Audio visual media in education

1. UNIT- IV
AUDIO - VISUAL MEDIA IN EDUCATION
Dr.N.Sasikumar
Assistant Professor
Department of Education
Alagappa University
Karaikudi-630003

2. Audiovisual (AV) means possessing both a sound and
a visual component, such as slide-tape presentations,
films, television programs, church services and live
theater productions.
Audiovisual service providers frequently offer web
streaming, video conferencing and live broadcast
services.
According to Burton. These are sensory objectives
and images which stimulate and emphasis on learning
process.
AUDIO - VISUAL MEDIA

3. Objectives of Teaching Aids
To enhance teachers skills which help to make teaching-
learning process effective
Make learners active in the classroom
Communicate them according to their capabilities
Develop lesson plan and build interest
To make students good observer
Develop easy and understandable learning material
Follow child cornered learning process
Involve intimation in objectives
To create interest in different groups
To make teaching process more effective

4. Audio Aids examples are Radio, Tape-recorder,
Gramophone, Lingua phone, Audio cassette player,
Language laboratory
Visual Aids examples are Chart, Black and while board,
Maps, Pictures, Models, Text-books, Slide projector,
Transparency, Flash-cards, Print materials etc.
Audiovisual Aids examples are LCD project, Film
projector, TV, Computer, VCD player, Virtual Classroom,
Multimedia etc.
Types of Aids

5. Advantages
Its helps to make learning process more effective and
conceptual.
Its helps to grab the attention of students
It builds interest and motivation teaching students learning
process
It enhance the energy level of teaching and students
It is even better for over burden classrooms
It provides students a realistic approach and experience
Disadvantages
Technical Problems
Students Distractions
Expensive
Time consuming
Need Space
Convenience

6. Characteristics
Relevancy
Useful and purposeful teaching
Accuracy
Interest
Minimize verbalism
Comprehensibility
Motivation
Realism

7. Writing a script for a radio
1. Keep it short and simple
Radio journalists need to be able to pick the best, most
newsworthy audio clips, and write clear and informative scripts
that introduce the material they have collected.
The script is what makes sense of the sounds. It is the
framework for your story. It brings together the most important
elements, and helps your audience understand the significance of
the points made by the people you have interviewed.
It’s not just about sounds; it’s about words, too.
The script should be written in simple, short sentences. Try to
use everyday language and terms your audience will understand. It
should not contain any complicated concepts that could confuse
and distract.

8. 2. Use the script to introduce the audio
The script should offer the audience introductions to the audio
you are including. It should tell the listener what’s coming up
without repeating the words they are about to hear. Don’t
summarise too much; you should not take away from the power
of the clips in your piece.
3.Grab the attention of the audience
You are crafting a tease to material that is designed to make
people stop and listen. The language should be in the active
tense. The most important information must feature in the first
few sentences. However, the quality should be consistent
throughout, and the script must not tail off at the end.
The script has to be good from start to finish

9. 4. Your opinions don’t matter
Your script should be factual, without comment or descriptive words. Don’t try to
attract listeners by including your own emotions. That’s not your job. Those who
listen to your radio package will make their own decisions about the power of the
information you are broadcasting.
You are not paid to add comment
5. Deliver a complete and fair report
Your script should weave together all the elements you have gathered for your
story without suggesting that any one is more important than the other; that’s for
the audience to decide, not you. You have a responsibility to set out the
information in a way that doesn’t lead or mislead.
You should never construct a radio news package to make a personal point
6. Scripting before interviewing
Some journalists choose to draft a script before they have conducted the interview.
That’s fine as long as the journalist retains an open mind and does not orchestrate
or stage-manage the interviews to fit into the structure they have planned.
Always be ready to change your script if new information comes to light

10. 7. Scripting after interviewing
Some journalists prefer to listen to the material before they write their script.
This approach can lead to a fresher sounding piece. However, it can also lead to
confusion if you have too much material and no idea how it is going to be edited
and scripted together.
Writing down a script outline will help when you are editing the audio
8. Fact-checking
Check every fact that you are including in your script. Also check what has
been said by those you have interviewed. Just because somebody seems to
know what they are talking about doesn't mean that they are telling you the
truth. Decide whether your fact-checking has raised any issues that need to be
covered in the script.
Be prepared to do further research if needed
9. Editorial ethics
Check your script against the editorial ethics of objectivity, impartiality and
fairness. Do not give undue weight to one point of view. Most of the people
you interview will have strong points of view – you wouldn’t be
interviewing them if that were not the case. However, your script needs to
be fair to all.
You must be objective in your selection of clips and your choice of words

