A.V AIDS NEW

SUBMITTED TO,

SUBMITTED BY

Mrs Niru D. Patel

Ms Meeral Kalariya, st

Asso. Professors,

1 year MSc Nursing students,

S.S.R.C.N.

S.S.R.C.N.

Vapi.

Vapi. DATE OF PRESENTATION PRESENTATION - /11

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INDEX SR NO.

CONTENTS

PAGE NO

1

INTRODUCTION

2

DEFINITION OF AUDIO-VISUAL AIDS

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FLANNEL BOARD USING A FLANNEL BOARD ADVANTAGE OF FLANNEL BOARD

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GRAPHS Bar graphs Line graph Pie graph Pictorial graph Histogram or column diagram Frequency polygon :Ogive Cumulative frequency graph

       

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PUPPET   

  

 

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DEFINITION CHARACTERISTICS TYPES OF PUPPETS  String or marionettes puppets Stick puppets  Shadow puppets  Fingers or  Hand/Fist/Glove/Mitten puppets MAKING PUPPETS AND STAGE WRITING PUPPET PLAY USING PUPPET AS INSTRUCTIONAL AIDS CONVERSATION WITH PUPPET ADVANTAGES OF PUPPPETRY : -

SPECIMEN 

USING SPECIMEN 2

  

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SOURCES OF SPECIMEN ADVANTGES OF SPECIMENS MOUNTING AND DISPLAYING OF SPECIMEN

FILM      

ADVANTAGES OF FILMS IN TEACHING LIMITATIONS OF FILMS TYPES OF FILMS PARTS OF THE FILM PROJECTORS STEPS IN OPERATING AND AFTER CARE CATEGORIES OF EDUCATIONAL FILMS

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CONCLUSION

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BIBLIOGRAPHY

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INTRODUCTION Audio-visual aids, audio-visual materials, audio-visual media, communication technology, educational media, learning resources  – all these terms, broadly speaking , mean term used was audio-visual aids in educatione same thing. Earlier the the term used was audiovisual aids in education. With the advancement in the means of communication and that of  technology, educators coined new terms.

DEFINITION OF AUDIO-VISUAL AIDS Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning. -

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Burton

FLANNEL BOARD

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A flannel board is displayed board made of wood, cardboard or straw-board covered with colored flannel or woolen cloth. Displayed material like the cut-outs, pictures, drawings and light objects backed with rough surfaces like sand paper strips, flannel strips etc. will stick to the flannel board temporarily. The sand paper backed displayed materials can be detached easily and replaced with new relevant material as the lesson progresses A flannel board of 1.5* 1.5 m is most widely used. It can be fixed to next to the chalkboard or can be placed on a stand about one meter above the ground. The display material can singularly adhered on the flannel board and then removed for replacing it with the next material in a sequence for proper development of a lesson.

USING A FLANNEL BOARD - A flannel board can be used in a variety of ways and a resourceful teacher may find numerous applications of this visual aids. Some of the points to be kept in mind while using flannel board are as follows:

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Collect pictures, light objects or make cut-outs and back them with sand paper pieces.

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Display the material on the flannel board in a sequence to develop the lesson

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Change the pictures or cut-outs as you talk to the students.

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Use flannel board to create proper scenes and designs relevant to the lesson

Many good teachers and educators have used flannel boards in the following teaching situations: 

For telling a story, the teacher adheres the picture on the flannel board along with a commentary or description.

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For letter recognition and work formation during language teaching in primary classes. This is done by cutting out big letters from chart paper and backing them with sandpaper strips.

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For recognition and recall testing, appropriate pictures can be used for teaching different subjects.

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For teaching elementary lessons on numbers, a flannel board can be used effectively.

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For playing interesting and educative zig-saw puzzles, a flannel board can be quite useful.

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For showing interrelationship between different parts or steps of a process, a flannel board can be used effectively e.g. nursing process.

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ADVANTAGE OF FLANNEL BOARD - There are many advantages of flannel boards as they can provide continuity in the development of lesson. Some of the advantages are given below: 

A flannel board display holds the interest of students and arrests their attention.

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The provision of sequential changes of material on flannel board provides continuity in lesson development.

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The quickness and ease with which the display material can be changed on a flannel board without use of drawing pins or tacks or paste make it a most desirable and convenient displayed board.

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Flannel boards enable teachers to talk along with changing illustrations to develop a lesson.

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The changing of pictures on the flannel board is able to kindle enthusiasm and interest of the teachers as well as students.

