AUDIOVISUAL AIDS

1. CLASS -1
EDUCATIONAL MEDIA
D.KAVITHA
ASSOCIATE PROFESSOR IN NURSING
DEPARTMENT Obs& Gyn
MPG&RIHS,PUDUCHERRY
mguctevaikom 1 1KAVITHA DURAIRAJ

2. OBJECIVES
• To define the educational / audio visual aids
• To understand the historical back ground of great
educator
• To describe the levels of learning experience
• To enumeraTe the importance of Avaids
• To list down the purpose of AVaids
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3. INTRODUCTION
• Learning is effective when students are actively
involved in the teachinhg and learning process.
• Different media and materials are used in the
classromm to stimulate the various senses and to
make learning experience quite relevant and
effective
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4. • Multimedia materials, multisensory material,
instructional aids/ instructional materials
• These materials are mainly of two kinds,
auditory and visual and are known as” audio
visual aids” / AV media and materials
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5. DEFENITIONS
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 Audio-Visual Aids are those sensory objects
or images which initiate or stimulate and
reinforce learning.
 Burton
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6. CONT
 Audio-VisualAids are any device which can
be used to make the learning experience
more concrete, more realistic and more
dynamic
 KindersJames
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7.  Audio-VisualAids are those devicesby the useof
which communications of ideas between
persons and groups in various teaching and
training situations is helped. These are also
termed asmultisensory materials.
EdgarDale
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8. CONT
• AV aids those aids which help in completing
the triangular process f learning i.e motivatin
, carification and stimulation.
• Carter V.Good
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9. CONT
• AV aids those aids which help in completing
the triangular process f learning i.e motivatin
, carification and stimulation.
• Carter V.Good
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10. CONT
• AV aids those aids which help in completing
the triangular process f learning i.e motivatin
, carification and stimulation.
• Carter V.Good
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11. Exchange of information
PICTORIAL – 3000BC
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12. Gurukul -
(Learning by doing –
Science and Life skills)
Nalanda University - 5th
century (Group discussion,
Dramatization, Clay modeling)
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13. • Ed Tech Time line –
• Ancestors of
Educational
Technology
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14. Er asmus 1466 - 1536
14
Dutch humanist
Children shouldlearn
through pictures,
visualsetc.
AgainstMemorization
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15. John Amos Comenius 1592- 1690
• First illustrated book for
child hood education
• Obis selenium pictus(
word of sense objects)
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16. Rousseau- 1712-1778
• Against verbalization
• Stressed the need of
pictures other play
material
• Directed to the learner
natural curiosity
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17. Jahnn Heinrich Pestalzzi 1756- 1827
• Sense perception
• Objects method
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18. Eric Ashby 1692-
4 resolution in education
Education from home to school
Written word as tool of education
Invention of printing and use of books
Use of electronic media
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19. HISTORICAL DEVELOPMENT OF AVAIDS
First
generation
• Symbols and models, charts, maps,
pictures, chalk boards, posters etc.
Second
generation
• Printed books, printed workbooks,
printed posters etc.
Third
generation
• Slides, motion pictures, television,
phonograph, recording, tape
recording, radio etc.
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20. HISTORICAL DEVELOPMENT OF AVAIDS
Fourth
generation
• Radio and television (cable
television, satellite Television )
Fifth
generation
Electronic technology and now with
the computer technology. ( Internet,
Interactive board, Mobile phones ,
Simulations, games, Virtual reality,
Cloud computing, Learning analytics
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21. Levels of experiences
Direct experience
Vicarious
experience
Symbolic
experience
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22. Direct experience of learning
experience
• Direct experience is the process of acquiring
knowledge by fully and directly participating
in an activity.
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23. Vicarious Learning experience
• Vicarious Learning is learning that is derived
from indirect sources such as hearing or
observation, rather than direct, hands-on,
instruction
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24. Symbolic learning experience
• In this level, meanings ideas are presented to
the learners in a more abstract manner.
