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International Conference on Production Research - ICPR Americas 2008

AN INNOVATIVE METHODOLOGY FOR THE DEVELOPMENT OFLABORATORIES FOR BROADCAST RADIO PRODUCTIONS

JUNG, C. F. (UFRGS); BROILO, V. M. (FACCAT);

RIBEIRO, J. L. D. (UFRGS) & CATEN, C. S. ten (UFRGS)

AbstractThis paper describes the results obtained by exploratory and experimental researchconducted to develop a methodology for planning and implementation of broadcastingproduction laboratories used in graduation courses in social communication .Theresearch was based on the curricular requirements for the different academicqualifications and the technologies existent in the market. The methodological modelpresented offers a theoretical/practical basis which can be used as a reference forfuture installations, or, where necessary, to update and re-equip older broadcastingproduction laboratories already in use in graduate courses in Social Communication. Italso helps to improve the organization of the work and the usability of the learningsystem.Keywords:Methodology, Broadcasting, Social Communication, Learning

1 INTRODUCTIONThe technological evolution of the markets requires that the higher education institutions constantlyadapt their methods of teaching and learning to meet the evolving technical requirements of thecommercial broadcasting industry. The success of a particular course is nowadays directly related toits capacity to enable the students to acquire the knowledge they need for new job-marketrequirements.

Bonsiepe [1] and Pahl et al [2] say that it is possible to identify a necessity or a demand as soon as itis detected - by observation of any situation which demonstrates problems in the execution of the

respective professional activities. In fact, from a series of observations made during the realization ofcourses of Social Communication administered in broadcasting production laboratories, it becameevident that in many cases the infrastructure and operational systems were inadequate. This raisedthe question as to whether the curricular necessities of the communication courses were being met bythe present models of the broadcasting production studios.

Any broadcasting production laboratory used for instruction will be more effective if its equipmentsand systems reflect those used for recording and production in the professional broadcasting industry.This is partly because the student, while still in the academic environment, has constant contact withthe technical and operational variables common in professional studios. However, in planning anyplace of learning one should also create conditions to provide the student with: (a) contact with a widespectrum of technologies, both cutting edge and aging, because the graduated student seekingemployment will be faced with many different technologies: (b) ergonomic conditions adequate to the

exercise of the didactic activities, and (c) means that facilitate learning.

This article describes the results obtained from exploratory and experimental research designed todevelop a methodology for planning and implantation of broadcasting production laboratories intendedfor the instruction of students at the Higher Graduation Level of Social Communication. It is organizedas follows: (a) Section 2 presents the context and the theoretical references; (b) Section 3 deals withthe research problem; (c) Section 4 explains the methodology adapted; (d) Section 5 demonstratesthe results; while (e) Section 6 discusses the final considerations.

2 CONTEXT

2.1 Course in Social Communication

The objective of the graduation course in Social Communication is the formation of professionalscompetent in the creation, production, distribution, reception and critical analysis of materialsconcerning the mass media, the social and professional practices related to them and the associatedcultural, political and economic considerations. The academic and professional field of Social

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Communication in Brazil requires aptitude in Journalism, Publicity and Propaganda, Public Relations,Radialism Radio and Television, Editorial Production, Multimedia Editing, Cinema and video editing[3].

The course curricula call for students of social communication to receive instruction which qualifiesthem in the utilization of the techniques and technologies habitually employed in electronic systems ofcommunication (such as radio and television), in accordance with the respective professionalaptitudes, in addition to operational training in such procedures. They must also be taught researchpractice and experimentation with innovations related to language, techniques and technologies toensure the development of versatile professionals capable of keeping up with the rapid evolution ofthe communication system equipments [4].

To fulfill these academic requirements, laboratories adequately equipped to instruct students in thetechniques and technologies involved in the creation, production, distribution, reception and analysisof material for the electronic media need to be made available in institutions of Higher Educationproviding instruction in Social Communication.

To exemplify this process, Figure 1 presents the activities carried out with a Broadcasting ProductionLaboratory during a study course for academics of journalism, publicity and propaganda, publicrelations and radialism.

