The document provides information on various audio-visual teaching aids. It defines audio-visual aids according to different authors and discusses their purposes and advantages. It describes different types of aids including overhead projectors, slides, filmstrips, maps and models. It outlines principles for effective use and classifications of aids as audio, visual or audio-visual. Specific aids like tape recorders, slides/filmstrip projectors and closed-circuit TV are explained in terms of their educational uses. The document aims to help students understand and critically analyze various teaching aids.
Introduction of Distance Education and Non Broadcast Media 8622-01&02Ek ra
This document discusses media and its uses in distance education. It begins by outlining the objectives of the session, which are to elaborate on non-broadcast media, discuss its scope, differentiate hardware and software, and analyze the role of non-broadcast media in distance education. It then describes the four major categories of technological options for distance education: voice, video, data, and print. Various instructional materials and their types are also outlined. The document emphasizes the importance of both broadcast and non-broadcast media for teaching and learning.
Broadcast media-Unit 4-Role of educational radio case studiesEk ra
The document discusses the use of educational radio in several countries. It provides details on radio programs in Mexico, Japan, India, and Pakistan. In Mexico, the government signed an agreement using radio and TV to teach 30 million students during COVID-19 closures. Japan's NHK broadcasts extensive educational programming for primary, secondary, and higher education across its radio and TV services. In India, an evaluative study found that participants in farm radio forums gained significantly more knowledge about agricultural topics than non-participants. Pakistan also uses radio successfully for educational programming through Allama Iqbal Open University.
The document defines multimedia as a combination of text, graphics, sound, animation and video delivered through a computer. It discusses the components of multimedia including hypermedia, hypertext, text, graphics, audio, video and animation. The document also outlines advantages and disadvantages of using multimedia in education, such as increasing student interest but potentially reducing human interaction. It provides examples of where multimedia can be used, such as business, education, entertainment and medicine.
Gyan Darshan is an Indian satellite-based educational TV channel that was launched in 2000. It broadcasts educational programs from organizations like UGC, NCERT, and IITs. Gyan Darshan operates through the INSAT satellite system and has multiple channels - Gyan Darshan-I airs round-the-clock education programs, Gyan Darshan-II provides interactive distance education, Gyan Darshan-III focuses on vocational education, and future channels will cover subjects like science and technology. The key advantage of Gyan Darshan is that it can use television and satellite technology to bring educational content and experiences to vast audiences.
Educational technology can be explained by looking at "Technology in Education" and "Technology of Education". Technology in Education refers to the application of various tools and media like audio, visual, audio-visual and broadcast media to improve education. It takes a hardware approach. Technology of Education refers to applying educational theories from fields like psychology and philosophy to improve the teaching-learning process. It takes a software approach focusing on methods, strategies and system design. The two areas differ in their basis, approaches, examples and costs, with Technology of Education being less expensive as it does not require specialized hardware skills.
Instructional media are tools used by teachers to effectively convey information to students. They include traditional methods like chalkboards and textbooks as well as newer electronic technologies like computers and multimedia systems. Instructional media aim to stimulate students' senses and interests to help achieve learning goals. They have advantages like allowing easy reproduction of content, providing visual access to processes, and gaining and holding students' attention. Proper selection and use of instructional media can help teachers present new content, support learning through examples, and assess student performance.
The document discusses television production processes. It begins by explaining the preparation of television scripts, noting important considerations like the audience, objectives, factual information, and format. Next, it describes the pre-production stage which involves planning, research, scripting, arranging equipment and locations. The production stage is when shooting occurs on set or on location. Lastly, it outlines the post-production stage, where video and audio are edited together to create the final program.
Introduction of Distance Education and Non Broadcast Media 8622-01&02Ek ra
This document discusses media and its uses in distance education. It begins by outlining the objectives of the session, which are to elaborate on non-broadcast media, discuss its scope, differentiate hardware and software, and analyze the role of non-broadcast media in distance education. It then describes the four major categories of technological options for distance education: voice, video, data, and print. Various instructional materials and their types are also outlined. The document emphasizes the importance of both broadcast and non-broadcast media for teaching and learning.
Broadcast media-Unit 4-Role of educational radio case studiesEk ra
The document discusses the use of educational radio in several countries. It provides details on radio programs in Mexico, Japan, India, and Pakistan. In Mexico, the government signed an agreement using radio and TV to teach 30 million students during COVID-19 closures. Japan's NHK broadcasts extensive educational programming for primary, secondary, and higher education across its radio and TV services. In India, an evaluative study found that participants in farm radio forums gained significantly more knowledge about agricultural topics than non-participants. Pakistan also uses radio successfully for educational programming through Allama Iqbal Open University.
The document defines multimedia as a combination of text, graphics, sound, animation and video delivered through a computer. It discusses the components of multimedia including hypermedia, hypertext, text, graphics, audio, video and animation. The document also outlines advantages and disadvantages of using multimedia in education, such as increasing student interest but potentially reducing human interaction. It provides examples of where multimedia can be used, such as business, education, entertainment and medicine.
