Audiovisual Aids

 

Visual Aids 

Castle (1956) highlights that visual aids are the one appeal to the eye.

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Visual aids appeal to the understanding and are essential in teaching.

 

Why visual Aids 

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Used in schools to give meaning to words. A word description of an elephant or pineapple is always made more real if we are helped by a picture of the real thing, or better still by seeing seei ng the thing itself. Hence visual aids are aids to

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understanding. There are 3 ways of learning an elephant: By hearing it described in words By seeing a picture

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By seeing an elephant in the jungle

1.

 

Why visual Aids 

Visual aids to learning are especially important in Africa because so few can travel fro their homes to see the world about which they have to learn

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Few homes have books and pictures which children can study in their leisure time Today African children have to learn English if they are to go far in their education

 

Examples of Visual Aids 

Pictures

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School visit

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Films

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Film-strips

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Television

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Solid objects Flat pictures

 

The Use of Visual Aids Visual Aids are good servant but a bad master. Here follow some principles to ensure their proper use:  Visual aids are not a complete method of teaching but an aid to learning  Visual aids are not necessary in i n all lessons  Too many aids in one lesson may distract attention from the main subject of the lesson  Aids should be adapted to the understanding of the class  Aids should be relevant to the subject of the lesson

 

The Use of Visual Aids… 

Do not use pictures when children can see and handle the real thing, e.g. in nature a real leaf is better than picturesstudy, of a leaf (this is not always so: with a complex thing such as an eye, a model may well be better then a real eye).

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Teachers and pupils should co-operate in making their own visual aids. Never give a lesson just because you have a readymade visual aid for it, probably brought from college.

 

The Use of Visual Aids… 

When possible, models should be made of local materials.

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Do not leave visual aids on show for too long. when the class loses interest in them they have served their purpose.

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Make new aids each year. This revives the teacher's interest and creates interest among pupils.

 

Audio/Aural Aids 

Castle (1956) defines aural aids as the ones appeal to the ear.

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As visual aids audio/aural aids appeal to the understanding and are essential in teaching.

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Examples

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Radio Record player 

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Tape recorder 

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Human voice

 

Meaning of Audio-Visual Aids 

Audiovisual aids are defined as any device used to aid in the communication of anything an idea. can Frombe this definition, virtually used as an aid, providing it successfully communicates the idea or information for which it is designed.

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Lestage (1959) claims that audio-visual aids are the most modern or the most recently used of these methods (films, filmstrips, radio and television).

 

Meaning of Audio-Visual Aids… 

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AV aids help the educator by offering him a complete complete arsenal in order for him/her to work effectively The educator is the one who chooses the means which is best adapted to his/her hi s/her subject, his/her audience and his/her circumstances. It is clear that audio-visual aids cannot be separated from educational materials in general.

 

Planning, Preparing and Using Audiovisual Teaching Aids Why Audiovisual Aids? I hear, I forget  I see, I remember   I do, I understand  Visual perception contributes to 

about 90% to all human learning.  Maximum attention span of an adult learner is 20 min To sustain attention and interest various stimuli are necessary

 

Planning, Preparing and Using Audiovisual Teaching Aids… Audio Visuals will lead to more number of senses 

used by learner. 

Example: Telling and showing. It is more effective than only telling or only showing

 

Guidelines for Designing Audiovisuals 

Use simplified drawings

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Visual should be made to scale

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Use colours and dramatic pictures with humour Information given should match the pace of learning

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Use titles and questions liberally

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Make selective use of audio effects

 

Guidelines for Designing Audiovisuals… 

Text on computer screen should be legible from a distance of a two meters

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Use bold face type letters Design learner friendly interactive multimedia systems

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Objectives of using Audiovisual Aids 

To increase the effectiveness of the teaching

to hold the attention span of the learner for the duration of instruction  to save time  to use all the relevant information available from different sources  to make learning experiences last longer  

 

How to go about using Audiovisual Aids In order to employ the audiovisual aids user should be aware of: 

different audio, visual and audiovisual teaching aids

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criteria of selection of the aids

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methods of preparing aids

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using suitable aid at appropriate time.

