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February 17, 1969 Mr. Richard Forsythe WBAA Purdue University Lafayette, Indiana 47907 Dear Dick: Thank you for sending along your edited paper on instruction¬ al radio. You have set forth a good statement of the history, problems, potential, and needs of instructional radio. It occurred to me while reading through, that there would be some value in considering audio as a rubric instead of radio . Audio communication systems for instruction need not be radio in the familiar broadcasting sense; taking this approach could reduce some of the reciprocity add versatility problems that you mentioned. As with television, the one-way mass distribution format is not necessarily a limitation if th© materials themselves are designed on an interactive basis. Moreoever, quite flexibly designed audio systems, perhaps with complementary video systems, could improve the potential and possibilities for imaginative instructional design. Should cable coramunication systems coir® along, this likelihood would be greatly enhanced. You have touched on this, but in a section titled "Lack of Versatility” which may lead to confusion about whether you feel radio (audio) does or does not lack versatility. The problems you examine are all present, but the overriding trouble seems to roe to lie in the conceptual gap between radio as a mass communication system and audio as a practical and necessary component of instructional operations. Defending radio and documenting its virtues in comparative media studies does not provide the essential argument required to persuade educational planners that electronic audio-video communica¬ tion systems can facilitate new levels of efficiency in educa¬ tion. It may encourage them to think kindly about an easily neglected medium but the conditions call dor more explicit outcomes than that. I am glad that you send the paper along to Allen and I hope he will be able to use part or all of it in an EBR. Best regards. Sincerely, ccs Mr. Mott James A. Fellows