Gyan Darshan is an Indian satellite-based educational TV channel that was launched in 2000. It broadcasts educational programs from organizations like UGC, NCERT, and IITs. Gyan Darshan operates through the INSAT satellite system and has multiple channels - Gyan Darshan-I airs round-the-clock education programs, Gyan Darshan-II provides interactive distance education, Gyan Darshan-III focuses on vocational education, and future channels will cover subjects like science and technology. The key advantage of Gyan Darshan is that it can use television and satellite technology to bring educational content and experiences to vast audiences.
Educational technology can be explained by looking at "Technology in Education" and "Technology of Education". Technology in Education refers to the application of various tools and media like audio, visual, audio-visual and broadcast media to improve education. It takes a hardware approach. Technology of Education refers to applying educational theories from fields like psychology and philosophy to improve the teaching-learning process. It takes a software approach focusing on methods, strategies and system design. The two areas differ in their basis, approaches, examples and costs, with Technology of Education being less expensive as it does not require specialized hardware skills.
Instructional media are tools used by teachers to effectively convey information to students. They include traditional methods like chalkboards and textbooks as well as newer electronic technologies like computers and multimedia systems. Instructional media aim to stimulate students' senses and interests to help achieve learning goals. They have advantages like allowing easy reproduction of content, providing visual access to processes, and gaining and holding students' attention. Proper selection and use of instructional media can help teachers present new content, support learning through examples, and assess student performance.
The document discusses television production processes. It begins by explaining the preparation of television scripts, noting important considerations like the audience, objectives, factual information, and format. Next, it describes the pre-production stage which involves planning, research, scripting, arranging equipment and locations. The production stage is when shooting occurs on set or on location. Lastly, it outlines the post-production stage, where video and audio are edited together to create the final program.
This document discusses educational television projects and programs in India. It provides details on major educational television projects from 1961 to the present, including the Secondary School Television Project, Delhi Agriculture Television Project, Satellite Instructional Television Experiment, UGC Higher Television Project, IGNOU Doordarshan Telecast, and Gyan Darshan Educational Channel. It also discusses the key stages and professionals involved in television production, as well as the advantages and limitations of educational television.
The National Mission on Education through Information and Communication Technology (NME-ICT) was launched in 2009 by the Government of India to provide educational opportunities to teachers and learners across the country. It aims to improve access, equity, and quality of education. The mission has two components: providing connectivity and access devices to institutions and learners, and generating educational content. It seeks to effectively utilize intellectual resources, make knowledge available anytime, build a database of human resources, and share ideas. NPTEL, founded by the Ministry of Human Resource Development, provides e-learning courses online in engineering, science, technology, management, and humanities through web courses and video lectures from IITs and other institutions. It currently offers over 900
Design, selection and utilization of mediaAlaa Sadik
The document discusses different types of instructional media including text, images, audio, videos, and simulations. It describes Dale's Cone of Experience which illustrates how people learn best through different levels of engagement. The document also covers instructional design models and how they incorporate learning theories like behaviorism and constructivism. Finally, it provides examples of digital media technologies for authoring, delivering, and managing instructional content like the internet, learning management systems, and multimedia authoring tools.
This document discusses distance learning and learning management systems. It defines distance learning as education where teachers and students are separated in place and time, with technology used to bridge the gap. Key advantages of distance learning include flexibility, accessibility, and convenience. The document then discusses learning management systems, defining them as web-based applications for e-learning programs. It provides screenshots of example LMS interfaces, showing features like courses, lessons, exams, assignments, news/updates, and messaging. The conclusion reiterates that distance learning provides a convenient option for many students.
Broadcast media-Unit 8-Personnel of Broadcast Media Ek ra
Teachers for radio and television take on the role of instructors through microphones and cameras, writing content for students and coordinating with specialists and producers to create broadcast programs. Producers are responsible for overseeing the entire production process from concept to broadcast, working with various media technicians like camera operators, sound engineers, and editors. The production process involves developing an idea, researching the topic, writing a script or screenplay, rehearsing, recording the final program, and editing it with graphics, animations, and text elements before broadcast.
Summary and conclusion - Survey research and design in psychologyJames Neill
This document provides an overview and summary of a lecture on survey research and design in psychology. It covers the following key points:
- Survey research involves using standardized questionnaires to collect data on psychological phenomena. It has become a popular social science method since the 1920s.
- Survey design considerations include whether the survey is self-administered or interview-based, the types of questions used, and response formats. Proper sampling and minimizing biases are also important.
- Analysis of survey data involves descriptive statistics, graphs, and correlations to describe and explore relationships in the data. Tools like exploratory factor analysis can be used to develop psychometric instruments. Multiple linear regression allows predicting outcomes from multiple variables.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Planning and Management of Non-Broadcast MediaEk ra
The document discusses planning and management of non-broadcast media. It explains how to establish goals for non-broadcast media by developing different types of programs like talks, music, children's programs, and news programs. It also discusses financing for non-broadcast media and the objectives of collection development policies, which include supporting educational programs and avoiding duplicate purchases. Assessing operations is important to check if objectives are achieved and ensure resources are fully utilized.