 

TYPES OF AUDIOVISUAL TEACHING AIDS 

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1. 2. 3.

One of the methods of classification of the available aids is based on gadgets. projection and use of electronics Audio visual teaching aids can be categorised into: non projected projected electronic

 

TYPES OF AUDIOVISUAL TEACHING AIDS… NON PROJECTED 

Books

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Journals Instructional Instruction al manuals

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Hand outs

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Programmed texts

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Chalk and other boards Charts

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Cut-outs

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Models etc

 

TYPES OF AUDIOVISUAL TEACHING AIDS… PROJECTED 

OHP

ELECTRONIC 

Slides  Film Strips

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Films etc.

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Video

CCTV  Computers Internet

Audio  Radio etc. 

 

Filmstrips 

Filmstrips consist of a series of pictures in close step sequence.

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Each frame, it a photograph or a drawing orbe a ‘matchstick’ sketch, coloured, or black and white, may be used for oral work in the same way in the same way as a wall

picture may be used.  Each frame may be held on the screen as long as is needed, and the teacher can choose which frames to use in this way.

 

Filmstrips… 

A sequence of frames can describe a sequence of events, and therefore give the opportunity to use different tenses (e.g. in teaching language).

 

Films   

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Sound film can work in combination with television and computers. There are silent are silent and talking films Films can be used in teaching languages such English as a foreign fore ign language, documentary and feature films which would be helpful in oral work. Films like still pictures, can stimulate the imagination and give the pupils something fresh to talk about They broaden the visible contexts in which a subject is used (e.g. language). Moving pictures are more vivid then still picture

 

Films… 

A good film will bear several showings, and the pupils can be directed look and particularto things. Theylisten can for even hear the sound-track without seeing the picture

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Both andthe talking films can be used silent to show beginning or end of an episode or story, the rest of which the teacher can discuss with the pupils before they write about it

 

Types of films used in teaching Two types of film are used in teaching: 1.

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Documentaries for enriching the background of history, geography, science and other lessons Teaching films proper. These actually give a series of lessons. Teachers should study the film themselves before showing it to the class, so that they can guide students in their observation of it.

 

Principles to follow to ensure proper use of films and film-strips  Aids should be used with specific purpose in mind i.e. the content of the media

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should be directly congruent with lesson objectives Films should be short because attention decreases with the length of the film Pictures on film-strips should be shown and with explanation. It is best not to use too many pictures in one lesson. When using these aids, the greatest care is needed to ensure that the children observe accurately.

 

Difficulties about using films and filmstrips 

Apparatus is costly and requires electricity

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There must be some darkening of the classroom

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when using filmstrips. A projector is necessary and enough money to buy a few strips.

 

Radio 

The radio is the cheapest of the audio media used in schools and therefore tends to be widely used in schools (Farrant, 1980; Castle, 1956).

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Radio is especially useful in the teaching of subjects like history, geography, civics, healtheducation and languages (Castle, 1956).

 

Radio… 

The coming of inexpensive transistor radios, able to operate for many hours from torch batteries, transformed educational broadcasting broadcasting in Africa.

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Instead of large and costly receivers needing a source of electrical mains supply, schools found themselves able to use sets were convenient to carry from place to place and very cheap to run.

 

Radio… 

The radio is only good as the programmes it receives.

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For this reason, the special broadcasting units are responsible in most countries for to produce programmes for schools, colleges and universities which tend to meet the needs of the pupils and students.

 

Radio… 

Such programmes can provide:

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Direct teaching - aim aimed ed at tea teachi ching ng lessons for a specific syllabus

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Core material - aim aimed ed at at stimu stimulat lating ing further study on a theme

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Enrichment broadcasts - ai aim med at supplying additional learning material, not necessarily linked to any syllabus

 

How to make the most of Educational Broadcasting 

Get advance details of the programmes to be broadcast

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Select the programmes that have positive value for your pupils

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Judge how to make the best use of each programme you have selected, whether

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live, recorded in full or in part, etc. Make whatever administrative preparations are necessary to obtain the equipment and accommod accommodation ation needed for the lesson.

