways of

presenting your questionnaire?

Use the table below to summarise your thoughts.

Ways of presenting a questionnaire

Method Advantages Disadvantages

Face-to-face in street

Via telephone

By post

By e-mail

On-line website

In a magazine



Assessment Activity

Design a simple questionnaire that uses a mixture of both open and closed questions as well as at least

one of the scales you have learnt about.

Use the questionnaire to survey a chosen group of people

Analyse the results and write up the findings in a short report

Assessment activity

The following activity using Activity sheet 1.7 can either be used as an assessment activity

that will produce evidence for their final portfolio, or as a formative activity that will

allow the learners to practise and apply the skills needed for this fundamental aspect of

primary research.

Tutor tips

The activity introduces learners to the different aspects of effective questionnaire design,

and it is important to note that students working at this early stage of the course may well

require considerable support and guidance in planning the theme and content of the

questionnaire, devising and writing appropriate questions and choosing the right sample.

If used as a formative task then it is important that it does not become too large or

complex and that the learners do not try to undertake too large a survey that includes too

many questions and too many respondents. It is much better at this stage if they produce

quite a short questionnaire that is then tested out with a small sample of students. The

focus should be on the techniques that they are practising and not the results obtained.

In this formative context it doesn’t really matter what the actual theme of the questionnaire

is. Students could, for example, choose to find out about the media habits of their

classmates or other students at their school or college, and devise a relatively

straightforward set of questions that asks people about the amount of

TVs/computers/DVD and CD players they have access to as well as more probing, open

questions about what they think about particular media products or services.

You can organise this task as an individual or small-group activity and it is also good for

encouraging the more reluctant learners to venture out of the classroom and to interact, in

a purposeful way, with other students.



Activity sheet 1.7 Designing a questionnaire


1. Design a simple questionnaire that uses a mixture of both open and closed questions as

well as at least one of the scales you have learnt about.

2. Use the questionnaire to survey a chosen group of people

3. Analyse the results and write up the findings in a short report

Read pages XXX of the student book and then use the template below to help you design

your first questionnaire.

Title of Research project:

Brief description of what the research project is trying to find out

Some closed questions that will give you some basic information about the people your are completing the questionnaire (e.g. age, gender, occupation)

Mix of open and closed questions that will get you the information and opinions that you need

Information on what people should do after completing the questionnaire.



Activity sheet 1.8 Tally chart


Use the template below to make your own tally chart. This will help you to understand the

answers that you get from your questionnaire. Look at the example on page XXX of the

student book for an example of how to complete the tally

Question Answers Number of responses Total




Think about your own communication skills. Are you confident when speaking to other people? What can

you do to improve the way in which you get your ideas across?


Look carefully at the way in which skilled politicians present themselves to an audience and to the camera. Consider the hand and arm movements that they use. How do these make them look decisive and in

control of the situation?

1.3: Be able to present results of research

The results of the research need to be presented. The form of presentation does not

necessarily have to be in a written report but can be an oral presentation to the rest of the

class or in a suitable audio-visual format.

Developing presentation skills

The following four Theory into Practice activities all help learners to assess and develop

their own presentation skills and prepares them for the final assessment activity in which

they can choose to present their final results in the form of an oral presentation.

Tutor tips

The idea of an oral presentation might be an attractive one to some learners and the

student textbook outlines some of the key aspects of effective communication. Learners

choosing this option will benefit from explanations and demonstrations of the key

communication skills that need to be employed and from being given the opportunity to

practise and refine their techniques.

Learners may need guidance as to the best way to structure and organise their presentation

so as to include all of the salient features and to employ visual aids that are supportive

rather than intrusive. Constructive feedback from peers and tutors alike is important if a

learner’s confidence is to increase and their ability to present in front of an audience is to

improve.

Video recording practice presentations, and then reviewing them with the people involved,

is one of the best ways of evaluating and improving a learner’s communication skills and

presentational abilities, but some might need persuading that it’s a good idea before they

agree to performing in front of the camera!

It is of course important that the final presentations are recorded to allow the moderator to

view this crucial part of the assessment process for the unit.



Unit assessment activities

End of Unit assessment activity 1

Students need to think carefully about the different purposes of research in the media industries.

Then,describe and explain the different purposes of market and product research, making sure

they cover both market research and product research.

Completed work can be presented in both written and oral form and should be

accompanied by appropriate notes, logs and diaries as well as examples of research

material that the learners have studied.

Appropriate subject terminology should be used throughout and learners should ensure

that they have expressed their ideas clearly and fluently. Initial drafts can be handed in

for formative assessment and feedback and can then be further worked on by the

learners before they submit their final version for summative assessment.

This assessment activity will allow learners to cover P1, M1 and D1 of the learning

outcomes for this unit.


To successfully cover learning outcomes P2, M2 and D2 learners will need to submit

evidence in their final portfolio that shows that they have applied relevant research

methods and techniques when undertaking both market and product research.

If learners have linked their research with their practical production work as suggested

then their task here is to gather together this research material and organise it so that it

shows clear evidence that all of the learning outcomes for 1.2 have been met.

