Class 1 avaids introduction d.kavitha
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1. The document discusses educational audio-visual aids and their importance in the teaching and learning process. 2. It defines audio-visual aids as sensory objects or images that stimulate and reinforce learning, making the learning experience more concrete and realistic. 3. The document outlines the historical development of audio-visual aids from early symbols and models to current electronic technologies, and discusses learning theories supporting their use including that retention is highest when multiple senses are engaged.
Class 1 avaids introduction d.kavitha
- 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 2KAVITHA DURAIRAJ
- 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 3KAVITHA DURAIRAJ
- 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 4KAVITHA DURAIRAJ
- 5. DEFENITIONS 5 Audio-Visual Aids are those sensory objects or images which initiate or stimulate and reinforce learning. Burton KAVITHA DURAIRAJ
- 6. CONT Audio-VisualAids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic KindersJames 6KAVITHA DURAIRAJ
- 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 7KAVITHA DURAIRAJ
- 8. CONT • AV aids those aids which help in completing the triangular process f learning i.e motivatin , carification and stimulation. • Carter V.Good 8KAVITHA DURAIRAJ
- 9. CONT • AV aids those aids which help in completing the triangular process f learning i.e motivatin , carification and stimulation. • Carter V.Good 9KAVITHA DURAIRAJ
- 10. CONT • AV aids those aids which help in completing the triangular process f learning i.e motivatin , carification and stimulation. • Carter V.Good 10KAVITHA DURAIRAJ
- 11. Exchange of information PICTORIAL – 3000BC 11KAVITHA DURAIRAJ
- 12. Gurukul - (Learning by doing – Science and Life skills) Nalanda University - 5th century (Group discussion, Dramatization, Clay modeling) 12KAVITHA DURAIRAJ
- 13. • Ed Tech Time line – • Ancestors of Educational Technology 13KAVITHA DURAIRAJ
- 14. Er asmus 1466 - 1536 14 Dutch humanist Children shouldlearn through pictures, visualsetc. AgainstMemorization 14KAVITHA DURAIRAJ
- 15. John Amos Comenius 1592- 1690 • First illustrated book for child hood education • Obis selenium pictus( word of sense objects) 15KAVITHA DURAIRAJ
- 16. Rousseau- 1712-1778 • Against verbalization • Stressed the need of pictures other play material • Directed to the learner natural curiosity 16KAVITHA DURAIRAJ
- 17. Jahnn Heinrich Pestalzzi 1756- 1827 • Sense perception • Objects method 17KAVITHA DURAIRAJ
- 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 18KAVITHA DURAIRAJ
- 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. 19KAVITHA DURAIRAJ
- 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 20KAVITHA DURAIRAJ
- 21. Levels of experiences Direct experience Vicarious experience Symbolic experience 21KAVITHA DURAIRAJ
- 22. Direct experience of learning experience • Direct experience is the process of acquiring knowledge by fully and directly participating in an activity. 22KAVITHA DURAIRAJ
- 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 23KAVITHA DURAIRAJ
- 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. 24KAVITHA DURAIRAJ
- 25. Levels of learning 25KAVITHA DURAIRAJ
- 27. Cone of Experience- Edgar Dale 27KAVITHA DURAIRAJ
- 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) 28KAVITHA DURAIRAJ
- 29. Dramatized experiences. Learners can participate in a reconstructed experiences. Familiarity with the concept Demonstrations. Visualize explanation of important fact, idea, or process 29KAVITHA DURAIRAJ
- 30. Study Trips Learning experience through excursions and visits Exhibits Combination of some of the first levels 30KAVITHA DURAIRAJ
- 31. Motion pictures Recordings, and Radio. Visual symbolic Verbal symbolic 31KAVITHA DURAIRAJ
- 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 32KAVITHA DURAIRAJ
- 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. 33KAVITHA DURAIRAJ
- 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. 34KAVITHA DURAIRAJ
- 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 35KAVITHA DURAIRAJ
- 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. 36KAVITHA DURAIRAJ
- 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. 37KAVITHA DURAIRAJ
- 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 38KAVITHA DURAIRAJ
- 39. 5. Clarify subject matter • Audio-visual aids bring clarity to the various difficult and abstract concepts and phenomena related to various subjects 39KAVITHA DURAIRAJ
- 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 40KAVITHA DURAIRAJ
- 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 41KAVITHA DURAIRAJ
- 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 42KAVITHA DURAIRAJ
- 43. 9. Help in the development of scientific attitude • Use of Audio-visual aids help in cultivating scientific attitude among students 43KAVITHA DURAIRAJ
- 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 44KAVITHA DURAIRAJ
- 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 45KAVITHA DURAIRAJ
Editor's Notes
- #23: First hand experiences Learning by doing things