 

How to make the most of Educational Broadcasting…  Prepare the pupils before the broadcast in accordance with any suggestions contained in the printed teachers’ notes 

Plan timing and physical

arrangements so that theclearly pupils receive the programme  Carry out whatever follow-up is necessary to derive full benefit from the programme

 

New Technologies 

“Textbooks may be used less frequently, as new media and technology, such as videos, videodiscs, videocassette recorders, and computers, enter the classroom.” (Moore, 1992:57).

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The newteachers forms of to technology enable expand the classroom in which learning place and greatly enrich student learning experiences (Newman, 1992).

 

New Technologies… 

The new media and technology provide a more direct approach to instruction.

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New technologies like video and computers have rapidly become key instructional technologies technologies used in both formal and informal education.

 

Examples of new Technologies 

Motion pictures

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Videos

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Television

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Videodiscs

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Interactive video technology

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Computers

 

Motion pictures and Videos 

Motion pictures and videos allow teachers to communicate by using the

two most direct .channels for learning:  sight and sound and  sound.  Both depict motion; promote the building of a common base for experiencing and understanding the world in general; and 

impact the emotions. Both are flexible media in that they enable step-by-step demonstrations and observations to be shown and repeated in critical sequences.

 

Motion pictures and Videos… 

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Both allow observation of items and events that are too dangerous or too difficult view because of time, distance and sizeto limitations. Both may be used to present problemsolving situations, promote critical thinking, and depict historical events. Both may serve as springboards for further study, research, and learning. They can provide teachers with an avenue for enriching and supplementing instruction.

 

Motion pictures 

They offer several specific advantages over video.

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Certain special techniques are better suited for motion picture technology than for video-techniques such as animation, ani mation, long-range photograpy as well as slow motion photography and slow-motion projection.

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Films are available from a wider range of sources and in a greater number of subjects and titles than videos.

 

Motion pictures… 

Due to the increasing popularity of video instruction brought about by the availability of more efficient, inexpensive video equipment and the rising costs of motion pictures and associated equipment, this

imbalance is changing.  Some observers suggest that video will replace motion pictures-except for large-screen projection purposes (Bullough, 1988).

 

Limitations of motion pictures 

Motion pictures do not adapt to flexible f lexible pacing of the material presented.

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Some may present material too slowly for some students and too fast for others.

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They may also present incorrect information, promote misconceptions, and distort reality, leading to possible misinterpretations of intended messages.

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In some cases they may also contain unacceptable material.

 

Videos 

They can be produced economically and easily on a local-school basis.

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Only a limited amount of equipment is necessary, and it is generally userfriendly and becoming more portable.

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Videotapes in cassette format and are fairlycome inexpensive. 

They are reusable and easily duplicated.

 

Videos… 

Video is immediate. It allows all ows quick recording of information and, if desired, immediate feedback.

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As such, recorded information can be easily and quickly transmitted live to special audiences or delayed and used later.

 

Videos… 

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Stop-action and slow-motion capabilities make video particularly valuable when teaching such topics as the circulatory or digestive system, the passage of a bill through congress, or the trajectory of a missile. Easy production and flexibility can benefit students as well by inviting them to get involved in their learni ng. Fortoexample, students may belearning. permitted prepare programmes dealing with careers and community problems, record guest speakers, make class videos, or record field trips.

 

Limitations of Videos 

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In fact, all limitations cited earlier for motion pictures may also apply to video programmes. Video may present other specific problems: Students come to school as users of television, with its rapid-paced, canned, general-entertainment format. Teachers may not be able to hold student’s attentions very long. Even when video programmes are produced by professionals, their level of complexity and interest may not match that of the programming to which students are accustomed.