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GRAPHS Graphs are the visual teaching aids for presenting statistical information and contrasting the trends or changes of certain attributes. Graphs make presentation of quantitative data easily interpretable and readily understood. A huge data and long list of figure is always boring but 8

the same represented by a graph capture attention and makes students think. A good graph can give a lot of information just by shooting a glance at it.

There are four main types of graph, namely : 

Bar graphs

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Line graphs

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Picture graphs

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Pie graphs

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Bar graphs: A bar graph consists of the bars arranged either horizontally or vertically from an origin

base. Two perpendicular lines from a point work as the reference lines. The length of bars represents the magnitude of a given attribute while the spaces between bars represent second variable which should be uniformly changing Besides making the bar charts personally as teaching aids by coloring the bars, they can also be produced by self-sticking color tapes of different lengths. Bar graphs are especially useful in comparing and contrasting two variables or two groups on the same attributes. When a graph chart is made, it is desirable to write the title of chart in bold letters, a key for different attributes and numbers on the top and bottom of each bar. Some useful points to be kept in mind while preparing a bar chart are as follows: 

Before making the bar chart makes a rough sketch of it i n a notebook.

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For drawing the bar graph use the chart paper of 50*72 cm size.

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Use two different colors shades for the two contrasting groups.

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The bars should be equal-spaced.

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Write the key to the bar graph in a box on the right hand side corner of the chart paper.

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Numbers specifying the magnitude of the bars should be on the top on

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Line graph :A free hand smooth line through various points indicating the instantaneous values of two

variables at various moments is called line graph. The line may be a straight-line or curved line indicating the relationship between the variables at some instances; those are shown by dotted lines. In some institution the graph-boards are provided as extension of the chalkboards. The square on the graph-boards or graph papers helps in accurately plotting the points to get the line graph. Graph paper sheet to big sizes are also available these days for display purposes. Sketch pens or marker pens can be used to write the caption, show X-axis, Y-axis and origin; scale along X-axis, scale along Y-axis; variables along X-axis and variables along Y-axis; and actual curve joining different points.

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Pie graph( Distribution graph) :This graph is usually shown as a disc or circle divided into sectors of different angles to

represent the fractions or percentages of the division of a di stributive attributer. As there are 360 degree with the percentage or fraction. The various sector angles are drawn with the help of a protector. The following points should be borne into mind while preparing a pie graph: 

Find out the angles from the percentage or fractions

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Draw the circle on a chart paper of full size using a big compass carrying a sketch or marker pen.

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Divided the circle into appropriate sectors using the protactor.

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Color each section and write the corresponding percentages it represents.

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Caption the pie graph with a descriptive title.

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

Pictorial graph :A

pictorial graph consist of pictures of the same type but of different sizes,

proportionate to the magnitudes of the attributes being represented. Or else, it may be made with the pictures of same size but different in number to represent different magnitudes. Pictorial graphs have a popular appeal to the viewer. Even young children may find these graphs comprehendible and can be used effectively for developing the concepts of more, equal, less and similar comparison.

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Histogram or column diagram :It presents an accurate picture of the relative proportion of the total frequency from interval to interval.

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Frequency polygon :-

A line graph for the graphical presentation of the frequency distribution.

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Ogive/ Cumulative frequency graph:To determine quickly and accurately the statistical data like percentile, median, quartine deviation can be used .

A line graph drawn by plotting actual upper limits of the class interval on the X-axis and the respective cumulative frequencies on Y-axis.

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PUPPET 15

Puppetry is an old and popular art in Indian villages.puppets have been used all over the world especially in countries like Japan, China, Egypt, Greece.

Puppetry is an education

cum entertaining aid in which puppets manipulated by the performer is a person termed as characters in a story to be depicted. A puppet is a manipulative doll dressed as a character and the performer is a person termed as puppetter. A good puppeteer has to blend puppet show combines all the performing and fine arts. Thus, it can be used as an effective teaching aid for languages and social sciences.

DEFINITION A puppet is a little image that is moved by the fingers or by cords or wires. Gordon Craig, a great authority on puppets defines puppet as “A model of man in motion” but since it can be

also represent animals, fishes, birds, dragons etc. we can say  – puppets are images men contrive and act to make them come alive. They are a useful way of teaching about sensitive issues like AIDS, family planning, drug abuse. Puppetry gives a dramatic expression. They provide a great variety of chances to identify one with the puppet character.

CHARACTERISTICS Puppet has no self. Puppets have no ego. Puppetry brings learning to life. Puppet shows are a form of action-packed story telling by a group. Puppet effect people’s hearts as well as their mind. People believe in the characters and interested in their problems. Perhaps this is the reason that we can, with puppets, tackles more delicate subjects than we can with live actor. There are different kinds of puppets and these can easily with little cost. Let’s know about the different kinds of puppets and their structures. 