This document discusses different types of IT-enabled instructional resources that can be used to assist instruction and enhance learning. It identifies online resources, videos, YouTube resources, animations, and film clippings as different types of instructional materials. Online resources include websites, journals, and blogs that can provide course content if they are reliable sources. Videos and animations can illustrate concepts visually and audio-visually to improve student understanding and memory retention. Film clippings also help teach subjects like science and geography through visually depicting phenomena. The resources discussed aim to engage students through multimedia aids and make abstract concepts more concrete.
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
Triangulation research is all about the integration of data, method, investigators, and settings. there is a description of various types of triangulation and their impact on the validity of the results. there is a slight introduction to meta-analysis and systematic review.
The document discusses the role of various media in the educational process. It describes print media like newspapers, magazines, and books which provide information and help people learn languages. Electronic media discussed include radio, television, internet, and films. Radio plays a role through talk shows and community radio stations. Television provides informal education through various educational programs. The internet expands access to online learning, libraries, and interactions with peers. Films help teach about different cultures and societies while also conveying moral lessons. Overall, media has become integrated into daily life and plays a dominant role in shaping personalities and understanding the world through both formal and informal education.
Instructional media refers to the physical resources and materials that teachers use to deliver instruction and help students achieve learning objectives. This includes traditional materials like chalkboards and videos, as well as newer technologies like computers, the internet, and interactive videoconferencing. Instructional media can be categorized into different types including real objects, printed text/visuals, display boards, audio/video files, software, and web-based resources. Effective use of instructional media requires preparation from teachers, such as ensuring equipment works properly, designating time for media use, and staying up-to-date on new technologies.
There are three types of approaches to educational technology: hardware, software, and system. The hardware approach utilizes physical equipment like projectors, cameras, and computers to mechanized teaching and educate more students at a lower cost. The software approach applies principles of teaching and learning from behavioral sciences to create instructional materials. The system approach provides a scientific way to design an effective and economical educational system by linking the hardware and software approaches and addressing issues like administration and management.
Television can effectively disseminate information through audio and visual content. Educational television (ETV) presents learning content from various subjects and can provide both formal instruction and continuing education. ETV allows the world to be brought into classrooms and classrooms into homes. It can play a major role in India's educational system by providing learning opportunities to vast and remote populations. While ETV has potentional to improve and equalize education, it also has limitations like inability to provide feedback and lack of interactivity without advanced technology. Overall, ETV can enhance teaching and learning when used as a supplement with proper instructional design, resources, and training.
Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.
NUEPA is a research-focused university located in New Delhi that was established in 1962 to provide training and conduct research related to educational planning and administration. It was originally called the National Institute of Educational Planning and Administration but was granted university status and renamed the National University of Educational Planning and Administration in 2006. NUEPA has 8 departments that focus on topics like educational planning, finance, management, and policy, as well as 5 centers that conduct research and training. The university aims to improve educational planning, administration, and policy in India through research, training programs, and collaboration with other organizations.
This PPT illustrates how to use digital media for educational purpose, particularly in school environment , it also highlights pathway available for imparting information & knowledge through web based technology
The document discusses various audio-visual aids used in education, including their definitions, purposes, advantages, characteristics, classifications, principles for effective use, and examples. It covers projected aids like overhead projectors, slide projectors, and filmstrip projectors. It also discusses non-projected aids such as charts, flashcards, posters, and maps. The roles and educational uses of tape recorders, slides, and filmstrips are explained in detail.
The document discusses different types of audiovisual aids used in education. It defines audiovisual aids as any devices that make learning more concrete, realistic, and dynamic by appealing to both hearing and sight. The main types discussed are audio aids, visual aids, and audiovisual aids. Audio aids like radio and recordings can only be heard. Visual aids like slides and posters can only be seen. Audiovisual aids like films combine both sound and images. The document explains the advantages of each type and factors to consider when selecting aids. Overall, audiovisual aids are effective teaching tools that promote higher retention rates among students.
This document discusses educational television projects and programs in India. It provides details on major educational television projects from 1961 to the present, including the Secondary School Television Project, Delhi Agriculture Television Project, Satellite Instructional Television Experiment, UGC Higher Television Project, IGNOU Doordarshan Telecast, and Gyan Darshan Educational Channel. It also discusses the key stages and professionals involved in television production, as well as the advantages and limitations of educational television.
The National Mission on Education through Information and Communication Technology (NME-ICT) was launched in 2009 by the Government of India to provide educational opportunities to teachers and learners across the country. It aims to improve access, equity, and quality of education. The mission has two components: providing connectivity and access devices to institutions and learners, and generating educational content. It seeks to effectively utilize intellectual resources, make knowledge available anytime, build a database of human resources, and share ideas. NPTEL, founded by the Ministry of Human Resource Development, provides e-learning courses online in engineering, science, technology, management, and humanities through web courses and video lectures from IITs and other institutions. It currently offers over 900
Design, selection and utilization of mediaAlaa Sadik
The document discusses different types of instructional media including text, images, audio, videos, and simulations. It describes Dale's Cone of Experience which illustrates how people learn best through different levels of engagement. The document also covers instructional design models and how they incorporate learning theories like behaviorism and constructivism. Finally, it provides examples of digital media technologies for authoring, delivering, and managing instructional content like the internet, learning management systems, and multimedia authoring tools.
