audio visual aids classification

HISTORIC BACKGROUND

OF AUDIO VISUAL AIDS

[A-V AIDS]

Erasmus

66-1536

Dutch humanist

Children should learn through pictures, visuals etc.

Against Memorization

Johann Amos Comenius

Ist Illustrate text books for childhood

“Orbis sensulium Pictus”

[ the world of sense objects]

q

Jean Jacques Rousseau

Against verbalization

Stressed the need of pictures& other play materials

Directed to the learner’s natural curiosity.

Johann Heinrich Pestalozzi

Sense perception

“one picture is worth a thousand words”

They make learning

realistic,

permanent,

natural and

easy.

DEFENITIONS

Audio-Visual Aids are those sensory objects or images which initiate or stimulate and reinforce learning. Burton

Audio-Visual Aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic.

Kinder s James

Audio-Visual Aids are those devices by the use of which communications of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi sensory materials.

Edgar Dale

VALUES OF AV-AIDS

Best motivators

Antidote to the disease of verbal instruction

Clear images

Vicarious experiences

Variety

Freedom

Opportunities to handle and manipulate

Retentivity

Based on maximum of teachers

Helpful in attracting attention

Helpful in fixing up new learning

Saving of energy and time

Realism

Vividness

Meeting individual difference Encouragement to healthy class room interaction

Spread on education on a mass scale

Promotion of scientific temper

Development of higher faculties

Reinforcement to learners

Positive transfer of learning and training

Positive environment for creative discipline

CHARACTERISTICS

They should be meaningful and purposeful

They should be accurate in every aspect

They should be simple

They should be cheap

They should be up to date

They should be easily portable

They should be according to the mental level of students

They should be motivate the learners

They should be improvised.

They should be large enough to be properly seen by the students for whom they are meant

PRINCIPLES

IN THE USE OF A-V AIDS

Principle of selection

Principle of preparation

Principle of physical control

Principle of proper presentation

Principle of response

Principle of evaluation

ADVANTAGES

1.The teachers are forced to meet the demands of a changing civilisation

2.New means and devices to increase the effectiveness of teaching

3.Audio visual devices are instructional devices which can be heard as well as seen.

4.to make teaching more concrete by employing suitable audio-visual aids.

5.A-V aids do render exceptional, specific and irreplaceable service to education

6.The mental reaction of the pupils to audio-visual experience is both intellectual and emotional.

6.86 % of our sense knowledge is attained through seeing and hearing and hence is the use of audio-visual aids

7.A-V Aids provide first hand experience to the children and hence the learning becomes interesting real and durable.

8.A-V Aids help the learner to grasp quickly and retain the experience so received longer.

9.They make a lasting impression on the minds of the learners.

FUNCTIONS OF A-V AIDS

1.They supply a concrete basis for conceptual thinking and hence, reduce meaningless word response of students.

2.They have high degree of interest for students.

3.They make learning more permanent.

4.They offer a reality of experience which stimulate self activity on the part of pupil.

5.Develop continuity of thought; this is especially true of motion pictures.

6.They provide experience not easily obtained through other materials and contribute to the efficiency, depth, and variety of learning.

NEED AND IMPORTANCE

A.MOTIVATE STUDENTS MENTAL AND PHYSICAL ACTIVITY

B.SAVE TIME

C.MAKE LEARNING EFFECTIVE AND DURABLE

D.FIRST HAND EXPERIENCE BY LOKING AT CONCRETE THINGS, LIVING SPECIMEEN, HANDLING APPARATUS AND ACTUAL DEMONSTRATION ETC. Pupils to have clear conception of ideas, information, facts and principles.

E.Help to bring a change in the atmosphere of the class.

F.Provide a congenial atmosphere in the class.

G.Help to develop scientific attitude and get a training in scientific method.

H.Large number of students can taught at a time.

I.Most convenient, easy and natural way of lg.

CLASSIFICATION OF

AV AIDS

1. PROJECTED AIDS

2. NON-PROJECTED AIDS

3.ACTIVITY AIDS

1. PROJECTED AIDS

1.FILMS

2.FILMSTRIPS

3.SLIDES

4.OPAQUE PROJECTION

5.OVER HEAD PROJECTION

FILMS

PICTURE FRAMES ARE ARRANGED IN A SEQUENCE

35MM, 70MM ETC.