String or marionettes puppets - marionettes consist of puppets with hinged body parts which are controlled by nine strings produces required movements in the puppet. They are generally slim and very agile. The puooet has a jointed body and limbs. It can be made up of  wood, wire, paper, string, cloth stuff. It is suspended that string are attached to the different places of the body. And limb movements is produced by moving the control and pulling or loosening the string. These puppets are mainly manipulated by professional puppeteers. For a teacher to manipulate marionette would require special training.

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Stick puppets  – stick puppet are the painted cardboard cut-outs attached by sticks. The actions of these puppets are manipulated by the teacher and students by hinding behind a screen so that only puppets are visible to the audience or the class.

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Shadow puppets – shadow puppets are silhouettes of cardboard which produce shadow on a white screen. The motion of these silhouettes is manipulate by the teachers and students.

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Fingers or Hand/Fist/Glove/Mitten puppets –these consist of a small garment or mitten to which are attached a head and hands. They are worn on the puppeteer’s hands like a glove

and worked by 3 fingers. The index finger is inserted in to head. The middle finger and thumb fit in the hands. The dress covers the hand and forearm. This type of puppets has no legs. But since it’s on a human hand there is direct life quality and through different

movements and actions, the character can express itself. One person can operate two puppets at onetime, one on either hand. 

MAKING PUPPETS AND STAGE Making head use a small balloon, a gourd or tied up grass, crumpled paper covered

with old cloth, etc for the shape of the head. Give the puppet a prominent nose, chin and forehead. Much of the character comes from the colour and texture of the hair, which may be made by sticking fur, wood, straw or frayed rope etc. glass beads can be used for eyes, paint for eyebrows and lips and old clothes for dress. For a stage we can hang a blanket sheet or sari across a convenient dooryway or between 2 pillars or chairs, tres or furniture to hide the puppeteers. Portable wooden threatres can be built. The puppets can be stored in a strong box or suitcase to protect them, good lightening is essential and the light is to be directed towards the puppets.



WRITING PUPPET PLAY The story that is written should have a dramatic value. Include suspense. Choose

characters that are distinct with strong characteristics. Bring in everyday situation and people. Have short speeches and no salient pauses. Action is more important than being narrative. Include wit, songs and dances. Remember the audience wants to be entertained. Do not preach them.

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USING PUPPET AS INSTRUCTIONAL AIDS :- while using puppet, the performer must keep the following points in mind :

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Puppet actions should be accompanied by short dialogues which is easily comprehensible.

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A puppet show should not have many characters. At the most four characters are recommended. 17

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Put in short duration songs and dances to arouse emotions

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The main problems or questions should be introduced in the beginning of the puppet show and answer come out at the end of it to keep up interest and suspense.

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CONVERSATION WITH PUPPET During a play, a puppet can turn and talk to a member of the audience. Apart from

strengthening the link between the audience and the puppets, this is a useful way of finding out if people are following the story and getting the message. By identifying with the audience problem=s, the puppet can ask their questions and put their point of view. The audience will overhear the answers you give to puppet and will discover that the advice is relevant to their own situations and needs. Their discovery of a facts or a truth I their way will mean more to them than any direct exhortation that you might give.

ADVANTAGES OF PUPPPETRY : Puppetry has all the advantages of dramatization along with providing amusement and entertainment. Also, a puppet show can heighten the human emotions and capture rapt attention. In nursing puppetry used in health education

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SPECIMEN Specimen is any typical object representing a class or a group of things. Specimens are the real things and their classroom teaching imparts a direct learning experience to students. It is st

believed that contact with specimen can provide the 1 hand experience to children and they will remember these through outs their lives. The collection of specimens may be in itself an interesting educational experience and their study can be still more rewarding. The real specimen in the class can be interest arousing for students. It is a common facts that a live pet 19

cat in the class can be more exciting than its picture, and aneroid barometer than its diagram. Also for learning, the names of common objects in the classroom by primary students, it is advisable that the objects must be brought to the classroom. A little more clarification is required with r egard to the term ‘specimen’. A specimen is a sample of the real objects or a material. For example, for studying the hair of a hourse, whole horse or its tail will do.

USING SPECIMEN :- while using the specimen and objects as teaching aids, a teacher must keep the following points in mind: 

Plan teaching with certain simple and direct observations of the specimen being reffered to.