 

Limitations of Videos… 

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Since video is generally viewed in smallscreen format, many students not be able to see what is presented very well. Even when large projection capabilities exist, they are expensive, and too often the video images tend to become poorer in quality when enlarged or viewed at an angle. Some educators also maintain that the capabilities for providing feedback to students are lacking with video, vi deo, especially with respect to instructional television programming.

 

Television 

Television programming is an immediate, widely available, and frequently used instructional tool.

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It is sometimes considered the most pervasive medium in our society.

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Today, television has become a common medium for instruction.

 

Television… 

A distinction is usually made between educational and instructional television.

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Educational television is designed to inform or educate in general. Instructional television for specific classroom instruction and objectives.

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Instructional television is selected by the teacher to meet course or program objectives. Broadcast and closed-circuit programming may serve either purpose.

 

Principles of using Television in a classroom 

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As motion pictures and videos, television should be used with specific lesson objectives in mind. You should make certain that the content of media presentations is appropriate for your intent. You should preview all programs before they are viewed by students. Before viewing, students should be alerted to what they should look for, a technique that enhances the likelihood that they will be attentive to media presentations in a meaningful way.

 

Videodisc A videodisc is a compact disc (CD) on which a tremendous quantity of visual information is stored.  For example, one videodisc can store up to 54,000 separate frames 

of still imeages, to 50 digitized stereo up music, orhours 330 of minutes of motion images with sound (Heinrich, Molenda, and Russell, 1989).

 

Advantages of Videodiscs 

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Videodisc technology permits random access and retrieval of any one piece of information. Material can be stored in full-colour, fullmotion format or as still visuals with sound. Videodiscs can be used for distributing almost any set of instructional materials. Their small size permits easy storage and minimizes mailing costs.

 

Limitations of Videodisc Technology 

Videodisc player are expensive and most do not permit local school recording.

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Copies of programmes must be made at remote sites, and they tend to be rather expensive. Such limitations may discourage widespread use of videodisc technology technology in most public schools; Concentrated efforts are needed to lower the cost of the technology and make it more widely available (Moore,

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1998).

 

Interactive Video Technology 

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Computer system components and video system components may be linked to form an interactive video system, thus tapping the benefits of both system and creating an excellent instructional tool with tremendous potential. Interactive video technology is comprised of either a simple video playback consisting a VCR (forunit running tapes)oforaamonitor video and monitor and a videodisc player with a computer equipped with a CD-ROM drive offers a more sophisticated interactive unit with greater storage capacity.

 

Interactive Video Technology… 

The user can individually access, sequence, and pace both sound and images.

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Such a multimedia learning environment can be a powerful practical method for individualizing and personalizing instruction.

 

Advantages of Interactive Video Technology In effect, interactive video systems allow learners to become more involved in their learning.  Students “interact” with the unit by manipulating, as desired, such controls as PLAY, FREEZE/PAUSE, FORWARD, OR REVERSE.  Students use the computer to control access to the verbal and visual information on the disc. 

 

Advantages of Interactive Video Technology… 

The videodisc provides the video portion of interaction video.

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The images can be presented in slow motion, fast motion, or frame by frame (as in filmstrip or slide display).

 

Computers 

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Computers can be a powerful tool in a teacher’s repertoire (Siegel, Good, and Moore, 1996). Their popularity and educational value has had an irreversible impact i mpact on schools. With their word processing and recordkeeping capabilities, quick and easy spreadsheets, and high-quality graphics programmes, computers have established their effectiveness as management and instructional tools.

 

Computers… 

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Software has gradually improved in quality and variety and is now available for all subject areas and grade levels. Current software presents whole units and courses of instruction. The new software permits a variety of student responses, with branching to appropriate levels of instruction based on the correctness of students’ responses. Overall instruction is made more appealing and enhanced through the use of graphics and sound.

 

Computers… 

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The selection, evaluation, and purchase of classroom software should be based on how well the program sustains student interest and, more important, how well it addresses intended goals and objectives. More specifically, a teacher should focus on three things: How well the software appeals to students and act as a motivator,

 

Computers… 2.