FILM STRIPS

35 MM WIDE

12 TO 48 PICTURES

DEVELOP A THEME

SLIDES

SLIDE PROJECTOR

OPAQUE PROJECTOR

PAXISCOPE

Project images or printed matter or small opaque objects on a screen

Works as epidiascope and diascope

Principle

Horizontal straight line projection

OVER HEAD PROJECTOR

NON-PROJECTED AIDS

I.GRAPHIC AIDS

II.DISPLAY BOARDS

NON-PROJECTED AIDS

I. GRAPHIC AIDS

1.PHOTOGRAPHS

2.POSTERS

3.CHARTS

4.DIAGRAMS

5.MAPS

6.CARTOONS

7.COMICS

8.FLASH CARDS

9.GRAPHS

●

1. PHOTOGRAPH

2. POSTERS

3. CHARTS

CHARTS

FLIP CHARTS

DIAGRAMS

1.OUTLINE DRAWING

2.MASS DRAWIMG

3.ANALYTICAL

4.DRAWING

5.GENERALISED

6.DRAWING

7.GRAPHICAL DRAWING

4. DIAGRAMS

1. OUTLINE DIAGRAMS

2. MASS DRAWIMG

3. ANALYTICAL DRAWINGS

5. MAPS

6. CARTOONS

FLASH CARDS

GRAPHS

1.LINE GRAPH

2.BAR GRAPH

3.PIE GRAPHS

4.PICTORIAL GRAPHS

LINE GRAPH

PIE GRAPH

BAR GRAPH

NON-PROJECTED AIDS

II. DISPLAY BOARDS

BLACK BOAERDS

BULLETIN BOARDS

FLANNEL BOARDS

MAGNETIC BOARDS

PEG BOARDS

ROLL-UP BOARDS

MARKER BOARD

BLACK BOARD

BULLETIN BOARD

FLANNEL BOARD

MAGNETIC BOARD

PEG BOARDS

ROLL UP BOARDS

NON-PROJECTED AIDS

III. 3-DIMENSIONAL AIDS

MODELS

MOKE-UPS

OBJECTS

PUPPETS

SPECIMENS

MODELS

1.SCALE MODELS

2.SIMPLIFIED MODELS

3.CROSS SECTIONAL

4.WORKING MODELS

SCALE UP MODELS

SIMPLIFIED MODELS

MOKE UPS

CROSS SECTION

SPECIMENS

PUPPETS

FINGER PUPPETS

PUPPETS

HAND PUPPETS

PUPPETS

STRING PUPPETS

SHADOW PUPPETS

PUPPETS

MASKS

NON-PROJECTED AIDS

IV. AUDIO-AIDS

1.RADIO

2.TELEVISIONS

3.RECORDINGS

RADIO

TELEVISIONS

RECORDINGS

III. ACTIVITY AIDS

1.EXPERIMENTATION

2.FIELD TRIPS

3.EXCURSIONS

4.DEMONSTRATION

5.DRAMATI-ZATIONS

6.EXHIBITIONS

7.MUSEUMS

8.PLANATORIUM

9.SCIENCE KITS

10.NATURE CALENDER

10.TEACHING MECHINES

11.COMPUTER CD’S

12.INTERACTIVE- CD ROMS

13.POWER PIONT- PRESENTATION

14.PROGRAMMED INSTRUCTION

15.COMPUTER ASSISTED INSTRUCTIONS

LCD PROJECTOR

NON-PROJECTED AIDS

1.GRAPHIC AIDS

1. GRAPHS

nLINE GRAPH

nBAR GRAPH

nPIE GRAPHS

nPICTORIAL GRAPHS

2. DIAGRAMS

nOUTLINE DRAWING

nMASS DRAWIMG

nANALYTICAL

nDRAWING

nGENERALISED

nDRAWING

nGRAPHICAL DRAWING

q3. CHARTS

qOUT LINE & TABULAR

qFLOW, ORGANISATION OR PROCESS CHARTS

qTREE CHARTS

qTIMELINE CHARTS

n

n

2.DISPLAY BOARDS

1.BLACK BOARD

2.ROLL-UP BOARDS

3.BULLETIN BOARDS

4.PEG BOARDS

5.HOOK&LOOP

6.FLANNEL BOARDS

7.MAGNETIC

8.PLASTIGRAPH

9.MARKER BOARDS

1.THREE DIMENSIONAL MODELS

1.MODELS

1.SCALE MODELS

2.SIMPLIFIED MODELS

3.CROSS SECTIONAL

4.WORKING

2.OBJECTS

3.SPECIMENS

4.MOKE-UPS

5.DIORAMA

6.PUPPETS

3. THREE DIMENSIONAL AIDS

1.MODELS

1.SCALE MODELS

2.SIMPLIFIED MODELS

3.CROSS SECTIONAL

4.WORKING

2.OBJECTS

3.SPECIMENS

4.MOKE-UPS

5.DIORAMA

6.PUPPETS

1. EXPERIMENTATION

2. FIELD TRIP

3. EXCURSION

4. DEMONSTRATION

5. DRAMATISATION

5. PROGRAMMED INSTRUCTION

6. TEACHING MACHINES

Educational television combined with teaching programme

PRESSEY’S MACHINES

7. COMPUTER ASSISTED INSTRUCTION

LIVE CORNERS

ACQUARIUM

TERRARIUM

VIVARIUM

1. AQUARIUM

2. TERRARIUM

3. VIVARIUM

PLANATORIUM

SCIENCE KITS

NATURE CALENDER

INTERACTIVE CD-ROMS

COMPUTER CD’S

INTERACTIVR CD ROMS