11. 10. The beginning
Start the script by addressing the main point made in your introduction. Later in
the script you can add context and analysis to try to help the audience understand
the issues raised by those you are interviewing. But start with a crisp and sharp
introduction that highlights the main points.
Start with the news angle and add context later
11. The ending
Always end your script with a fact and not a vague line such as "we will have to
wait to see". Your audience wants information, not clichés. Consider asking
your interviewees what’s likely to happen next and summarise their
expectations in your last paragraph.
Avoid vague final words and always end the piece with facts

12. All India Radio (AIR), officially known since
1956 as Ākāshvāṇī ("Voice from the Sky"), is the
national public radio broadcaster of India and a
division of Prasar Bharati. ... Akashvani Bhavan
houses the Drama Section, the FM Section and
the National Service.
All India Radio (AIR)

13. IGNOU's FM radio channel Gyan Vani -37 Gyan vani stations off air.
IGNOU's radio channel Gyan Vani- a move launched in 2001
The station for various local, educational and socio-cultural needs.
The Electronic Media Production Centre (EMPC) of Ignou was the producer of
an interactive educational programme for students in English, Hindi and other
local languages.
AIR broadcast it every day between 6am and 11am, with a repeat one between
5pm and 10pm.
Gyan Vani was conceived not only to caters the needs of metro cities, but
particularly to the disadvantaged sections of the society located in the remote and
distant areas of the country.
The AIR's additional director general on September, 19,2014 sent a communiqué
to Prof M Aslam, Ignou vice-chancellor,which said, " all channels will be closed
following non-payment of the dues, depriving lakhs of Gyanvani listeners their
crucial learning resource" as stated in a newspaper.
There is a scuffle between the ministry of human resource development
(MHRD), ministry of information & broadcasting, Prasar Bharati and Ignou
regarding who is to blamed for the decision.
Gyan Vani

14. Interactive Radio conference
Interactive Radio (service) - Viewers are able to interact with
radio programming via their TV system, or other electronic
devices (such as mobile phones). Interactive Radio can offer
programming information, relevant news other optional
features, as well as the opportunity to directly communicate
with the radio program in real time.

15. USE OF EDUCATIONAL TELEVISION
Television has been given considerable importance in
many countries as a source and a tool of teaching.
The medium is used for formal, non-formal and
informal education.
To support formal education, television usually function
as supportive and reinforcement tool.
Television can be attached with school curriculum and
time tables. When systematically organized it takes the
form of school broadcast.
In non-formal education, television has a more specific
role to play. When used as a part of multi-media
communication tool, television can directly or indirectly
teach the subject matter.

16. Generally television can help to achieve the following
objectives:
a)Social quality in education
b)Enhance quality in education
c)Reduce dependency on verbal teaching and teachers
d)Provide flexibility of time and space in learning.
e)Stimulates learning
f)Provide mass education opportunities.
The impact of television on macro level should be studied
in three areas namely;
i) Teacher’s Competencies
ii) Student’s Competencies
iii) Effects on general viewers

17. Closed Circuit Television CCTV
Closed-circuit television (CCTV), also known as video surveillance, is the
use of video cameras to transmit a signal to a specific place, on a limited set of
monitors.
It differs from broadcast television in that the signal is not openly transmitted,
though it may employ point to point (P2P), point to multipoint, or mesh wireless
links.
Though almost all video cameras fit this definition, the term is most often
applied to those used for surveillance in areas that may need monitoring such as
banks, casinos, airports, military installations, and convenience stores.
Videotelephony is seldom called "CCTV" but the use of video in distance
education, where it is an important tool, is often so called.
In industrial plants, CCTV equipment may be used to observe parts of a
process from a central control room, for example when the environment is not
suitable for humans. CCTV systems may operate continuously or only as required
to monitor a particular event.
Surveillance of the public using CCTV is particularly common in many areas
around the world. In recent years, the use of body worn video cameras has been
introduced as a new form of surveillance.

18. Satellite Instructional Television Experiment (SITE)
The Satellite Instructional Television Experiment or SITE was an experimental satellite
communications project launched in India in 1975, designed jointly by NASA and the Indian
Space Research Organization (ISRO).
The project made available informational television programmes to rural India.
The main objectives of the experiment were to educate the poor people of India on various
issues via satellite broadcasting, and also to help India gain technical experience in the field
of satellite communications.
The experiment ran for one year from 1 August 1975 to 31 July 1976, covering more than
2400 villages in 20 districts of six Indian states and territories (Andhra Pradesh, Bihar,
Karnataka, Madhya Pradesh, Orissa, Rajasthan).
The television programmes were produced by All India Radio and broadcast by NASA's
ATS-6 satellite stationed above India for the duration of the project.
The project was supported by various international agencies such as the UNDP, UNESCO,
UNICEF and ITU.
The experiment was successful, as it played a major role in helping develop India's own
satellite program, INSAT The project showed that India could use advanced technology to
fulfill the socio-economic needs of the country. SITE was followed by similar experiments
in various countries, which showed the important role satellite TV could play in providing
education.

