The document discusses the benefits of using audiovisual aids in learning and teaching. It notes that people retain 30% of what they see, 10% of what they read, and 20% of what they hear. However, retention is highest at 50% when people both hear and see information. Using audiovisual aids can improve understanding and retention of content. It also allows for different learning styles by appealing to both visual and auditory learners. The document explores the use of various types of audiovisual aids including pictures, diagrams, videos, and computers in education.
Audio-visual aids are any devices that use both sight and sound to enhance the learning experience. They have been used for thousands of years, from human voices to modern technologies like films and television. Audio-visual aids improve teaching effectiveness, make learning more interesting and profitable, and help foster knowledge. They come in many forms, including projected materials like films and non-projected materials like graphs. Effective use of audio-visual aids engages students and leads to better understanding and retention of concepts.
Training in audio visual techniques and powerpoint class 1Claudia Nunes
The document provides an overview of training in audio visual techniques and PowerPoint. It discusses the different learning styles of auditory, visual, and kinesthetic learners. It then covers the various tools that can be used in PowerPoint presentations, including speeches, music, visuals, drawings, slides, videos, and presentations. The rest of the document demonstrates how to use different features in PowerPoint, such as toolbars, slide layouts, adding content, navigation, notes, templates, and inserting slides from other presentations.
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.
This document discusses principles for using audio/visual aids in presentations. It defines learning resources as inputs that help acquire knowledge through instruction or experience. Learning resources can be non-electric, like books, or electric, like computers. When using PowerPoint, presenters should maintain structure and connections to make their message memorable. Effective visual aids maintain audience interest, promote participation, and can be used at all stages of learning. Considerations for using aids include quality, appropriateness, audience, and facilities. Overhead projectors allow face-to-face contact but have disadvantages like small text. Proper techniques include focusing attention and highlighting key points.
The document discusses different types of audio-visual aids used in education including film projectors, video tape recorders, and multimedia projectors. Film projectors were popular from the 1940s-1980s for educational films but have been replaced by newer technologies. Video tape recorders allowed pausing and rewinding of recorded content but have also been replaced by digital formats. Multimedia projectors are now commonly used in classrooms to display videos, presentations, and interactive lessons on a large screen.
This document discusses various types of audio-visual aids used in education, including projected aids like opaque projectors, slides, and film strips. It provides definitions of audio-visual aids, describes how they are made and used, and outlines their advantages such as making learning more concrete and engaging students' senses of sight and hearing. Projected aids in particular bring distant objects into the classroom, stimulate learning, and can be seen by large audiences. Precautions for proper use and storage are also covered.
The document discusses the benefits of using audiovisual aids in learning and teaching. It notes that people retain 30% of what they see, 10% of what they read, and 20% of what they hear. However, retention is highest at 50% when people both hear and see information. Using audiovisual aids can improve understanding and retention of content. It also allows for different learning styles by appealing to both visual and auditory learners. The document explores the use of various types of audiovisual aids including pictures, diagrams, videos, and computers in education.
Audio-visual aids are any devices that use both sight and sound to enhance the learning experience. They have been used for thousands of years, from human voices to modern technologies like films and television. Audio-visual aids improve teaching effectiveness, make learning more interesting and profitable, and help foster knowledge. They come in many forms, including projected materials like films and non-projected materials like graphs. Effective use of audio-visual aids engages students and leads to better understanding and retention of concepts.
Training in audio visual techniques and powerpoint class 1Claudia Nunes
The document provides an overview of training in audio visual techniques and PowerPoint. It discusses the different learning styles of auditory, visual, and kinesthetic learners. It then covers the various tools that can be used in PowerPoint presentations, including speeches, music, visuals, drawings, slides, videos, and presentations. The rest of the document demonstrates how to use different features in PowerPoint, such as toolbars, slide layouts, adding content, navigation, notes, templates, and inserting slides from other presentations.
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.