Figure 1: Learning Activities with a broadcasting production Laboratory2.2 Audio radio broadcast transmitting stationsRadio broadcasting is a telecommunication service which permits the transmission of sounds (soundbroadcasting) and images (television) through the air as radio waves (a form of electromagneticradiation) so as to be received by the general public. This service, however, requires priorauthorization whereby the National Federal Government concedes or permits individuals orcompanies, whether publicly or privately owned, to execute the service commercially for profit during apredetermined period of time. Ferraretto [5] defines radio-broadcasting as a means of communicationthat uses electromagnetic waves to transmit over a distance sound messages intended for anumerous audience. The technology is the same as that for radio-telephony (i.e., wireless voicetransmission) and has become known popularly simply as radio.

The generation and transmission of radiofrequency signals, whether modulated in amplitude orfrequency, requires equipment specifically designed and manufactured for the purpose [6]. Theequipment complex which constitutes a radio broadcasting station has to be set up in a systematicand ordered manner so that the layout, interconnection and technical content is adequate for the

Skills Student Learning ActivitiesProduction of debates as Journalistic Programs;

Production of Interviews as Journalistic Programs;

Production of Journalistic Commentary Programs;

Production of soap operas (novelas);

Journalism

Production of Documentaries.

Production of publicity messages;

Production of Vignettes;

Production of Spots;

Production of Jingles;

Publicity andPropaganda

Editing of Publicity clips.

Production of screen plays for Institutional Videos;

Editing Story lines;Public Relations

Behavioral improvement workshops;

Production of sound tracks;

Production of headlines;

Editing story lines;Radialism

Program presentation.

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generation, processing and transmission of the signals. The equipments which will be operated by theteam of journalists, operators and radio announcers to provide a radio broadcasting service arehoused in a building known as the Principal Studio.

The production of material to be transmitted in the radio broadcasting service is based principally onthe creation of commercial spots and recorded programs such as debates, interviews, commentariesand vignettes. For the production of this material, which sustains the main body of the programming,another set of equipments and accessories is required and these are usually installed in anotherlocation denominated the Recording or Production Studio.

3 STATEMENT OF THE PROBLEMBecause few technical publications describing the implementation of a broadcasting productionlaboratory for communication courses have been published, the models which exist are generallywholly or partially copies of other earlier installations or have been assembled from observation of thereal-life systems used by the professional radio broadcasting stations. These practices havegenerated a number of problems.

One of these problems is related to an inadequate choice of the operational system to be used in thelaboratory, when based on models of studios utilized in professional transmission stations. Generally,such models, derived from equipments designed exclusively for operation, are not adequate forhands-on instruction and learning purposes. Furthermore, due to the peculiarities typical of each styleof program broadcast by professional stations, two different basic types of operational systems areused in studios: (a) Entertainer where the speaker is himself the operator of the equipment and (b)Conventional in which the speaker and the operator are in different rooms (Figure 2).

Figure 2: Operational systems: (a) entertainer and (b) conventional

Other operational systems derived from these two basic configurations also exist, such as; (a) theintegrated conventional system; (b) the multiple conventional system; and (c) the integratedentertainer system (Figure 3).

Figure 3: Derived operational systems (a) conventional integrated,(b) conventional multiple and (c) integrated entertainer

These different types of operational systems may initially generate doubts as to the type ofoperational system to be chosen for use in a new broadcasting production laboratory for a social

(a) (b)

(a)

Operator

Announcers

(b)

Operator

Announcers

(c)

Announcers

Announcer/Operator

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communication course. Usually, the course coordinator or the professor of the discipline seeksinformation and/or guidance in other teaching institutions which already have such laboratoriesinstalled. Unfortunately, such existing laboratories may have been implemented without sufficientplanning and may therefore be inadequate as models for a new instructional installation.

One of the consequences of inadequate choice of a studio used in a professional broadcasting stationcan be observed from the following: the noise generated involuntarily by the students who, during alesson, need to remain in the radio announcers room to observe the production of a program beingrealized by colleagues or the professor, may seriously affect the quality of the recorded audio (Figure4).

Figure 4: Studio for Production of Radio Broadcasting material without separate observers area

In this case the observing and participating students are actually in the live areas of the announcerand operator because the studio is not equipped with a separate area for observers. Such areas,which normally do not exist in professional broadcasting studios, permit the assisting students to hear

and visualize the professional activities and to discuss and question without affecting thetransmission. (A suitable layout is shown in Figure 5 below).