19. GYAN DARSHAN AND GYAN VANI EDUCATIONAL CHANNELS
Gyan Darshan is a satellite-based educational T V channel
which was started on 26th January, 2000.
It carries not only the educational videos of IGNOU, but also
those of other major educational organizations like the UGC,
CIET-NCERT, NIOS, IITs, TTTIs and also developmental and
cultural programmes intended for the public at large.
Operating through a C-band transponder on INSAT 3C as a
free-to-air channel on a round the clock basis, the channel has
been upgraded as a completely digital one with effect from 26th
January, 2003. In its present digital configuration,

20. The Gyan Darshan boquet offers the following channels
GD-1: The main educational channel catering to all sectors of
education.
GD-2: Interactive channel consisting of live teleconferences,
telecounselling sessions etc.
GD-3: Technology education channel consisting of programmes
pertaining to engineering topics. The programmes are sourced
from various IITs.
GD-4: The fourth channel in the bouquet of Gyan Darshan
Channels, Vyas brings quality education to the students
pursuing higher education. Provision also exists for starting some
more channels, planned to be dedicated to agriculture, vocational
education and school education respectively. The Gyan Darshan
channels can be accessed through a local cable operator or
through a dish antenna equipped for digital reception on C-band
from INSAT 3C (downlink frequency: 4165 MHz. Symbol
rate: 26000).

21. Central Institute of Educational Technology (CIET)
Central Institute of Educational Technology (CIET) works as an autonomous
organization under the Ministry of Human Resources Development,
Government of India.
CIET was esrablished in 1984 with the merger of the Center of Educational
Technology and Department of Teaching Aids,a constituent body of the
NCERT.
Its chief aim is to promote Educational Technology especially mass media
singly or in combination with developed multimedia packages to extend
educational opportunities and improve the quality of educational processes at
the school level.
The following are the major functions of CIET
• To design, develop, tryout and disseminate alternative learning systems to
achieve the national goal of universalisation of primary education, and
• To address various educational problems at micro and macro levels .

22. CIET performs various activities:
To design and produce media software materials viz., television/radio (for both
broadcast as well as non-broadcast use), films, graphics and other programmes for
strengthening the transaction of curricular and co-curricular activities at school level;
To create competencies in development and use of educational software materials
mentioned above through training in areas such as script development, media production,
media communication, media research, technical operations, setting up studios, repair and
maintenance of equipment;
To train the faculty of Institutes of Advanced Study in Education/Colleges of Teacher
Education (lASEs/CTEs) and District Institutes of Education and Training (DIETs) in the
use of educational technology in their teacher education programmes;
To undertake research, evaluation and monitoring of the systems, programmes and
Materials with a view to improving the materials and increasing their effectiveness;
To document and disseminate information, materials and media programmes for better
utilization and to function as a clearinghouse/agency in the field of educational
technology;
To advise and coordinate academic and technical programmes and activities of the State
Institute of Educational Technology (SIETs) set up by the MHRD in various states of
India.

23. GSAT-3, also known as EDUSAT, was a communications satellite which was
launched on 20 September 2004 by the Indian Space Research Organisation.
EDUSAT is the first Indian satellite built exclusively to serve the educational
sector.
It is mainly intended to meet the demand for an interactive satellite-based
distance education system for the country.
EDUSAT carries five K band transponders providing spot beams, one Ku band
transponder providing a national beam and six extended C band transponders
providing national coverage beams.
EDUSAT was successfully launched into a Geosynchronous Transfer Orbit
(GTO) on the first operational launch of the Geosynchronous Satellite Launch
Vehicle, which flew from the First Launch Pad at the Satish Dhawan Space
Centre in Sriharikota.
EDUSAT aims to connect urban and rural educational institutions throughout
India to provide a formal educational infrastructure and also to help spread
knowledge about health and other related issues to more remote areas of the
country.
The satellite will enable distance education to take place throughout India by
interfacing with video from each school. The ISRO satellite program currently
covers more than 1,000 schools and is expected to grow to 10,000 schools in
the next three years.
EDUSAT