This document discusses principles for using audio/visual aids in presentations. It defines learning resources as inputs that help acquire knowledge through instruction or experience. Learning resources can be non-electric, like books, or electric, like computers. When using PowerPoint, presenters should maintain structure and connections to make their message memorable. Effective visual aids maintain audience interest, promote participation, and can be used at all stages of learning. Considerations for using aids include quality, appropriateness, audience, and facilities. Overhead projectors allow face-to-face contact but have disadvantages like small text. Proper techniques include focusing attention and highlighting key points.
The document discusses different types of audio-visual aids used in education including film projectors, video tape recorders, and multimedia projectors. Film projectors were popular from the 1940s-1980s for educational films but have been replaced by newer technologies. Video tape recorders allowed pausing and rewinding of recorded content but have also been replaced by digital formats. Multimedia projectors are now commonly used in classrooms to display videos, presentations, and interactive lessons on a large screen.
This document discusses various types of audio-visual aids used in education, including projected aids like opaque projectors, slides, and film strips. It provides definitions of audio-visual aids, describes how they are made and used, and outlines their advantages such as making learning more concrete and engaging students' senses of sight and hearing. Projected aids in particular bring distant objects into the classroom, stimulate learning, and can be seen by large audiences. Precautions for proper use and storage are also covered.
The document discusses the use of teaching aids in language classrooms. It provides several key points:
1) Teaching aids appeal to different learning styles, involve the senses to aid memory retention, and encourage learner involvement.
2) They offer engaging activities and stimuli to support learning and development.
3) When used properly as part of achieving a lesson objective, teaching aids do not distract students and can make lessons more attractive.
4) The teacher must effectively manage the classroom and teaching aids to maximize their benefits.
The document discusses various teaching aids that can be used to enhance learning. It describes teaching aids as tools that help learners improve skills and relieve anxiety. Effective teaching aids should promote understanding, reinforce lessons, and motivate students by engaging multiple senses. Examples of teaching aids mentioned include posters, models, role-playing, and audio-visual materials like videos. Integrating different types of teaching aids into lessons can make learning fun and accessible outside the classroom.
helps in understanding complex structure
Working model: shows the working of mechanism
Cut away model: shows internal structure by removing outer layer
Exploded model: shows the relationship of parts by separating them
Cross sectional model: shows internal structure by cutting horizontally or
vertically
Flat model: made of card board, thermacole sheet to show front, side and
top view
Mobile model: parts can be moved to show working
Collapsible model: can be folded and unfolded to show different stages
Transparent model: made of glass or plastic to show internal structure
Abstract model: symbolic representation of abstract ideas
Diorama: three dimensional scene in a box with background
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.
The document discusses body language and nonverbal communication. It describes how body language conveys meaning through gestures, facial expressions, eye contact, smiling, hand gestures, arm and leg positions, and posture. Specific gestures and their potential meanings are examined, such as crossed arms indicating defensiveness while open arms suggest openness. Body language provides important cues about people's emotions and attitudes beyond what is said verbally.
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.
The document discusses different types of teaching aids that can be used in the classroom, including their definitions and uses. It covers audio, visual, and audio-visual aids such as flashcards, charts, models, graphs, and interactive whiteboards. The benefits of teaching aids include helping students learn and retain information through visual and hands-on methods. Challenges include selecting the appropriate aid based on the learning objective and ensuring it is used effectively.
This document provides a training program on customer service. It discusses the importance of customer service, what customers expect, and how to provide excellent service through effective communication. The training covers topics such as understanding customers, developing a positive attitude, maintaining ethics, and using courtesy. It emphasizes that customer service is key to continued business success through higher profits, satisfaction, and repeat customers. The training aims to equip participants with the skills and mindset to consistently deliver exceptional customer experiences.