This document discusses distance learning and learning management systems. It defines distance learning as education where teachers and students are separated in place and time, with technology used to bridge the gap. Key advantages of distance learning include flexibility, accessibility, and convenience. The document then discusses learning management systems, defining them as web-based applications for e-learning programs. It provides screenshots of example LMS interfaces, showing features like courses, lessons, exams, assignments, news/updates, and messaging. The conclusion reiterates that distance learning provides a convenient option for many students.
Broadcast media-Unit 8-Personnel of Broadcast Media Ek ra
Teachers for radio and television take on the role of instructors through microphones and cameras, writing content for students and coordinating with specialists and producers to create broadcast programs. Producers are responsible for overseeing the entire production process from concept to broadcast, working with various media technicians like camera operators, sound engineers, and editors. The production process involves developing an idea, researching the topic, writing a script or screenplay, rehearsing, recording the final program, and editing it with graphics, animations, and text elements before broadcast.
Summary and conclusion - Survey research and design in psychologyJames Neill
This document provides an overview and summary of a lecture on survey research and design in psychology. It covers the following key points:
- Survey research involves using standardized questionnaires to collect data on psychological phenomena. It has become a popular social science method since the 1920s.
- Survey design considerations include whether the survey is self-administered or interview-based, the types of questions used, and response formats. Proper sampling and minimizing biases are also important.
- Analysis of survey data involves descriptive statistics, graphs, and correlations to describe and explore relationships in the data. Tools like exploratory factor analysis can be used to develop psychometric instruments. Multiple linear regression allows predicting outcomes from multiple variables.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Planning and Management of Non-Broadcast MediaEk ra
The document discusses planning and management of non-broadcast media. It explains how to establish goals for non-broadcast media by developing different types of programs like talks, music, children's programs, and news programs. It also discusses financing for non-broadcast media and the objectives of collection development policies, which include supporting educational programs and avoiding duplicate purchases. Assessing operations is important to check if objectives are achieved and ensure resources are fully utilized.
This document discusses different types of IT-enabled instructional resources that can be used to assist instruction and enhance learning. It identifies online resources, videos, YouTube resources, animations, and film clippings as different types of instructional materials. Online resources include websites, journals, and blogs that can provide course content if they are reliable sources. Videos and animations can illustrate concepts visually and audio-visually to improve student understanding and memory retention. Film clippings also help teach subjects like science and geography through visually depicting phenomena. The resources discussed aim to engage students through multimedia aids and make abstract concepts more concrete.
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
Triangulation research is all about the integration of data, method, investigators, and settings. there is a description of various types of triangulation and their impact on the validity of the results. there is a slight introduction to meta-analysis and systematic review.
The document discusses the role of various media in the educational process. It describes print media like newspapers, magazines, and books which provide information and help people learn languages. Electronic media discussed include radio, television, internet, and films. Radio plays a role through talk shows and community radio stations. Television provides informal education through various educational programs. The internet expands access to online learning, libraries, and interactions with peers. Films help teach about different cultures and societies while also conveying moral lessons. Overall, media has become integrated into daily life and plays a dominant role in shaping personalities and understanding the world through both formal and informal education.
Instructional media refers to the physical resources and materials that teachers use to deliver instruction and help students achieve learning objectives. This includes traditional materials like chalkboards and videos, as well as newer technologies like computers, the internet, and interactive videoconferencing. Instructional media can be categorized into different types including real objects, printed text/visuals, display boards, audio/video files, software, and web-based resources. Effective use of instructional media requires preparation from teachers, such as ensuring equipment works properly, designating time for media use, and staying up-to-date on new technologies.
There are three types of approaches to educational technology: hardware, software, and system. The hardware approach utilizes physical equipment like projectors, cameras, and computers to mechanized teaching and educate more students at a lower cost. The software approach applies principles of teaching and learning from behavioral sciences to create instructional materials. The system approach provides a scientific way to design an effective and economical educational system by linking the hardware and software approaches and addressing issues like administration and management.
Television can effectively disseminate information through audio and visual content. Educational television (ETV) presents learning content from various subjects and can provide both formal instruction and continuing education. ETV allows the world to be brought into classrooms and classrooms into homes. It can play a major role in India's educational system by providing learning opportunities to vast and remote populations. While ETV has potentional to improve and equalize education, it also has limitations like inability to provide feedback and lack of interactivity without advanced technology. Overall, ETV can enhance teaching and learning when used as a supplement with proper instructional design, resources, and training.
Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.
NUEPA is a research-focused university located in New Delhi that was established in 1962 to provide training and conduct research related to educational planning and administration. It was originally called the National Institute of Educational Planning and Administration but was granted university status and renamed the National University of Educational Planning and Administration in 2006. NUEPA has 8 departments that focus on topics like educational planning, finance, management, and policy, as well as 5 centers that conduct research and training. The university aims to improve educational planning, administration, and policy in India through research, training programs, and collaboration with other organizations.
