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Geneve, April 2005 – (by Nadège Boinnard) New technologies have strongly affected the use of traditional broadcasting, and educational television is no exception. During the last few years, broadcasters specialised in this field have faced a real digital revolution, which has entered into the national educational curricula and changed the ways in which, from country to country educational content is delivered to the school systems. Internet, digital terrestrial, digital satellite, broadband are some of the new technologies that allow an on-demand delivery to the final users.
Audiovisual material will soon be strongly integrated into the educational systems as an important flexible and effective pedagogical tool to support teachers in their daily classroom activities. Children in schools will have easy access through a television set or PC to text and moving images, which can be used to teach them different subjects. In this sense videoclips are becoming the ‘raw’ teaching material - like photographs in instructional books - with text to explain the content.
In this new technical and pedagogical scenario, the mission of the broadcasters involved in educational TV is to provide an ever-larger variety of educational material, which can be delivered on-demand to the final users (the schools) in order to meet their need for content. In this new approach the traditional ‘linear’ fruition of the television programming will soon become old-fashioned for the new educational systems, which ask for on-demand content in order to support the teachers during the lessons.
Educational television is a field where co-operation can be developed with great success. Audiovisual materials aiming at school can easily be exchanged, and a chemical experiment shot in a German laboratory can become an important tool for a chemistry class in Italy, or Japan. The same holds for many other disciplines, such as sciences, geography, mathematics, and so on. Moreover, foreign-produced content can develop a more international approach to culture and to education and create a more integrated identity for the pupils.
These are the main reasons behind the origin of the project JIBS. (Joint Inserts Bank for Schools), originally proposed by RAI Educational as a European extension of their national project Mosaico and immediately followed by several other members (YLE, TeleacNOT, ARD/SWR, France 5, NHK), as well as other organizations (British Film Institute, Sceren-CNDP). The aim of this project was to build up a wide-ranging, common and shared catalogue of thousands of video clips on several different educational topics so that each of the participants is able to satisfy its national pedagogical needs.
The creation of such a wide selection, which would be overly ambitious and very expensive if undertaken by each single broadcaster, can become possible by co-operation among the participants, which cuts down and optimises the production costs for all these materials. The concept is simple: develop an online database of clips to be used in an educational context, enable content providers to populate the database, and provide an interface enabling buyers to search/browse, select and buy clips online. Once ordered, clips are delivered to the buyer in broadcast quality by satellite (in MPEG-2 format) or express mail (on a Digital Betacam tape).
The establishment of such a databank is extremely important because it fills a gap in the traditional television market. It is indeed very hard for school content providers to find short programmes to buy (1-2 minutes) because of the high administrative costs involved in their distribution (catalogues, contracts, etc.). Each mini-transaction has a very high cost compared to the length of the product, which makes the purchase no longer profitable.
JIBS has been fully operational since the beginning of this year. It is now opening up to new partners in order to reach a critical mass of archive owners, producers and educational broadcasters.
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