This experience allows student to see
the meaning and relevance of things based on
the different pictures and representations
presented.
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25. Levels of learning
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27. Cone of Experience- Edgar
Dale
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28. Direct Purposeful Experiences
 First hand experiences
 Learning by doing things
Contrived Experiences
 Representative models
and mock-ups of reality.
 Provides more concrete
experiences(visualization)
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29. Dramatized experiences.
 Learners can participate in a
reconstructed experiences.
 Familiarity with the concept
Demonstrations.
 Visualize explanation of important
fact, idea, or process
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30. Study Trips
 Learning experience through excursions and
visits
Exhibits
 Combination of some
of the first levels
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31.  Motion pictures
 Recordings, and Radio.
 Visual symbolic
 Verbal symbolic
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32. PSYCHOLOGY OF USING TEACHING AIDS/ AUDIO – VISUAL
AIDS
COBUN – 1968 – approaches for learning effectiveness
• 1% of what is learned from sense of taste
• 1-5% of what is learned from sense of touch
• 3.5% of what is learned from sense of smell
• 11% of what is learned from sense of hear
• 83% what is learned from sense of sight
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33. PSYCHOLOGY OF USING TEACHING AIDS/
AUDIO – VISUAL AIDS
Retention of learning:
• 10% of what they READ
• 20% of what they HEAR
• 30% of what they SEE
• 50% of what they HEAR AND SEE
• 70% of what they SAY
• 90% of what they SAY as they do a thing.
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34. The importance of Audio Visual
Aids:
• Audio-visual aids used in the teaching-learning
• process have wide significance from the view
• points of teaches as well as learners .The
• importance of audio-visual aids are
summarized below.
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35. 1. Use of maximum senses
• Senses are said to be
gateway of knowledge.
• Audio-visual aids call for
the utilization of as
many senses as possible
and thereby facilitate
the acquisition of
maximum learning on
the part of students
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36. 2. Based on maxims of teaching
• The use of audio-visual
aids provide assistance
to the teacher for
following maxims of
teaching like ‘simple to
complex’, ‘concrete to
abstract’, ‘known to
unknown’, and ‘learning
by doing’, etc.
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37. 3. Helpful in process of attention
• Attention is a key factor in any
process of teaching-learning.
Audio-visual aids help the
teacher in creating proper
situations and environment for
capturing as well as maintaining
the interest and attention of the
students in the classroom
activities.
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38. 4.A Good motivating force
• Audio-visual aids match
with the inner urges,
instincts, basic drives
and motives of the
students and thus prove
a potent motivating
force for energizing
learners to ‘learn
effectively
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39. 5. Clarify subject matter
• Audio-visual aids bring
clarity to the various
difficult and abstract
concepts and
phenomena related to
various subjects
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40. 6.Save Time and Energy
• Much of the time and
energy of both the
teacher and the students
may be saved on account
of the use of audio-visual
aids as most of the
abstract concepts and
phenomena may be easily
clarified, understood and
assimilated through their
use
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41. 7. Meet individuals difference
• These are wide
individual differences
among learners. The
use of various types of
Audio-visual aids helps
in meeting the
requirements of
different types of pupils
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42. 8.Solve the problem of indiscipline
• With the introduction
of Audio-visual aids,
there is less room for
the creation of a
passive, dull and
uninteresting
environment in the
classroom
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43. 9. Help in the development of
scientific attitude
• Use of Audio-visual aids
help in cultivating
scientific attitude
among students
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44. Objectives / Purposes of TeachingAids
 Enhance teachers skills
 Save energy and time
 Develop clear image
 Communicate them according to their capabilities
 Involve intimation in objectives
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45.  Add variety and newness to the lesson, provide
vicarious experience
 Basis for more effective perceptual and conceptual
learning
 Make learners active, attentive and motivating.
 Increase understanding and retention
Objectives / Purposes of TeachingAids
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