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The document discusses audio-visual aids and their classification and preparation. It defines audio-visual aids as instructional devices that can be seen or heard to facilitate learning. Audio-visual aids are classified according to their evolution, uses, form, and other factors. Preparing effective audio-visual aids involves considering factors like the audience and message clarity, brevity, and attractiveness.
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The document discusses different types of projected and non-projected instructional aids. Projected aids include film projectors, slides, overhead projectors, televisions, and LCD projectors which allow items to be projected onto a screen. They provide realistic experiences and allow movement and sound to be added. Non-projected aids include graphics, display boards, 3D models and objects, and audio recordings which present information without projection and make abstract ideas more concrete. Both types of aids have advantages like making lessons more engaging and supporting different learning styles, but also limitations like equipment needs or small viewing areas.
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The document discusses projected audiovisual aids used in education. It begins by defining audiovisual aids and classifying them into non-projected and projected aids. It then describes various types of projected aids like opaque projectors, slides, overhead projectors, film strips, and power point presentations. The values, characteristics, functions, and importance of projected aids are outlined. Examples and instructions for using different projected aids like opaque projectors, slides, overhead projectors, and film strips are provided. The conclusion emphasizes that projected aids are useful teaching tools that can engage students and enhance the learning process.
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The document discusses various instructional aids used in classrooms including chalkboards, bulletin boards, peg boards, flannel boards, and magnetic boards. It also discusses different audiovisual aids like films, filmstrips, film slides, overhead projectors, television/videos, computers, and community resources like resource persons and field trips that can provide meaningful learning experiences outside the classroom.
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Audio visual aids in Education
Audio visual aids- History, cone of learning ,concept,advantages, disadvantages,limitations,Types of Audio visual aids- Charts, Interactive white board,mobile learning,OHP, Powerpoint,Flash cards,Flannel board,chalk board,
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Working model: shows the working of mechanism
Cut away model: shows internal structure by removing outer layer
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The document discusses audio-visual aids and their classification. It defines audio-visual aids as sensory objects or images that stimulate learning. It then classifies audio-visual aids into two main categories: projected aids and non-projected aids. Projected aids include films, filmstrips, slides, opaque projection, and overhead projection. Non-projected aids include graphic aids like photographs, posters and charts, display boards, 3D models, objects and specimens. The document also discusses the principles, advantages and historical use of audio-visual aids in education.
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This document defines audio-visual aids as any device that can make learning more concrete, realistic, and dynamic. It lists the purposes of AV aids as motivating students, capturing attention, providing variety and realism, and reinforcing learning. AV aids are classified as projected (using hardware like projectors and software like films) or non-projected (including graphs, models, and printed materials). The document discusses principles for selecting, preparing, presenting, and evaluating AV aids and notes their advantages in promoting permanent learning and meeting student needs, while acknowledging limitations like financial costs and lack of electricity.
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The document discusses various audio-visual aids that can be used for teaching. It defines audio-visual aids as sensory objects or images that stimulate learning. It then covers different types of aids like the chalkboard, charts, graphs, flash cards, and flip charts. For each aid, it discusses how to prepare, present, and use the aid effectively to enhance the learning process. The document provides guidance on selecting, designing, and leveraging different audio-visual tools to engage students and reinforce key concepts.
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This document discusses audiovisual education, including its history, advantages, and effective use of visual aids. Audiovisual education uses sight and sound to enhance learning by stimulating multiple senses. It began in the 1920s and has expanded with technologies like educational television, multimedia programs, and digital tools that give students more control over their learning. Research shows that using visual and audio aids engages two senses for more effective information retention compared to a single sense. The document provides tips for effective use of audiovisual tools in presentations and advises only using visuals that support learning without distraction.
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This document provides guidance on creating effective visual aids for presentations. It discusses the purpose of visual aids, which is to enhance audience understanding, add variety, and support claims. It also covers types of visual aids, tips for preparing aids like PowerPoint slides, and how to structure slides effectively. Key recommendations include keeping visual aids brief, using large font sizes, limiting animation, and proofreading for errors. The goal is to design visuals that reinforce the presenter's message without distracting from it.
