Podcasting Pl Session 2
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This document discusses planning, scripting, and recording podcasts for educational purposes. It explains that podcasting allows teachers to bridge the gap between visual and audio learning by using sound to create mental images. Effective podcasts are planned thoroughly with scripts and convey meaning through tone of voice. The document provides guidance on using different tools for recording and publishing podcasts to enhance learning.
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Audio-visual aids appeal to multiple senses to make learning experiences clearer and more engaging. They are classified as audio, visual, or audio-visual depending on whether they use hearing, sight, or both. When used effectively according to principles like individual differences and readiness, audio-visual aids have advantages like helping students learn and remember more over time by motivating them and making abstract ideas more concrete.
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The document discusses educational media and audio-visual aids. It defines educational media as things that can be manipulated, seen, heard or talked about to facilitate learning. It then outlines the purposes, principles, sources and types of audio-visual aids. Sensory learning is emphasized, with 83% of information acquired through sight and multimedia approaches recommended. Proper selection, preparation, use and evaluation of aids are principles that are covered.
Audio slid
Audio visual aids are sensitive tool
used in teaching and training. These
are planned educational materials
that appeal to the sense Of the people
and making good learning
facilities for clear understanding
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Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material. All these learning material make the learning situations as real as possible and give us firsthand knowledge through the organs of hearing and seeing. Therefore, any device which can be used to make the learning experience more concrete and effective, more realistic and dynamic can be considered audio visual material. We learn through our sense organs. Senses are the ways of knowledge. All the sense organs help us in understanding the environment. Most of the knowledge, which we acquire from the school, comes through our ears and eyes. In this Power Point Presentation I clearly discussed about Audio Visual Aids in the field of Education in very elaborate manner. Please use this Power Point Presentation for your reference purpose.
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The document discusses educational media and audio-visual aids. It defines educational media as things that can be manipulated, seen, heard or talked about to facilitate learning. It then outlines the purposes, principles, sources and types of audio-visual aids. Sensory learning is emphasized, with 83% of information acquired through sight and multimedia approaches recommended. Proper selection, preparation, use and evaluation of aids are principles that are covered.
Audio slid
Audio visual aids are sensitive tool
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The document discusses audio visual aids and their use in education. It defines audio visual aids as any device that can make learning more concrete, realistic, and dynamic. The purpose of audio visual aids is to save time, gain and hold student interest, increase understanding and retention, and stimulate development of understanding and attitudes. Effective use requires having a clear purpose, previewing, introducing, and discussing the aids under good conditions. Examples of traditional and modern audio visual aids and audio aids like radio are provided, along with their advantages and disadvantages.
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This document discusses the power and educational potential of film, video, and television in the classroom. It notes that visual media can transmit a wide range of audiovisual content and bring real-world experiences into the classroom. While these tools can be highly engaging and impactful, they also have limitations like encouraging passivity in students and small screen sizes. The document provides basic guidance for teachers on how to effectively incorporate these media into lessons, such as preparing the classroom environment, engaging students before and after viewing, and linking the content to past lessons.
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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.
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Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material.
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Audio-visual aids are teaching tools that stimulate both sight and hearing to encourage learning. They make the learning process easier and more interesting by engaging multiple senses. Examples of audio-visual aids include television, computers, actual objects, models, pictures, charts, and maps. Using these aids helps create interest, gives vividness and clarity to lessons, motivates students, and makes abstract ideas more concrete, helping to make learning more effective. Engaging both sight and hearing through audio-visual aids allows students to understand lessons more readily and retain information for longer.
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1. The document discusses educational audio-visual aids and their importance in the teaching and learning process.
2. It defines audio-visual aids as sensory objects or images that stimulate and reinforce learning, making the learning experience more concrete and realistic.
3. The document outlines the historical development of audio-visual aids from early symbols and models to current electronic technologies, and discusses learning theories supporting their use including that retention is highest when multiple senses are engaged.
Project in Educational Technology
Edgar Dale developed the Cone of Experience, which shows different levels of learning experiences from concrete to abstract. At the base are direct experiences like demonstrations and field trips, followed by increasingly symbolic representations like audiovisual materials, exhibits, and verbal symbols. The Cone suggests that students retain information best through hands-on experiences compared to more abstract forms of learning. Teachers can use it to select methods that match different content and keep students engaged.
Teaching Showcase Programme2013 for Annual ReportV2
The document announces the schedule for the 2013 Celebration of Teaching and Faculty Showcase at the Centre for Teaching and Learning on April 11th, 2013. The day includes a teaching portfolio workshop, opening remarks, a plenary speech on teaching for deeper and lifelong learning, lunch with roundtable discussions on topics like self-reflection, student portfolios, and creativity, and afternoon concurrent sessions on active learning, working with teaching assistants, and assignment design. An evening wine and cheese reception features interactive displays of faculty projects to support student learning.
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Three dimensional (3 d) instructional media1
This document discusses various types of 3D instructional media that can be used for teaching, including their advantages and limitations. It covers objects and specimens, models and mock-ups, dioramas, and puppets. For each type, it describes what they are, provides examples, and discusses how they can be used effectively in the classroom and considerations for their use. Principles for selecting and utilizing resource speakers are also outlined.