Figure 5: Broadcast Production Studio with separate area for observers

A broadcast production laboratory can also be inadequate for other reasons: (a) the technologyemployed; (b) ergometrics of the area or the furniture; (c) lack of interdisciplinary integration betweenthe broadcasting professionals and the laboratory design engineers at the planning stage; (d) budgetrestraints; (e) Limited vision of the teaching institution management as to the investment necessaryfor the enterprise; and (f) Lack of consideration during the planning stages of all the curricular skillsrequired. To exemplify these questions, the factors and the respective causes and the consequentinadequacy of broadcast production laboratories are listed in Figure 6.

Student-Operator

Student participatingin the programStudents observing

the program.

Students observingthe program

Operators roomAnnouncers room

Student operator

Students participating inthe program

Students observingthe program

rea for observers

Operations room

Announcers room

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Factors Causes Consequences

(a) Technologies

Only the cutting edgetechnologies are considered andno thought is given to the many

older and perhaps only semi-obsolete systems still inprofessional service.

Having finished the course thestudent-professional will not possessa systematic knowledge of all thetechnologies existent in the market.

He/She will require additionalinstruction to operate someequipment before being able toassume production responsibilities.

(b) Ergonomics

Important ergonomic factors arenot considered during theplanning stages. For example,climatic aspects such asIllumination, air conditioning,noise control, room acousticsetc and anthropometric factorsin the choice of furniture andfittings.

A separate, suitably isolated

area is not provided forobservers of the studentactivities.

Poor operational results.

The material produced has low qualitysound and is difficult to understand.

Low productivity due to difficulties inaccessing the equipments;

The production activities cannot beobserved easily or efficiently.

The programs produced are of lowquality because of the high ambient

noise level.High incidence of re-work.

(c) Multi-disciplinaryIntegration

During the planning stages poorcommunications inhibit theexchange of ideas between thecommunication professionalsand the executing engineers,(coordinator of the courses,professor of the discipline andengineer or technician)

Little or no multi-disciplinaryintegration.

Increases in the indices of re-work

Deterioration of relationships.

Delays in delivery.

(d) FinancialThe institutional budget is low forthe investments necessary.

The technology employed will notmeet the demands of the curriculumfor qualification of the students

The ergonometric factors will beneglected leading to theconsequences cited in Item (b) above..

(e) Management

The management of theteaching institution does not feelthat it is important to attend thenecessary demands and limitsthe investment accordingly.

The problems discussed in items (a),(b) and (c) become still more serious.

(f) Curricular

The necessities and demands ofthe curricula are not taken intoconsideration in the laboratoryplanning stages.

The instructional broadcastingproduction studio will be inadequatefor the learning process and deficientin teaching the skills proposed.

The costs of implementation willincrease.

Figure 6: Factors, causes and consequences of inadequate broadcast production laboratories

4 METHODOLOGYIn this section we present a methodology for the planning and implementation of broadcasting

production laboratories which are intended specifically for instruction in Social Communication at thegraduate course level. The methodology was developed from scientific data acquired during ourimplementation of recording and production studios at various times since 1981 and reinforced by

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observation of participants in social communication courses in similar laboratories at Higher LevelEducational Institutions.

4.1 Model of the proposed methodologyThe model representing the methodology for development of broadcasting production

laboratories designed for instruction in Social Communication is presented in Figure 7. In some

stages of the methodology, we include questions intended to assist comprehension of the proposedsystemization.

Figure 7: Proposed Methodological method for the development ofbroadcasting production laboratories

4.2 Description of the methodologyThis first stage of the methodology involves a study of the skills which are to be developed in order tosatisfy two fundamental questions: (a) What are the curriculum requirements and necessities for theinstruction-learning process of the students in broadcasting production laboratories with respect to theaptitudes and skills called for in the didactic-pedagogic bases of social communication courses?; and(b) What assignments, requirements and activities should students who have successfully completedthe course be capable of executing professionally in the recording or production studios of thecommercial broadcasting industry?