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Use of audio visual aids in teaching
Use of audio visual aids in teachingShardabai Pawar Mahila Arts, Commerce & Science College, Shardanagar
Audio-visual aids are effective teaching tools because learners retain 20% of what they hear, 30% of what they see, 50% of what they see and hear, 80% of what they say, and 90% of what they say and do. According to Edgar Dale's Cone of Experience, using real objects and hands-on experiences results in the highest retention rates for students, followed by using simulations, field visits, and audio-visual aids. Some common audio-visual aids include charts, pictures, models, flashcards, slides, maps, projectors, films, television, computers, and virtual classrooms.Audio visual aids
1) According to research, people retain 50% of what they hear and see, 30% of what they see, 20% of what they hear, and 10% of what they read. Using audiovisual aids can help increase retention levels through active involvement in learning.
2) Audiovisual aids have many educational benefits including engaging multiple senses, drawing attention, motivating learning, providing clarity, and facilitating comprehension and retention. However, there are also some limitations to their use such as financial costs, lack of infrastructure, and the need for teacher training.
3) Audiovisual aids can be classified in several ways such as by traditional type (audio, visual, audiovisual), projection method, degree of motion, dimensionality,
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This document discusses resources and instructional strategies for serving youth with autism spectrum disorder (ASD) in libraries. It identifies print and digital resources that work well for youth with ASD, such as predictable books and non-fiction materials. Effective reading strategies include using visual aids, modeling think-alouds, and story dramatization. The document also discusses instructional strategies like direct instruction, discrete trial training, and incorporating assistive technologies to scaffold learning. Overall, it emphasizes the importance of collaboration, clear communication, and adapting to each individual's needs and interests.
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This document discusses teaching aids and their importance in the teaching and learning process. It states that teaching aids make the process more effective by engaging both sight and sound, allowing students to retain more information. Teaching aids help students learn by motivating them and allowing them to see, hear, taste and smell concepts. They provide concrete examples and experiences to supplement learning. Both audio aids like tapes and visual aids like pictures are discussed. Proper use of teaching aids can help students permanently retain more concepts and cater to different learning styles.
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This study examined the effect of using audio files on improving listening comprehension of high school students in Iran. 34 students were randomly assigned to either an experimental group that listened to audio files or a control group that did not. Both groups received the same instruction otherwise. Results from a post-test showed that the experimental group that listened to audio files performed better on the listening comprehension test compared to the control group, indicating that using audio files had a positive impact on improving listening skills.
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1. The document introduces Narayana's Innovation Attribution Lotus Model for the diffusion of technologies. The model identifies attributes that influence the adoption of innovations.
2. The model groups attributes into four categories: relative advantage, compatibility, practicability, and complexity. Relative advantage examines factors like profitability and time savings. Compatibility assesses cultural and social fit. Practicability looks at how easily an innovation can be tested and communicated. Complexity evaluates difficulty of use.
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- 2. PRESENTED BY: SHANKARAIAH, N PAK-9120 Jr.MSc.Ag.Extn
- 8. According to uses Individual contacts Group contacts Mass contacts Farm and home visits Method demonstration Bulletins Office call Leader training meeting Leaf lets Telephone call Lecture meeting News stories Personnel letters Conferences Circular letters Result demonstration Discussion meetings TV, exhibition
- 9. According to form Written Spoken Objectives or visual Bulletins General meeting Result demonstration Leaflets Farm and home visits Exhibitions News articles Office call Posters Personal letters Telephone call Slides
- 11. According to DALE Words Numbers Signs symbols Charts, graphs Radio, recording Posters, Flat picture Flash cards, Flannel boards Filmstrips, film slide Exhibits , fieldtrips, demonstration Demonstration, models, objects, specimens Direct purposeful experiences INDIRECT SYMBOLING S OBSERVING DIRECT DOING ABSTRACT CONCRETE CONE OF AUDIO-VISUAL EXPERIANCE
- 18. Size of the letters and their visibility Distance from farthest viewer(feet) Height of the letter(in cm) Thickness of the letter (in mm) (1/5 of height) 15 3.00 6.00 30 4.00 8.00 45 5.00 10.00 60 6.00 12.00 75 7.00 14.00 90 8.00 16.00