Worksheets 1.9a and 1.9b can be used to help students log and record their use of

primary research methods and secondary research sources.



Worksheet 1.9a Primary research

Use the table below to keep a record of the primary research methods that you use.

Method used Notes/Summary Date used



Worksheet 1.9b Secondary research

Use the table below to keep a record of the secondary sources (e.g. books, magazines and

internet sites) that you use when doing your secondary research.

Title or address Notes/Summary Date used



If learners decide to do an oral presentation then they will need to include a recording

of it in their final portfolio of evidence as well as any additional supporting material.

They will benefit from undertaking a mock presentation first and reviewing the results

carefully.

As with Assessment Activity 1, learners should be encouraged to submit work for

formative assessment and feedback before handing in their final portfolio of work for

summative assessment.


To meet the final set of learning outcomes you need to present your research project in the form of

an oral presentation or a written report, or both. The content and quality of this presentation will

mean that you are awarded a pass, merit or distinction grade.

– To achieve a pass grade for this learning outcome you need to present the results of the

research that you have carried out in the form of an oral presentation or a written report, or

both. Whichever form you use you will need to make sure that you have used at least some

appropriate subject terminology to be sure of a pass grade.

– To achieve a merit grade you will need to ensure that the presentation of the results has been

done competently and that your ideas are expressed with clarity.

– To achieve a distinction grade you will need to also ensure that the correct terminology is used

througout and that the language is fluent and used in the right context. Your meaning will need

to be clear at all times and the attention of the reader or audience will need to be maintained

throughout.



Unit 1 Further resources

Websites

Many of the institutions and organisations listed in the student book have websites. Learners

are encouraged to visit these to obtain the latest up-to-date information.

The website addresses given were correct at the time of writing, and tutors are advised

to check that they are still valid, and that the material is suitable to support student

learning.

The following list contains information on some of the key sites.

Audit Bureau of Circulation www.abc.org.uk independent audit watchdog service for

printed publications.

The Beat Suite www.beatsuite.com a music library specialising in producing and providing

royalty-free production music and sounds for the multimedia, broadcast and computer

games industry.

The British Film Institute www.bfi.org.uk/education promotes understanding and appreciation of Britain's film and television heritage and culture, and contains an education section that provides teaching resources and background reading.

British Board of Film Classification www.bbfc.co.uk the official website of the

independent regulator of the film and video industry in the UK

Broadcasters' Audience Research Board www.barb.co.uk responsible for providing

estimates of the number of people watching television. More detailed reports and data

available to subscribers to the service.

Film Pur http://www.filmpur.com/ established specifically to give advice and support to

film crews coming to shoot in the UK from the Indian subcontinent.

MediaCollege.com www.mediacollege.com a free resource website providing educational

and reference material in the field of electronic media.

Media UK . http://www.mediauk.com independent media directory for the UK, lists

websites, addresses, telephone numbers, programme schedules, live links and more for all

areas of the online media.

Newspaper Marketing Agency www.nmauk.co.uk provides detailed demographic

information on a range of newspapers.

The National Readership Survey www.nrs.co.uk provides estimates of the number and

habits of people reading newspapers and magazines.

Newspaper Society www.newspapersoc.org.uk represents regional newspaper publishers,

providing links to individual member companies’ websites.

Ofcom (Office of Communications) www.ofcom.org.uk the regulator for non-BBC radio

and television and some aspects of the BBC’s output.

Periodical Publishers Association www.ppa.co.uk represents magazine publishers,

providing links to individual member companies’ websites.

Radio Joint Audience Research Limited www.rajar.co.uk measures and profiles the

audiences of UK radio stations.

Sector Skills Councils: The Sector Skills Councils that represent the media industries are:

Skillset www.skillset.org who represent the audio-visual industries

E-skills http://www.e-skills.com/ who represent the multimedia industry

Proskills www.proskills.co.uk who represent the print industry.



The websites of the leading hardware and software manufacturers are also valuable sources

of information about the latest equipment and technology that is available for media

production.

Further reading

Research

Berger, A. Media Research Techniques (Sage, 1998)

Chater, K. Research for Media Production, 2nd Edition (Focal Press, 2001)

Emm, A. Research for Television and Radio (Routledge, 2002)

Field, M. Researching for Writers (A & C Black, 1996)

Flint, A. User’s Guide to Copyright (Butterworths, 1997)

Mishler, E. Research Interviewing (Harvard University Press, 1986)

Stokes, J. How to Do Media and Cultural Studies (Sage, 2003)

Communication and presentation techniques:

Beck, A, Bennett, P and Wall, P. Communication Studies: The Essential Resource

(Routledge, 2004)

Burton, G. and Dimbleby, R. More Than Words: Introduction to Communication

(Routledge, 1998)

Fisk, J. Introduction to Communication Studies (Routledge, 1990)

Gill, D. and Adams, B. ABC of Communication Studies (Nelson Thornes, 1998)

Hickson, M. and Stacks, D. NVC: Nonverbal Communication : Studies and Applications

(William C. Brown, 1992)

Documents

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