The second methodological stage consists of the realization of four types of analyses capable ofproviding results to form an ample and consistent database to draw up the list of requisites. This list

What must be included in the courseof studies in order to develop the

cognitive skills and activitiesnecessary for students to acquire the

proposed aptitudes?

Diachronic Analysis

How did professional studiomodels evolve over time?

What models are used incurrent professional studios

and which is best?

Morphological Analysis

Considering the skills proposed orexisting, what operational system

is to be used?

As a function of the technologiesavailable, what equipments arenecessary, in use in the market

and applicable?

What environment isnecessary and what is it

proposed to provide?

What are the ergonomicconditions?

SynthesisFrom the analyses results, make alist of the requirements of theproposed production studio

Technical ProposalsBased on the system

requirements, draw up thetechnical proposals

Projects

Implementation Evaluation/Optimization

Study of the Curriculum

Synchronic Analysis

Functional Analysis

Analytical Study

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will then be used to formulate the technical propositions to define the projects necessary for theimplementation of the broadcasting production laboratory.

Diachronic Analysis

This analysis is realized using a panorama of the evolution of the technologies and operating systemsutilized in professional recording and production studios and is intended to demonstrate how thetechnology evolved and the systems were perfected over a specified length of time. A period should

first be defined for example, starting ten years ago and ending at the present time. The analysiscan thus indicate the current technologies, and also those that, even if wholly or partially in decline,should still be available for student study in the broadcasting production laboratory.

Synchronic Analysis

This kind of analysis is necessary to define the cutting-edge technology used at the moment inprofessional studios. The procedure is to note and analyze the technical characteristics of therecording and/or production studios of broadcasting stations considered to be technical references,listing the equipments and systemic used and calculating the additional cost of equipping the modelwith the latest technology.

Morphological analysis

Based on the results of the previous study of the curriculum, the morphological analysis determines

the operational system to be utilized in the proposed instructional laboratory. The environmentalarchitecture and the disposition of the furniture and fittings in which the equipments are to be installedshould be planned for the selected operations system. The analysis should consider the symmetricalarrangements of the equipments to be installed in the furniture or fittings, and the resulting interfiguralor intrafigural relationships, in order to determine the operational layout of the laboratory.

The analysis is concerned with the architectural and ergonomic requirements for the implementationof the laboratory equipped with selected operational system. The existing environments in the areasof the institution where the laboratory will be installed should also be evaluated. The analyses shouldinclude an evaluation of the existing dimensions and the ergonomic conditions as regards theillumination, the acoustics and the air conditioning.

Functional analysis

At this stage, the technological resources necessary to attend the production demands are studied.

The objective includes acquiring knowledge of the applications, resources and technicalcharacteristics necessary to determine the equipments to be installed in the broadcasting productionlaboratory. In this study the following systems should be analyzed :(a) signal capture; (b) signalreproduction; (c) control of processing; (d) monitoring; (e) recording; (f) saving programs. Theanalysis should consider means of performing these functions with technologies of variousgenerations.

Synthesis

When the results of the analytic analysis are available, a complete list of the requisites forimplementation of the broadcasting production laboratory should be drawn up.

In this phase, it is suggested that a structural matrix software, such as the QFD Quality FunctionDeployment, be employed to cross-check the analyses with the list of requisites. In this way it is

possible to visualize the requisites and assign precedence to those that satisfy multiple demands forthe implementation of the laboratory.

Technical propositions

In this methodological phase special attention is given to the multidisciplinary integration of theprofessionals involved in the implementation of the laboratory. The social communicationprofessionals and the implementation engineers must interact and participate in the elaboration of thetechnical propositions. These propositions will influence the engineering projects and thus define howthe laboratory will be constructed. Many innovations can be included into the projects by the exchangeof ideas. Furthermore, in this phase it is suggested that a second matrix be created to align theprioritized list of requisites with the suggested technical propositions. In this way it is easy to verify andselect those technical propositions that attend the greatest number of priority technical propositions.

ProjectsFrom these agreed technical propositions the detailed projects for the constructors may now be drawnup. These are: (a) Architectural project; (b) Ergonomic project (furniture and fittings, air conditioning,

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acoustics); (c) electric project (illumination and power distribution) and (d) electronics project(equipment, interconnections and the logic network).