This document discusses various aspects of body language and non-verbal communication. It states that 55% of communication is non-verbal. It then outlines five main types of body language: eye contact, facial expressions, gestures, posture/stance, and space relationships. Specific gestures and their potential meanings are described. Proper eye contact and its purpose is explained. The importance of facial expressions, posture, and physical space between individuals in communication is also covered.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Due to the remarkable changes in the information-communication technology and the "digital natives" entering the med schools, the medical students of 2020 would be globally connected learner using web-2 and web-3 technologies. However, for complex skills learning of the healthcare profession, is best learnt by the apprenticeship model. Students must go beyond knowledge acquisition to learn how to apply the knowledge and how to practice the skills effectively
This document discusses how medical education will change by the year 2020. It predicts that developments in technology, evolving pedagogical concepts, and changing demands for healthcare will drive changes. Teachers will move from solely providing information to acting as guides for students. Resources will be developed and shared globally online. Planning and assessment will increase and become more centralized. Teachers will facilitate learning and act as mentors, though many contacts may be virtual. They will remain important as role models for developing students' ethical and humanistic skills. The role of medical teachers will stratify, with some working globally and others locally, but teachers will still be needed as long as there are students wanting to study medicine.
2020 is just 3 years away. In 2000, predictions have been made on the changes expected in Medical Education, over 2 decades. The changes are even more staggering than the earlier predictions.
Ethical guidelines for educational researchPoligar
British Educational Research Association has published ethical guidelines in 2011 for global dissemination and adoption. Important principles from the guideline have been extracted in this PPT-file, prepared by me to help my colleague summarize the recommendations in ERICON-2017.
Salutogenesis focuses on promoting wellness, while pathogenesis focuses on disease causation. In 21st Century, medical education needs to adopt Salutogenesis as much as it has done with pathogenesis. Yoga helps in this.
To be effective, an Integrated curriculum needs integrated assessment. This brief talk captures the essence of integrated evaluation carried out in Malaysia using a hybrid curriculum modelled after the British curricula. Harden's 11-step ladder of integration forms the basis of the talk.
A comparison of the 4 Laws of Ecology and 3 Tenets of Hindu Philosophy (Karma, Dharma & Marga)
Got this "nugget of lateral thinking" in a Biotech Seminar (APACPA) held in KL, Malaysia in 2008 from the speaker, the Medical Dean of AIMST University.
Using 2012-3 data from Malaysia, it is astounding to realize that using universal HPV-vaccine to prevent one case of Cervical Cancer costs 22 times (or 2200%) more than the cost of comprehensive care of a case of Cervical cancer. Comparison with cost-effectiveness of Rota-virus vaccine is revealing indeed.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The document discusses the use of teaching aids in language classrooms. It provides several key points:
1) Teaching aids appeal to different learning styles, involve the senses to aid memory retention, and encourage learner involvement.
2) They offer engaging activities and stimuli to support learning and development.
3) When used properly as part of achieving a lesson objective, teaching aids do not distract students and can make lessons more attractive.
4) The teacher must effectively manage the classroom and teaching aids to maximize their benefits.
The document discusses various teaching aids that can be used to enhance learning. It describes teaching aids as tools that help learners improve skills and relieve anxiety. Effective teaching aids should promote understanding, reinforce lessons, and motivate students by engaging multiple senses. Examples of teaching aids mentioned include posters, models, role-playing, and audio-visual materials like videos. Integrating different types of teaching aids into lessons can make learning fun and accessible outside the classroom.
helps in understanding complex structure
Working model: shows the working of mechanism
Cut away model: shows internal structure by removing outer layer
Exploded model: shows the relationship of parts by separating them
Cross sectional model: shows internal structure by cutting horizontally or
vertically
Flat model: made of card board, thermacole sheet to show front, side and
top view
Mobile model: parts can be moved to show working
Collapsible model: can be folded and unfolded to show different stages
Transparent model: made of glass or plastic to show internal structure
Abstract model: symbolic representation of abstract ideas
Diorama: three dimensional scene in a box with background
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.
The document discusses body language and nonverbal communication. It describes how body language conveys meaning through gestures, facial expressions, eye contact, smiling, hand gestures, arm and leg positions, and posture. Specific gestures and their potential meanings are examined, such as crossed arms indicating defensiveness while open arms suggest openness. Body language provides important cues about people's emotions and attitudes beyond what is said verbally.