This PPT illustrates how to use digital media for educational purpose, particularly in school environment , it also highlights pathway available for imparting information & knowledge through web based technology
The document discusses various audio-visual aids used in education, including their definitions, purposes, advantages, characteristics, classifications, principles for effective use, and examples. It covers projected aids like overhead projectors, slide projectors, and filmstrip projectors. It also discusses non-projected aids such as charts, flashcards, posters, and maps. The roles and educational uses of tape recorders, slides, and filmstrips are explained in detail.
The document discusses different types of audiovisual aids used in education. It defines audiovisual aids as any devices that make learning more concrete, realistic, and dynamic by appealing to both hearing and sight. The main types discussed are audio aids, visual aids, and audiovisual aids. Audio aids like radio and recordings can only be heard. Visual aids like slides and posters can only be seen. Audiovisual aids like films combine both sound and images. The document explains the advantages of each type and factors to consider when selecting aids. Overall, audiovisual aids are effective teaching tools that promote higher retention rates among students.
Audio visual aids are instructional materials that use both hearing and sight to convey information, such as films, videos, and projected images. They can make learning more concrete, realistic, and engaging. According to the document, audio visual aids have several purposes like motivating learners, clarifying concepts, capturing attention, and improving understanding and retention. The document discusses the need for audio visual aids, their functions in education, types such as visual, audio and audio-visual aids, and examples like overhead projectors and charts. It notes both advantages, like making learning more effective, and disadvantages, such as technical problems and expense.
This document defines audiovisual aids as any devices used to facilitate understanding of spoken or written words. It discusses different types of audiovisual aids including projected aids (like slides and films) and non-projected aids (like charts, diagrams, and models). The purposes of using audiovisual aids in teaching are to stimulate interest, improve retention, hold attention, cover large groups, overcome language barriers, and bring remote events into the classroom. Principles for effective use include selecting aids appropriate for the students and objectives, properly preparing, presenting, and evaluating the aids. Factors to consider when selecting an audiovisual aid include the objective, group, instructor ability, time available, and budget.
The document provides an overview of a presentation on instructional design. It discusses the objectives of understanding instructional media and applying it to the learning process. It then defines various audio-visual aids like objects, specimens, models and posters. It explains how these aids can supplement teaching and engage students through direct sensory experiences. Finally, it discusses factors that influence the effectiveness of different audio-visual aids in teaching nursing students.
Audiovisual materials should be integrated into the overall educational program and teaching-learning process. They can motivate students and make learning more concrete, realistic, and dynamic. Some examples of audiovisual aids include overhead projectors, slides, models, and films. Proper use and preparation of audiovisual materials is important for effective teaching. They should supplement the teacher's instruction and help achieve learning objectives.
The document discusses audio-visual aids and their use in education. It defines audio-visual aids as sensory objects or images that stimulate and reinforce learning. It notes that audio-visual aids make the teaching-learning experience more concrete, realistic, and dynamic. The document then discusses different types of audio-visual aids like projected aids (films, slides), non-projected aids (charts, models), audio aids (recordings), and activity aids (demonstrations, experiments). It emphasizes that audio-visual aids enhance the learning process by appealing to multiple senses and improving retention of information. Finally, it outlines best practices for selecting, preparing and using audio-visual aids effectively in the classroom.
The document discusses different types of audio-visual aids used in education. It describes projected aids like films, filmstrips, epidiascope, overhead projector, and LCD projector which are used to project images onto a screen. Films are effective as they engage both visual and auditory senses but have disadvantages of high cost and dependence on others. Overhead projectors allow teachers to face students while teaching and modify content easily. The document also provides principles and classification of audio-visual aids used in classrooms.
This document discusses instructional aids, which are devices that assist instructors in teaching. It defines instructional aids and explains their importance in clarifying concepts, making classrooms lively, allowing direct learning experiences, and motivating students. The document then categorizes instructional aids as projected aids like films, slides and LCD projectors; non-projected graphic aids like diagrams, maps and flashcards; display boards like blackboards and bulletin boards; three-dimensional aids like models and objects; and audio aids like radio.
Mass media, including radio, television, films, and other forms, now play a fundamental role in modern education. Radio has advantages as an educational medium in that it can simultaneously reach thousands of learners, including those in remote areas, and help develop listening skills. Television combines both visual and auditory experiences to provide a versatile educational experience. Educational films can motivate learners and bring distant events into the classroom in a vivid way. However, effective use of these media requires adequate teacher training and integration with classroom instruction to maximize educational benefits.
This document discusses audio-visual materials for teaching English as a second language. It defines audio-visual aids as educational materials that present information through sight and sound rather than exclusively through reading. Some examples of audio-visual tools mentioned are films, film strips, overhead projectors, and opaque projectors. The document outlines guidelines for effective audio-visual preparation, such as ensuring visuals highlight key points and aid understanding rather than simply repeating information. Tips include choosing the right equipment and ensuring the presenter remains the main focus while demonstrating visual aids.
The document discusses audio visual aids in education. It defines audio visual aids as instructional materials that use both hearing and sight to convey information. Some key points made in the document include:
- Audio visual aids motivate students, capture attention, increase understanding and retention.