Implementation

The final implementation of a broadcasting production laboratory involves many differentprofessionals who will execute the projects. In this phase the proposed projects will be executed -permanent supervision of the implementation professionals as well as those of the Social

Communications area is recommended.Evaluation and Optimization

Back [7] states that, considering the innumerable possibilities of error, it is hard to believe that theresults of any project are entirely correct, so that a careful check of the results actually obtained is avital necessity. Therefore, this methodological phase proposes that the results obtained be verified.

The broadcasting production laboratory should be submitted to a period of trial operation by the futureusers, that is, the academics of the Course in Social Communication where the laboratory is installed.The test of usability is considered an efficient means of verifying the interaction between the user andthe system developed, so as to identify any possible problems with the project. Dallmeyer et al [8]point out that system testing is expensive, but experience demonstrates that correcting problemsidentified before the work of installation is completed, is less expensive than making modifications orcorrections at a later date.

When the usability test to verify the utilization conditions has been completed, the data obtainedshould be used to optimize the system. Bazzo and Pereira [9] define optimization as the process ofa search for a solution that provides the greatest benefit as judged by some predetermined criteria`` -or in other words, the search for the optimal condition. They use the word search`` advisedlybecause it is not always possible to reach the optimal, although it must always be the objective andtarget.

5 RESULTS

5.1 Application of the methodologyAs the research realized had a longitudinal character, it was possible to apply the methodology for

planning and implementation of broadcasting production laboratories in two institutions of higher levelinstruction possessing different qualifications in the social communication courses. The institution (auniversity center) where the first broadcasting production laboratory was installed possessedqualifications in journalism, publicity/propaganda and public relations. In the first installation realized,an adequate and partially installed infrastructure existed (electric power and logic network, airconditioning, illumination and an environment prepared for a conventional operational system). Figure8 provides a view of this broadcasting production laboratory and the effect of the qualifications of theinstitution on the design of the laboratory can be observed.

Figure 8: A broadcasting production laboratory installed in a university center(operations room) and equipped for journalism, publicity/propaganda and public relations

The other institution (faculty) where the second laboratory was installed possessed only thequalification in publicity and propaganda in the period when the research was realized.

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Because of this - see Figure 9 for the aspect of prototype and taking into consideration thispeculiarity of the course: it did not possess qualifications in journalism and public relations. Thisfactor, for example, meant that the announcers room did not need to be as large as that in firstlaboratory, or in other words, the dimensions could be reduced because the requirements weredifferent.

Figure 9: A broadcasting production laboratory installed in a faculty(operations room) equipped only for publicity/propaganda

5.2 Evaluation of ResultsIn the case of the second broadcasting production laboratory (installed in Institution which possessedqualifications only publicity and propaganda) one of the important results of the use of the proposedmethodology was a reduction of 35% in the cost as compared to the first broadcasting productionlaboratory. The methodological phase of study of the curriculum activities in relation to each aptitude

provided an advanced systemic overview of the resources necessary, thus avoiding the unnecessaryprovision of certain structural and technical facilities.

Figure 10 (a) illustrates the announcers room in the first broadcasting production laboratoryimplemented whose design took into consideration that activities required for the qualifications ofjournalism, publicity, propaganda and public relations. This room is larger that that where only theactivities leading to qualification in publicity and propaganda are realized see Figure 10 (b).

Figure 10: (a) Announcers Room in the broadcasting production laboratory equipped for instructionin journalism, propaganda and public relations; (b) Announcers Room in the broadcasting production

laboratory equipped only with facilities for qualification in publicity and propagandaAnother positive aspect to be considered is the fact that it was possible to obtain a project adequatefor the proposed use taking into account the technological resources which were incorporated into theoperational system. As this installation is an instruction laboratory, we incorporated also some

(a) (b)

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equipments which are now technologically in decline but which are still widely used in the professionalbroadcast stations. The student graduating from a course in Social Communications may well befaced with situations where many different technologies are used, so that he/she should be capable ofoperating any or all of them.