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Ask questions from the students to elicit more details of the features of the specimen under observation

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Provide review and practice to make learning permanent

SOURCES OF SPECIMEN :Specimen found in nature can be collected by students themselves by organizing nature hunts and field trips. The specimen to be collected from the nature may include the wild flowers, leaves, shells, stones, butterflies, moths, insects, plants, etc. some specimen can also be procured free of cost by writing to manufacturers. Plaster casts of rare specimen can be purchased from museums. Certain specimen like stuffed birds and small animals can be bought from the scientific goods dealers. More collection of specimen is not enough. The teacher must plan for classification, preservation and display of specimen in a purposeful way. The classroom discussion should be reffered to the collected specimen as and when needed. For preservation, the specimen should be mounted in shallow boxes in an artistic way and the box should be covered with cellophane paper. Also label each specimen using self-adhesive paper or plastic tape pieces.

ADVANTGES OF SPECIMEN :The advantages of specimen are two-fold, i.e. while collecting the specimen by students, and also while collecting the specimen by students, and also while they are being use for classroom instruction and study. The instructional advantages of collection of specimen are as follows:

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Collection of an specimen by students requires interaction with others leading to development of social skills and values.

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Students when collect and display specimen derives satisfaction of contributing to the specimen.

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Students’s power of observation and 1

st

hand experiences is enhanced by collection of 

specimen. 

Students’s personal collection of specimen can be good source of doing investigatory

projects. 

Collection of specimen can become an interesting educational pursuit of the teacher and students alike.

Also, as teaching aids in the classroom, and specimen have some advantages to the teacher. Some of these are as follows. 

Specimen arouse student’s interest in learning.

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Specimen involve all the five senses in the process of learning.

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Specimen, being reals and three dimensional things, highten reality in the classroom.

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Specimen develop the observational skills of the students.

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Specimen make classroom teaching lively.

MOUNTING AND DISPLAYING OF SPECIMEN :Small specimen can be mounted by pasting them with adhesive, wird, nails, cellotape, etc. on cardboard. The collection of grains and seeds can be kept in small sized bottles or small polythene bags and stuck on to cardboard using quickfix adhesive. For rocks, minerals and shells, a discarded cardboard box can be divided into small rectangular or square compartments to hold the specimen. Similarly, botanical specimen after they are pressed and dried can be stuck on the pages of a drawing book. For mounting zoological specimen like butterflies, moths, insects etc. boxes lined with cotton or felt may be used with napthaline balls. Specimen like birds and small animals can be stuffed and mounted on wooden stands or strong twings. Certain other zoological specimen like lizards, snakes, fish, frogs, etc. can be preserved in suitable bottles filled with formaline. After mounting, the specimen should be labeled and catalogued. Use of specimen very useful in nursing education.

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FILM Films are recognized as one of the most powerful media for education. In films the action is stimulated by projecting a series of still pictures at a rapid succession. In sound films are projected per second. This rapid projection makes them seem to move when it is basically an optical illusion.

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The films are available in standard size of 8, 16, 35 and 70 mm films are best accepted for educational purposes in schools and 8 mm for individual instructions. They can be projected in the class-rooms and does not require special booths to projects. Whereas 35mm and 70mm films are best used for entertainment purposes in theatres and require special booths to operate them.

ADVANTAGES OF FILMS IN TEACHING 

Promote reality based learning by seeing and observing a particular demonstration or work in various stages e.g. giving an injection, bandaging.

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Heighten reality by eliminating distractions and pointing out important relationships that might have been overlooked otherwise.

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Compell attention of the viewers through motions, movements and activities.

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Enlarge or reduce the actual size of object by combining a camera and microscope to photograph objects and actions too small to be seen by naked eyes e.g. amoeba.

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Condense time and space by omitting unnecessary material and concentrating on important aspects.

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Provide an easily reproduced record of an operation e.g how a counselor handles a behavioural problems, events of deaths due to a particular disease such as plague.

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Creates reality and allows to reveal the invisible through animated drawing e.g functioning of an eye or ear, working of a machine.

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Influence and change attitude of the learners which are not yet fir mly established.

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Overcome barriers of literacy, even the slowest learning person can react to the message presented.

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Promote an understanding of abstract relationships by clarifying ideas, event through visual and auditory devices e.g. photographs combined with animated drawing, charts and diagrams.

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Provide supplementary or enrichment experiences for i ndividual student

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Provide a review of summary of the information learned in other ways by the class.

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Provide an occasional break for entertainment.

LIMITATIONS OF FILMS 

Projecting equipment is heavy

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Darkening and electricity facilities are required

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Very costly – hardware and software both

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Has a fixed sequence, difficult to up-date

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Often seen as recreational devices 23

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Audience variability in relation to age, educational background and socio-cultural factors may affect its effectiveness.

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Films literacy is required.