- They make learning clearer, save time and energy over verbal instructions alone.
- Common types of audio visual aids include visual aids like pictures, models and audio aids like the radio. Audio-visual aids incorporate both hearing and sight using technologies like television.
- While helpful for teaching, audio visual aids also have limitations like needing trained experts and technical support for effective use.
Importance of Teaching aids in classroom (1).pptxtayyabsubhan
This document discusses the importance of teaching aids in education. It begins by outlining the topics that will be covered, including the purpose and need for audio-visual aids, their role in education, and types and advantages/disadvantages of aids. It then discusses in detail how aids help with motivation, clarification, understanding over cramming, and providing hands-on experience. Common aids like overhead projectors and multimedia projectors are described. The document emphasizes that aids make learning more effective, grab attention, build interest, and make concepts easier to explain and remember.
This document discusses projected and non-projected aids that can be used in teaching social science. Projected aids include overhead projectors, slide projectors, film projectors, LCD projectors, and television. Non-projected aids include graphic aids like graphs, diagrams and charts, display boards like blackboards and bulletin boards, and three dimensional aids like models, specimens, and textbooks. The document provides examples of different types of graphs, charts, and models that can be used. It concludes that both projected and non-projected aids can make instruction more engaging by providing visual support for learning abstract concepts.
Audio visual aids, also known as instructional media, are teaching tools that use both hearing and sight to enhance the learning experience. They make abstract concepts more concrete and aid in retaining knowledge. AV aids can be classified as projected aids like films, slides and overhead projectors, or non-projected aids like models, graphs and flashcards. They serve various purposes such as initiating and sustaining attention, providing realistic experiences, and reinforcing learning. While AV aids have benefits, teachers must still plan, present and apply them effectively in order to maximize their educational impact without becoming a distraction.
Audio visual aids, also known as instructional media, are teaching tools that use both hearing and sight to enhance the learning experience. They make learning more engaging, concrete and realistic. There are two main types - projected aids like films, slides and overhead projectors, and non-projected aids such as charts, models, flashcards and computers. Effective audio visual aids should be adapted to the students' level, meaningful, accurate, simple and cost-effective. They can help attract and sustain student attention, clarify concepts, provide realistic experiences, and ultimately make teaching more effective and interesting.
This document discusses teaching aids and their importance in education. It begins by introducing the presenter and providing objectives for the presentation. It then defines teaching aids as materials that help students understand concepts and notes their purpose is to reinforce ideas, engage students, and accommodate different learning styles. The document outlines different types of teaching aids, including visual, audio, and audiovisual aids. It emphasizes that teaching aids motivate students, clarify lessons, encourage understanding over cramming, make classrooms more lively, and provide direct experience. Examples of common teaching aids are given such as whiteboards, flipcharts, projectors, and audio/visual recordings.
The document discusses audio visual aids and their use in education. It defines audio visual aids as instructional devices that use both sight and sound to communicate messages. It notes that audio visual aids make learning more concrete, effective, realistic and dynamic. The document outlines different types of aids including audio, visual, projected and non-projected. It discusses the objectives, advantages and disadvantages of using aids in teaching. Overall, the document provides a comprehensive overview of audio visual aids, their purpose and effective use in educational settings.
This document discusses various instructional resources and technologies that can be used to supplement traditional teaching methods. It provides details on videos, YouTube resources, animations, film clippings, and concept mapping. Videos are short video clips that can be parts of longer videos. YouTube is a video sharing website where users can upload, view and share various types of videos. Animations create the illusion of movement through rapidly displaying sequences of images. Film clippings are motion picture clips that can enrich learning by presenting sequences of meaningful experiences involving motion. Concept mapping involves creating diagrams that show relationships between concepts in a hierarchical structure to aid understanding. The document also discusses the benefits and limitations of using these various instructional resources and technologies.
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The document discusses the aims, goals, and objectives of laboratory organization, management, and safety methods courses. It defines aims as general statements of educational intent, goals as describing student competencies upon completion, and objectives as brief statements of what students will learn. The document provides examples of aims, goals, and objectives for physics, chemistry, and biology labs and how they are implemented and used to guide student learning. It emphasizes the importance of clarity and communication of aims and objectives in course and lab design.
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2. TEACHING AIDS-I (UNIT 3)
OBJECTIVES OF THE SESSION
After studying the unit, it is hoped that the
student will be able to:-
1. Explain the importance and principles of AV
aids in education.
2. Differentiate between projected and non-
projected AV aids.
3. Critically clarify the types of AV aids.
3. Definitions of Audio Visual Aids
1. According to Kinder S. James: Audio visual aids are
any device which can be used
to make the learning experience more concrete, more
realistic and more dynamic.
2. 2. According to Burton: audio visual aids are those
sensory objects or images which initiate or stimulate
and reinforce learning.
3. 3. According to Carter. v.Good: audio visual aids are
those aids which help in
completing the triangular process of learning that is
motivation, classification and stimulation.