The results obtained in this research are not restricted to the methodological contributions that theproposal offers. An important general result is the knowledge gained from the experimental activitiescarried out during the implementation of the laboratories. This knowledge can be used to describe best practices`` for future planning and constructions of broadcasting production laboratories alongthe lines presented in Figure 11 below:

Figure 11: Best Practices recommended for future implementationsof broadcasting production laboratories

6 FINAL CONSIDERATIONS

The methodology proposed in this paper can be a differential for designers and institutes of highereducation who wish to carry out the planning and/or implementation of a broadcast production

laboratory to be used in courses in Social Communication and which is adequately equipped for thecurriculum requirements of the various course qualifications and for the technologies available in themarket.

The method is divided into phases; first a study of the curriculum and then diachronical, synchronical,morphological, and functional analyses. Taken together, these studies lead to the preparation of a listof requisites and technical propositions from which the complete project can be drawn up and this inturn controls the implementation and optimization of the laboratory for a broadcasting productionlaboratory.

The methodology proposed in this paper was applied with success in the implementation ofbroadcasting production laboratories in two different teaching Institutions with different qualifications.

The development and implementation of these two laboratories proved conclusively that the use ofthis methodology reduced by 35% the cost of implementation of a laboratory destined for qualificationin publicity and propaganda only as compared to another laboratory equipped for qualification inpublicity, propaganda and public relations

Resources Best Practice

Human

Consider the use of multi and interdisciplinary teams as fundamental in allmethodological phases;

The team should include a professional with a systemic vision of the project capable ofinteracting with the user/media, the technologies and the professionals of the differentareas and of mobilizing the resources necessary to ensure fulfillment of the proposedtargets;

Listen`` to the user. Consider the perceptions and qualitative evaluations of studentsand professors ;

Be sensitive and understanding. Try to understand that negative opinions are notalways badly intended to but may be originated by cultural or physiological motives

Be flexible. Always be ready to debate problems and to accept new ideas andpropositions;

Utilize determination as a instrument of work.

Technological

Bear in mind that the technology in use just now may not be the best to meet therequirements;

Maintain a systemic overview. Consider the many technologies existing on the market;

Evaluate the Technologies to be employed both quantitatively and qualitatively;

Remember that the technological system being implemented is for use by human beings this must be the focus of the work, not the installation of just one more systemcomponent;

Use the technological resources to reduce the human effort required;

Recognize that the technologies to be made available to the student are not just aids tolearning but are tools to assist him/her to attain social inclusion by entering a newprofession.

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The use of this methodology can help to reduce deviations caused modisms and inter-institutionalinfluences when deciding which new broadcasting production laboratory model best meets therequirements, or what changes are necessary to update an existing broadcasting productionlaboratory being used in graduation courses in Social Communications. However, as many electronicsystems evolve very rapidly it is recommended that this methodology should be constantly perfectedby reference to new experimental applications

7 REFERENCES

[1] Bonsiepe, Gui. 1986, Estrutura e esttica do produto. Braslia: CNPq.

[2] Pahl, G., Beitz, W., Feldhusen, J., Grote, K.. 2005, Projeto na engenharia: fundamentos dodesenvolvimento eficaz de produtos, mtodos e aplicaes. Trad. Werner, H. A., 6 ed. So Paulo:Editora Edgar Blcher.

[3] CNE/CSE, Conselho Nacional de Educao, 2001, Parecer 492/2001. Braslia: Dirio Oficial daUnio.

[4] UFMG, 2007, O curso de comunicao social. Disponvel em:

https://urano.cecom.ufmg.br/scg/cursos/conteudo.jsp?idCurso=39&caminhos=2.[5] Ferrareto, Luiz A., 2000, Rdio: o veculo, a histria e a tcnica. Porto Alegre: Editora SagraLuzzatto.

[6] NAB. National Association of Broadcasting, 2007, Disponvel em:

http://www.nab.org/AM/template.cfm?section=Home.

[7] Back, Nelson, 1983, Metodologia de projetos de produtos industriais. Rio de Janeiro: GuanabaraDois.

[8] Dallmeyer, A. U., Romano, L. N., Tessaro J. A., Hoenisch, P. R., 1999, Desenvolvimento demquinas agrcolas: usabilidade aplicada a semeadoras. Santa Maria: UFSM.

[9] Bazzo, Walter A., Pereira, Luiz T. do Vale, 2000, Introduo engenharia. 6 ed. Florianpolis:

Editora da UFSC.

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