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How well the software helps students master intended skills and concepts, and How well the software s oftware encourages and develops higher-level thinking. Computers can greatly expand the types of instruction received students, improve on current by teaching modes, and free teachers to increase their personal attention to students (Solomon, 1992).

 

Computers… 

Positive experiences can come from meaningful interactions with computers as students learn concepts concurrently with the application of those concepts, for example, when computer training exercises integratedthat into computerare programmes actually call for students to use spreadsheets while using the training programmes in business education classes.

 

Computers… 

Computers and computer labs have become less expensive and more versatile, and if schools know their potential and have the proper software, the capabilities are limitless.

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Moore (1998) emphasises that, interest in adapting computers to serve as instructional tools needs to be nourished.

 

Advantages of using Computers 

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Computers characteristically offer many advantages as management and instructional tools. Their success has flourished with the increase in availability at less cost. Computers permit the use of flexible, f lexible, practical, and effective self-contained units of instruction. They allow vast amounts of data and information to be quickly stored and used for reference, manipulation, and problem-solving.

 

Advantages of using Computers… They provided several sources of output, including by screen, printout, and signals passing over wires to remote places.  They may used to control other instructional tools, such as slides, filmstrips, motion pictures, and video programmes.  Generally, computers represent good motivational tools. 

 

Advantages of using Computers… 

They encourage students to become actively involved in the learning process.

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They make fewer errors than teachers and do not get irritated,

tired, distracted, or impatient.  Computers have become so sophisticated that they can mimic human instructors in response to

students.  

Advantages of using Computers… 

They also benefit students by helping them develop a sense of accomplishment,, and in so doing accomplishment improve their self-confidence.

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Also, computers and computers software are available to serve the unique needs of students from diverse backgrounds, including the advanced, the below average, the learning disabled, those from low-income families, and those with limited English skills.

 

Advantages of using Computers… 

They can be used by both teachers and students for word processing, record keeping, and desktop publishing.

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As such they permit teachers and students to produce, save, retrieve, edit, and print both text and visuals for term papers, letters, pamphlets, newsletters, brochures, grade

reports, or books.  

Instructional Role of Computers 

The instructional role computers have assumed in the classroom has taken two forms:

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Computer-managed instruction (CMI)

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Computer-assisted instruction (CAI), which is sometimes referred to as computer-based instruction.

 

Computer-Managed Instruction (CMI) 

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The primary purpose of CMI is to help the instructor and the student in the management of records. Specifically, teachers use it for handling student records, diagnosing and prescribing materials, monitoring progress, and testing.

 

Computer-Managed Instruction (CMI)… 

The computer can be used to store information about students and about relevant instructional materials.

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Students can take tests on the computers can diagnose the learning needs of students and prescribe optimal sequences of

instruction for them.  

Computer-Managed Instruction (CMI)… 

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Some computer-managed instruction packages will include instructional objectives, instructional activities, corresponding test items, and instructional support. In such systems, computers often are used for testing testi ng students’ competency mastery; for recording each student’s mastery progress; for diagnosing weaknesses, recommending remedial work if necessary, and indicating when the student is ready to move on to the next step; and for providing needed additional practice.

 

Computer-Managed Instruction (CMI)… 

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Teachers who have become proficient with the appropriate CMI software can manage instruction with these computers and maintain sophisticated records on students. As teachers develop lessons and test items for the units they teach, they can be programmed into the computer for random selection when the time comes for use. Teachers will find work processing useful in producing course outline, handouts,

and tests.  

Computer-Managed Instruction (CMI)… 

Teachers will find the use of database information systems in collecting and recording information and spreadsheet information extremely useful in recording grades and calculating end-of-term grades.

 

Computer-Assisted Instruction (CAI) 

It usually serves one individual student at a time, as part of the instructional activity.

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The major strength of CAI is that it is interactive: information, questions, and other stimuli flow from computers to students, but then the students can provide input that shapes the next computer output.