4. 4. According to good’s dictionary of education: audio
visual aids are anything by means of which learning
process may be encouraged or carried on through the
sense of hearing or sense of sight.
4. Counti---
5. According to Edger Dale: audio visual aids are those
devices by the use of which communication of ideas
between persons and groups in various teaching and
training situations is helped. These are also termed as
multi sensory materials.
6. According to McKean and Roberts: audio visual aids are
supplementary devices by which the teacher, through the
utilization of more than one sensory channel is able to
clarify, establish and correlate concepts, interpretations
and appreciations.
7. According to KP. Neeraja: an audio visual aid is an
instructional device in which the message can be heard as
well as seen.
5. Purposes of Audio Visual Aids
1. To supplement and enrich teachers own
teaching to make teaching-learning more
concrete.
2. To serve an instructional role in itself.
3. To create interest among the group.
4. To make teaching as an effective process.
6. Advantages:
1. A.V.Aids helps in effective perceptual and
conceptual learning.
2. . A.V.Aids helpful in capturing and sustaining
attention of students.
3. . A.V.Aids arouses interest and motivates students
to learn.
4. . A.V.Aids is helpful in new learning.
5. . A.V.Aids helps in saving energy and time of both
the teachers and students.
6. . A.V.Aids provides near realistic experience.
7. . A.V.Aids can meet individual demands.
8. . A.V.Aids is useful in for education of masses.
7. Characteristics of Good Teaching Aids
Teaching aids should be
Meaningful and purposeful
Motivates the learners
Accurate in every aspect
Simple and cheap
Improvised
Large in size
Up-to-date
Easily portable
8. Classification of A.V. AIDS
Various classifications are given for Audio visual aids
according to the type of projection by various
authors.
I. Audio aids
Audio materials are those which can be heard. Ex:
- radio, tape recorder, walkman, Headphones
II. Visual aids: these are helpful to visualize the
things. Ex:- graphic aids, 3d-aids, display boards,
and print material
III. Audio visual aids: these aids can be heard and seen
simultaneously. Ex: - projected aids, TV, films
9. Principles to be Followed for the
Effective Use of A.V. Aids
Audio visual materials should function as an
integral part of the educational
program.
A.v. aids should be centralized, under specialized
direction and leadership in educational programs.
An advisory committee consisting of
representative from all areas of curriculum
should be appointed to assist in selection and
coordination of a.v. materials
An education program should be flexible.
10. Counti--
A.v. material should be carefully located to
eliminate duplication, easy accessibility
and convenient use.
A.v. material should be available whenever and
wherever they needed for effective
utilization as an integral part of curriculum.
Budget appropriations should be made regularly
for a.v. education programs.
Periodic evaluation to be done to assess the
function of, utilization and expenditure of the
program.
11. Some important A.V. Aids
1-Over Head Projector:
The over head projector is the most used in all a.v. aids.
It projects transparencies with brilliant screen images
suitable for use in a lighted room.
2-Over Head Transperencies
Transparencies are popular instructional medium. They
are simple to prepare and easy to
prepare and easy to operate with the over head
projector which is light weight.
3-The Opaque Projector
Opaque projector is the only projector on which you
can project a variety of materials ex:
- book pages, objects, coins, postcards, or any other
similar flat material that is nontransparent.
12. Counti---
4- Slide Projector
A slide is a small piece of transparent material on which a
single pictorial image or sceneor graphic image has been
photographed or reproduced otherwise.
5- Filmstrips
Film strips are sequence of transparent still pictures with
individual frames on 35mm film. A tap recorded narration
can be synchronized with film strip.
6- GRAPHIC AIDS:
It is a combination of graphic and pictorial material
designed for the orderly and logical visualizing of
relationships between key facts and ideas ex:
comparisons, relative amounts developments, processes,
classification or organization.
13. Conuti---
7- CHARTS
These visual symbols used for summarizing, comparing, contrasting
or performing other services in explaining subject matter. A chart is a
combination of pictorial, graphic, numerical or vertical material,
which presents a clear summary.
8- FLASH CARDS
Definition:“Flash cards are a set of pictured paper cards of varying
sizes that are flashed one by one
in a logical sequence.”
9- POSTERS
Definition: “Posters are the graphic aids with short quick and typical
messages with attention capturing paintings.”
10- GRAPHS
Definition: Graphs are the visual teaching aids for presenting
statistical data and contrasting the trends or changes of certain
attributes. E.g Pie graph, Bar graph and Line graph
-
14. Counti----
11-MAPS
Definition: A map is a graphic aid representing the
proportionately as a diagram, the surface of the earth, world
or parts thereof. It conveys the message by lines, symbols,
words and colors.
12- ARTOONS
The word cartoon has various meanings, based on several
very different forms of visual art and illustration. The term
has evolved over time.
13- NEWS PAPERS
It can furnish health messages in local languages which
cancan reach to the public easily. The information will be
available in low cost, easy to read and understand simple
language .
etc
15. TEACHING AIDS-II (UNIT 4)
After studying the material, it is hoped that the
student will be able to:
1. Explain the role of record player in education
2. Specify the role played by tape recorder in
education
3. Discuss the importance of slides and film
strips projector in education
4. Analyse the effectiveness of closed circuit
T.V. in education
5. Elaborate the dimensional aids.
16. Educational Utility of Tape Recorder
Educational Utility of Tape Recorder are as under:
1. Like Radio programme we need not fix time for tape
recorded programme and no change is required in the time
table of school. Tape record as a teaching device can be
used anytime and anywhere.