Size of films

purposes

8mm films

used for individual or domestic purposes

16mm films

educational/entertainment

35mm films

commercial/educational

70mm films

commercial/ entertainment

TYPES OF FILMS 1. Silent films  – has sprocket holes on both sides. No sound tract. This can be projected on both silent or sound film projector

2. Sound films - has sprocket holes on one side and sound track on other. Can be projected only on sound film projector.

PARTS OF THE FILM PROJECTORS o

Feed reel

o

Film gate

o

Sprocket

o

Take up reel and supply reel

o

Focusing lens

o

Sound drum

o

Projection lamp

o

Shutter

o

Photo electrical reel

o

Editor lamp

o

Amplifier

STEPS IN OPERATING AND AFTER CARE 

Secure suitable teaching films

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Oder in advance, at least thirty days and review the film before using 24

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Check accompanying instruction , manual and film guide

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Set up the projector, have sufficient extension cord, plugs and extra projection lamp.

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Check sitting arrangement , lights and ventilation

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Darken the room after threading the films

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Prepare students before presenting the film, explain them the objective of the films

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Show the films in a smooth, professional manner

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Evaluate students’ understanding of the lesson

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Re-show films, if necessary

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Replacement the film in a proper container and catalogue it, and also the projector after covering it.

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Use films information as soon as possible.

CATEGORIES OF EDUCATIONAL FILMS The educational films can be classified into: 1. Entertainment films  – the entertainment film aims at emotional rather than intellectual appeal. This may or may not have educational contribution because it is designed particularly for entertainment. However, there are entertainment films that do make contribution towards the educational objectives of the curriculum e.g. “eye of the blind”, “woman in white “ films.

2. Advertising films  – the primary purposes of these films is selling of the goods of the advertising sponsoring the films. Recently many industrial films are also prepared in a way that they have utility in the course of studies. 3. Documentary films  – the documentary films is one which deals wit a social situation. It attempts in a realistic, undisguised and authentic manner, to interpret the events, the cultures of the problems of the day for the purposes of assting man to understand his place in society and to stimulate thinking and planning for the future. Many documentary films may be used for instructional purposes and are excellent teaching aids in the field of social problems e.g. preventing of AIDS etc. 4. Text films – these films are specially prepared for integrating in a course. These may provide information, show a process, and demonstrate a skill or any other activity. These are also called “how to do” films. Training can be provided through these films by their proper

selection and utilization. A study conducted on Using film clips to enhance nursing education. Film clips in nursing education provide a unique way to promote active learning. Several methods for using film clips and combining them with other teaching strategies are discussed. Suggestions for the use of popular clips, logistical aspects of showing clips in class, and legal issues associated with copyright are addressed. Faculty are encouraged to use this strategy to evoke emotional 25

responses, generate discussion, enhance clinical decision making, and provide vicarious learning.

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CONCLUSION

Audio-visual material must be seen in their relationship to teaching as a whole and to the learning process as a whole. Until teacher understands the relationship between audiovisual materials and teaching  –learning process. He cannot be except to make intelligent or fruitful use of the techniques, which offer so much assistance in day today activities of teachers. By audio-visual aids, we usually mean the most modern or the most recently used of these methods (films, filmstrips, radio and television). This is a summary identification of very old 26

methods and very modern instruments, and one should react against it. Visual aids are far older. They correspond to a profound tendency among the immense majority of men: to materialize their thoughts in the form of graphic or sonorous images or to give their thoughts a concrete frame of reference. Plato himself took care to set the scenery of his dialogues, and he used concrete words and concrete comparisons (for example, the cave) as foundations for his most abstract ideas

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BIBLIOGRAPHY

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BOOKS

1. KP Neeraja,Textbook of Nursing Education,New Delhi:Jaypee Brothers;2003.P.40-78,351 2. BT Basavanthappa,Nursing Education,NewDelhi:jaypee Brothers;2003.p.561-578 3. Barbara A. Moyer,Nursing Education,NewDelhi:Jaypee Brothers;2008.p.306 4. Rebecca Samson,Leadership and management in Nursing practice and Education,New Delhi:jaypee Brothers;2009.p.154-159 

JOURNALS

1. Dr.Grace paul.puppets and health education.Nurses of India.2005 february.6;(2):8-9 2. http://www.ncbi.nlm.nih.gov/pubmed/17108790 

1. 2. 3. 4. 5.

INTERNET www.getahead-direct.com/gwmt12-audio-... - Cached - Similar www.tpub.com/content/religion/14229/c... - Cached www.thefreedictionary.com/audiovisual www.unesco.org/education/nfsunesco/pd... - Cached - Similar http://en.wikipedia.org/wiki/Movie_projector

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