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The document discusses audio-visual aids for teaching. It defines audio-visual aids and classifies them into traditional categories of audio, visual, and audio-visual. It further classifies aids based on projection type and whether they are electronic or non-electronic. Examples of different audio-visual aids like radio, graphs, flowcharts, boards, television, and demonstrations are provided along with their advantages and disadvantages. Recent research found that audio-visual aids play an important role in effective teaching and learning by providing knowledge in-depth and motivating both teachers and students.
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The document discusses using video recording and blogs to assess students' oral presentation skills in an English speech training class. Students give speeches that are recorded and uploaded to blogs for self-evaluation and feedback from peers and teachers. This blended learning approach allows students more opportunities to improve by watching their performances and learning from others.
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This document provides an overview of the development and delivery of a Massive Open Online Course (MOOC) on Indigenous education. It describes the course staff and advisory group, as well as student demographics. It discusses principles of universal design for learning incorporated into the course, including multiple means of representation, expression, and engagement. Lessons learned are shared regarding media production, MOOC delivery aspects like orientation, assessment, due dates, beta testing, grade allocation, scaling support, and acquiring student testimonials. Example student testimonials praise the reflective nature and accessibility of the course material.
Competency based instructional strategies.pptx (2).pdf
This document provides an overview of a workshop on competency-based teaching strategies. It discusses key concepts like defining competencies, competency-based education and learning. It also covers strategies like inquiry-based learning using the 5E model, problem-based learning, instructional scaffolding, and differentiated instruction. Participants are given examples and activities to apply these strategies and assess their learning through a multiple choice quiz at the end.
OUChina_podcasting_Edirisingha_06062013
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Finalchapter
This document summarizes The Final Chapter, an online resource developed at the University of Leeds to help final year students develop the skills needed to successfully complete their dissertation projects. It provides an overview of the resource's content which includes sections on what a dissertation is, why the resource was created, how it was developed, future plans, and feedback received from students. Staff and students were involved in the creation of the resource by contributing video content. It was marketed through the university website and social media, and has received over 20,000 hits since its launch. Student feedback praised the reassurance and confidence gained from hearing experiences of other students.
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The document summarizes a podcasting workshop that covers introducing podcasting and its uses, planning and creating podcasts, and two case studies on using podcasts in education. The workshop includes defining podcasting, discussing its educational benefits, providing guidance on planning podcasts, demonstrating how to record and publish podcasts, and presenting two examples of podcasts being used at the University of Cape Town in different departments and ways.
Constructivism533
Constructivism is a learning theory where knowledge is constructed by learners through experiences and interactions with teachers and peers. The teacher acts as a facilitator by providing open-ended questions, opportunities for collaboration, and authentic learning experiences that allow students to build upon their existing knowledge through problem-solving. Assessment focuses on higher-order thinking skills rather than factual recall through methods like performance-based assessments and rubrics.
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Podcasting Pl Session 2
- 1. Darren Entwistle Curriculum Manager K-12 Curriculum Resources How to plan, script and record podcasts
- 4. The Blog
- 14. ©2005 The Board of Regents of the University of Wisconsin | http://engage.doit.wisc.edu/podcasting/teachAndLearn/ Explain the connection between what students have previously learned with new content to be presented in a lecture or reading assignment Podcast focus Recall and integrate previously learned material with new content Goal of learning
- 16. ©2005 The Board of Regents of the University of Wisconsin | http://engage.doit.wisc.edu/podcasting/teachAndLearn/ Discuss in more detail what you expect of students from an assignment and how you suggest they best approach it Podcast focus Provide a lead-in to an assignment or learning activity Goal of learning
- 17. ©2005 The Board of Regents of the University of Wisconsin | http://engage.doit.wisc.edu/podcasting/teachAndLearn/ Explain nuances and intricacies of a difficult concept, principle or abstract process Podcast focus Elaborate on and further explain a complex concept Goal of learning
- 18. ©2005 The Board of Regents of the University of Wisconsin | http://engage.doit.wisc.edu/podcasting/teachAndLearn/ Provide coaching and advice on learning strategies or approaching certain problem solving tasks Podcast focus Provide learning guidance and strategies for understanding new content or solving problems Goal of learning
- 19. ©2005 The Board of Regents of the University of Wisconsin | http://engage.doit.wisc.edu/podcasting/teachAndLearn/ Provide a stimulus for students to react to or reflect upon for deeper analysis Podcast focus Provide content to encourage analysis Goal of learning
- 20. ©2005 The Board of Regents of the University of Wisconsin | http://engage.doit.wisc.edu/podcasting/teachAndLearn/ Bring in other people’s viewpoints Podcast focus Provide some variety in the learning environment Goal of learning
- 21. ©2005 The Board of Regents of the University of Wisconsin | http://engage.doit.wisc.edu/podcasting/teachAndLearn/ Students create their own podcasts Podcast focus Student projects & assignments Goal of learning
- 22. Scripting
- 23. Audacity
- 24. Castblaster
- 27. Darren Entwistle Curriculum Manager K-12 Curriculum Resources p: 93195556 e: darren.entwistle@det.wa.edu.au