2. It helps in supplementing the educational output of radio
and television broadcast and guest lectures.
3. It can help in preparing recorded educational programmes
to be sued for
instructions in schools and colleges.
4. It is of immense use in developing conversation skill,
expression power and techniques of effective
dramatization.
17. Counti---
5. Educational material related with film strips and slides is recorded in the tape
recorder. Thus it is helpful in preparing commentary, display of slides and
film strips.
6. Tape recorder is helpful in bringing social awareness among people and can
be sued for canvassing in the elections.
7. It helps students in developing the skill of oratory by practicing again and
again on it.
8. It is very useful for improving the pronunciation of difference languages.
9. Sometimes students cannot be taken to real life situations e.g. in Islamabad
on the convocation of Islamabad Model College for Boys. Students remain
deprived of speeches and ideas of the President and other great patriots of
the country. Tape recorder can be sued in recording the speeches of these
great men which can be heard later on by the students. Thus tape recorder
helps in overcoming this shortcoming.
18. Counti---
10. The teacher can record talks and lectures related to
various subjects like science, math, religion, morality,
social studies, dram poetry, economics etc. on tape
recorder and can be presented before the students
whoever need arises. Thus by presenting the recorded
takes to the students and by listening to it again and again,
the students can enhance their knowledge.
11. Use of tape recorder in teaching learning process gives
more emphasis on learning by doing. Students can
practice on tape recorder again and again till they become
perfect. Thus tape recorder helps students to learn things
by trial and error method.
19. Slide and Film Strip Projector
Slide Projector
A slide projector is a small piece of transparent
material on which a single pictorial image or
scene or graphic image has been photographed
or reproduced otherwise Slides are a form of
projected media that are easy to prepare. They
are still pictures on positive film which you can
process and mount individually yourself or send
to a film laboratory.
20. Film Strip Projector
Film Strips
Film strips are sequence of transparent still
pictures with individual frames on 35mm
film. A tape recorded narration can be
synchronized with film strip. Each strip
contains from 12 to 18 or more pictures. It is a
fixed sequence of related stills on a roll of
35mm film or 8mm films.
21. Uses and Advantages of Film Strips in
the Education Process
Uses and Advantages of Film Strip in the Education
Process: Communicating through the picture medium
has long been an accepted fact. Filmstrips, providing
both pictures and sound, have become vital tools for
spreading information throughout the field of
education. They have many uses and advantages.
1. Encourage Participation
Film strip have the capacity to evoke classroom
discussion, criticism and comment. Student attention
is more sharply directed to the subject matter,
resulting in a greater variety of insights.
22. Counti----
2. Introduce or Summarize Topic
Film strips are useful for introducing new subject matter in a way that captures
students’ interest. A survey of the topic can be given in a short period of time.
3. Provide for individual Study
Film strips are suitable for students to use their own. Made available in the library,
they can serve as resource material to supplement the textbook, as make up work for
students who have been absent, or as a basis for independent study.
4. Motivate and Create Interest
Film strip make subject matter attractive and interesting. Experience gained
through their use is often more valuable and practical than lectures or long bouts with
textbooks.
5. Guide for Lesson Planning
Most filmstrips have accompanying teaching guides which are valuable in assisting
the teacher to develop creative lesson plans
23. Counti--
6. Adaptability
One of the prime virtues of the film strip is its
adaptability to all teaching methods.
The teacher, being the one most sensitive to the needs
and capabilities of his class,
determines the specific use of any given filmstrips.
7. Convenience
Film strip are flexible, open-ended, easy to store and
use, and relatively inexpensive. They require the use of
only one small piece of equipment, and are
suitable for individual, classroom, library or auditorium
use.
24. Closed Circuit Television
An institution, particularly a teacher training
institution may install a simple closed circuit
television system (CCTV). In this system the
television programmes are produced in one room
of the institution and can be viewed y the receiver
placed in other rooms but
connected by cable to the coupler in the
production room. The minimum essential
equipment required in the production room is one
Videocon camera, a microphone, a audio-video
mixer and a coupler
25. Dimensional Aids
1-MODELS
Definition: a model is a recognizable
representation of a real thing three
dimensionally, that is height, width, and depth
is felt as reality.
26. OBJECTS AND SPECIMENS
Definition:
A collection of real things for instructional use
refers to objects. A specimen is a sample of the
real object or a material. Using objects and
specimens: while using the specimen and
objects as teaching aids, a teacher must keep
the following points in her mind.
27. TAPE RECORDER:
A tape recorder is a portable electronic gadget to
record, reproduce, erase and re record
sound on a magnetic tape. This device can be
used without much fuss by anybody by
operating the following press buttons attached to
the recorder, viz, stop, play, wind,
rewind, record, pause, and eject.