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.
The document discusses different types of teaching aids that can be used in the classroom, including their definitions and uses. It covers audio, visual, and audio-visual aids such as flashcards, charts, models, graphs, and interactive whiteboards. The benefits of teaching aids include helping students learn and retain information through visual and hands-on methods. Challenges include selecting the appropriate aid based on the learning objective and ensuring it is used effectively.
This document provides a training program on customer service. It discusses the importance of customer service, what customers expect, and how to provide excellent service through effective communication. The training covers topics such as understanding customers, developing a positive attitude, maintaining ethics, and using courtesy. It emphasizes that customer service is key to continued business success through higher profits, satisfaction, and repeat customers. The training aims to equip participants with the skills and mindset to consistently deliver exceptional customer experiences.
This document discusses various aspects of body language and non-verbal communication. It states that 55% of communication is non-verbal. It then outlines five main types of body language: eye contact, facial expressions, gestures, posture/stance, and space relationships. Specific gestures and their potential meanings are described. Proper eye contact and its purpose is explained. The importance of facial expressions, posture, and physical space between individuals in communication is also covered.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Due to the remarkable changes in the information-communication technology and the "digital natives" entering the med schools, the medical students of 2020 would be globally connected learner using web-2 and web-3 technologies. However, for complex skills learning of the healthcare profession, is best learnt by the apprenticeship model. Students must go beyond knowledge acquisition to learn how to apply the knowledge and how to practice the skills effectively
This document discusses how medical education will change by the year 2020. It predicts that developments in technology, evolving pedagogical concepts, and changing demands for healthcare will drive changes. Teachers will move from solely providing information to acting as guides for students. Resources will be developed and shared globally online. Planning and assessment will increase and become more centralized. Teachers will facilitate learning and act as mentors, though many contacts may be virtual. They will remain important as role models for developing students' ethical and humanistic skills. The role of medical teachers will stratify, with some working globally and others locally, but teachers will still be needed as long as there are students wanting to study medicine.
2020 is just 3 years away. In 2000, predictions have been made on the changes expected in Medical Education, over 2 decades. The changes are even more staggering than the earlier predictions.
Ethical guidelines for educational researchPoligar
British Educational Research Association has published ethical guidelines in 2011 for global dissemination and adoption. Important principles from the guideline have been extracted in this PPT-file, prepared by me to help my colleague summarize the recommendations in ERICON-2017.
Salutogenesis focuses on promoting wellness, while pathogenesis focuses on disease causation. In 21st Century, medical education needs to adopt Salutogenesis as much as it has done with pathogenesis. Yoga helps in this.
To be effective, an Integrated curriculum needs integrated assessment. This brief talk captures the essence of integrated evaluation carried out in Malaysia using a hybrid curriculum modelled after the British curricula. Harden's 11-step ladder of integration forms the basis of the talk.
A comparison of the 4 Laws of Ecology and 3 Tenets of Hindu Philosophy (Karma, Dharma & Marga)
Got this "nugget of lateral thinking" in a Biotech Seminar (APACPA) held in KL, Malaysia in 2008 from the speaker, the Medical Dean of AIMST University.
Using 2012-3 data from Malaysia, it is astounding to realize that using universal HPV-vaccine to prevent one case of Cervical Cancer costs 22 times (or 2200%) more than the cost of comprehensive care of a case of Cervical cancer. Comparison with cost-effectiveness of Rota-virus vaccine is revealing indeed.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. Use & Abuse of A-V Aids
ILLUMINATION RITUALSUPPORT
Great ! OK X Avoid !
Using AV-Aids to illuminate an idea or a concept (like a lamp illuminating a dark place) is ideal.
Using AV-Aids for support (like a lamp-post supporting an unsteady person) is alright.
Using them merely as a ritual (like canine species use a lamp-post) is to be avoided! - - KRS