 

Computer-Assisted Instruction (CAI)… 

With CAI, acquisition of information and development of skills is accomplished through the use of a computer system and a computer software programme.

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Programmes may be designed to fit individual needs at any desired ability level, pace, or degree of

complexity.  

Four types of ComputerAssisted Instruction (CAI)… 1.  

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Drill-and-practice programmes Aare the lowest level of computer use. They lead students through a series of examples to increase dexterity and fluency in a skill. They contain repeated exercises with the purpose of skills learni learning and mastering concepts and orng committing material to memory. The drill-and-practice is used predominantly for math drills, foreign

language drill, vocabulary building etc.  

Types of ComputerTutorial programmes 2. Assisted Instruction (CAI)…  Are designed to emulate a human tutor: the 

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computer acts as the teacher. The computer initially presents new information; depending on student responses, it may present additional or supplemental information. The initial presentation and follow-up responses to the student may the formquestions of writtenand explanation and take descriptions, problems, or graphics and visual illustrations. Tutorials are generally more sophisticated than drill-and-practice programmes.

 

Types of Computer-Assisted Instruction (CAI)… 3.  

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Simulation programmes They call on the students to role-play and model reality. Essentially, students confront real-life situations i.e. they make decisions while emulating or interacting with “real life” or “close-to“close-to-life” life” situation and processes in order to learn from their helpful responses. Simulations are especially and thought provoking when they as k students to make decisions concerning situations or processes involving risks or dangers.

 

Simulation program programmes… mes…  Students

can now conduct

experiments; experience past events, current happenings, or future possibilities; and consider what-if problems through

simulations.  

Types of Computer-Assisted Instruction (CAI)… 4. 

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Gaming programmes They engage students in activities where theyfrom must follow rules that differ those of specific real life li fe in order to reach a specific goal. Attaining the goal usually entails competition-group against the group, as in volleyball; individual v olleyball; or machine, individual as in against the chess; or individual against a standard, as in bowling. To be challenging, goals should have a roughly 50% probability of success.

 

Limitations of using Computers 

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Computers are still expensive (it is suggested that money used to buy hardware, software, and would be better spent formaintenance more teachers). They suppress creativity

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They social interaction They limit emphasize narrow facts at the expense of broad generalizations. They limit the imagination.

They dehumanize instruction.  

Limitations of using Computers… 

Computers leads to limited range of objectives being taught by computers.

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Most CAI cannot effectively teach affective, motor, or interpersonal skills. Even in the cognitive domain, current programmes tend to teach at the lower

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levels of knowledge understanding. Copyright problems,and the poor quality of some software programmes, and incompatibility among software programmes also can limit their

effectiveness.  

Limitations of using Computers… Some teachers fear using computers because they are too complex to understand.  Logistical environment concerns may limit the use of computers. For example, having to deal with issues like placement of the computers, supervision of users, maintenance, and acquisition of supplies may cause some teachers not to bother using computers as instructional tools. 

 

Limitations of using Computers… 

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Chapman, Garret and Mahlck (2004) argue that computer-based instruction can involuntarily embarrass teachers: When students know more about computer operation than their teachers When the imported lessons raise questions the classroom teacher is unable to answer, or adopted from the When lessons elsewhere employ instructional strategies that weaken teacher-centred approaches that may be favoured by the classroom teacher 

 

References 1.

2.

Castle, E. (1956). Principles of Education for Teachers in Africa. Africa. Oxford University Press: Nairobi. Lee W. and Helen Coppen.(1970). Simple  Audio-Visual Aids to Foreign-Language Foreign-Language Teaching.. Oxford: Oxford University Press. Teaching

3.

Moore, K. (1998). Classroom Teaching Skills. Skills. Boston: McGrawHill.

4.

Farrant, J. (1980). Principles and Practice of Education.. Essex: Longman Group. Education

5.

Chapman, D. and Lars O. Mahlck. (eds).(2004).  Adapting Technology Technology for School improvement improvement.. Paris: International Institute for Educational