define audio visual aids in education

Audio Visual Aids in Education, Definition, Types & Objectives

अनुक्रम (Contents)

Audio Visual Aids

Audio Visual Aids facilitates the task of a teacher while teaching in the class room. These aids are very useful at the el ementary and junior stages. The use of audio-visual-aids has mechanised the education and teaching learning process.

These teaching aids are used to facilitate both audio and vi sual senses and encourage listening and observing functions. Thus these aids involve more than one sense simultaneously and learner more active. These aids develop the perception of the learner which is the basis for the understanding of any concept.

Audio visual technology is related with instructional technology.Broadly speaking, audio visual aids include all the vari ous means and techniques which a teacher may collect from his resources and display them to make the teaching appear real as well as affective.

Teaching aids can be classified into three main categories :

1. Audio Aids

2. Visual Aids

3. Audio Visual Aids

Audio-Visual Aids

1. Audio Aids : Aids which appeal only the ears are called audio aids. For Instance: Headphone, Radio, Tape-recorder, Gramophone.

2. Visual Aids: Visual aids appeal only to eyes. Following are the main visual aids: Picture, Film strips and slides, flash-card, flannel-board, black board, text books, charts, maps, models etc.

3. Audio Visual Aids: The aids which appeal to both eyes and ears are called audio-visual aids. For example: Television, Cinema, films.

We can divide audio-visual aids into two broader categories:

(1) Cheap aids, (2) Costly / Expensive aids.

(1) Cheap aids – Charts, maps, text-books, black-board, flan nel- board etc.

(2) Costly aids – Film, television , slides and film strips etc. Some other audio-visual aids are as follows:

1. Teacher- Teacher is the most suitable and effective au dio-visual aid. He can explain things more vividly with the help of gestures and modulation.

2. Simple and flexible objects – The teacher can use some aids like flannel board, bulletin board, black-bord, chair, duster, table, pencil etc. He can use them wherever and whenever he feels the need.

3. Reading material – Books, Magzines, Journals, Story Books etc. also serve the purpose of material aids.

4. Graphic Aids – Pictures, Charts, Sceneries, Maps, Cartoons, posters, etc. are also used as graphic aids.

5. Sophisticated Aids – Electronic items like computers, record, players, record-players, projectors, transparencies, tape re corder, radio, television etc.

6. Activity material- These are fieldtrips, flash card, puzzles, crosswords, word building cards, matching words etc.

7. Cultural Media- Dance, drama, puppet show, song etc.

8. Miscellaneous – Pamphlets, exhibition etc.

इसी भी पढ़ें…

• Concept Maps and Curriculum Design
• Criteria for the Selection of Subject-Matter or Content of the Curriculum
• Analysing and evaluating a textbook
• Methods for Evaluating Text books
• Describe Subjective vs Objective Approach
• What principles should underlie the selection of materials?
• Types of Text book Analysis
• Write perceptual features of cognitive theory
• Discuss the basis of evaluating a content
• Differences between Syllabus and Curriculum
• Characteristics Of A Good Textbook

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इस वेब साईट में हम College Subjective Notes सामग्री को रोचक रूप में प्रकट करने की कोशिश कर रहे हैं | हमारा लक्ष्य उन छात्रों को प्रतियोगी परीक्षाओं की सभी किताबें उपलब्ध कराना है जो पैसे ना होने की वजह से इन पुस्तकों को खरीद नहीं पाते हैं और इस वजह से वे परीक्षा में असफल हो जाते हैं और अपने सपनों को पूरे नही कर पाते है, हम चाहते है कि वे सभी छात्र हमारे माध्यम से अपने सपनों को पूरा कर सकें। धन्यवाद..

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Visualizing Knowledge: The Impact of Audio-Visual Materials on Educational Excellence

The integration of audio-visual materials in education has brought about a transformative shift in the way students learn, and educators teach. In recent years, the impact of audio-visual materials on educational excellence has become increasingly apparent, revolutionizing traditional classroom dynamics and opening up new avenues for enhanced learning experiences. Rapid technological advancements have made This paradigm shift possible, allowing educators to incorporate multimedia elements into their teaching methods. Fusing audio and visual elements, such as videos, animations, interactive simulations, and immersive virtual reality, can captivate learners, foster engagement, and significantly improve educational outcomes. Impact of Audio-Visual Materials.

1.1 What are Audio-Visual Materials ?

Audio-visual materials encompass various educational tools that merge auditory and visual elements to enhance the learning experience. In education, these materials play a vital role in delivering information, concepts, and ideas dynamically and engagingly. By incorporating sound and visuals, educators can cater to diverse learning styles and captivate learners’ attention, promoting better understanding and retention of the subject matter.

The auditory component of audio-visual materials involves sound, such as spoken words, music, sound effects, or any form of audio narration. This auditory aspect adds depth to the learning experience, providing an additional channel through which information can be conveyed. Whether it’s a teacher explaining a concept, a narrator giving commentary in a video, or characters speaking in an animation, the auditory element helps learners associate meaning and context with what they see. On the other hand, the visual component comprises a wide array of visual aids, including images, videos, diagrams, charts, animations, presentations, and more. Visuals are powerful tools for communication and learning, as they can simplify complex ideas, illustrate relationships between concepts, and present information visually appealing and organized. Visuals are particularly effective in aiding memory retention and comprehension by clearly and vividly representing the subject matter.

When combined, audio-visual materials’ auditory and visual elements create a synergistic effect, engaging both hearing and vision. This dual sensory engagement can significantly enhance the learning process, making it more interactive, entertaining, and effective. Students can watch videos that simulate historical events, listen to scientific explanations accompanied by relevant visuals, or participate in interactive lessons that combine audio instructions with visual cues. Such engagement allows learners to connect with the content on a deeper level and facilitates a more immersive and enjoyable learning experience.

The application of audio-visual materials is diverse and encompasses various educational settings, including traditional classrooms, online courses, workshops, museums, training programs, and more. With the advent of technology, these materials have become increasingly accessible and customizable, enabling educators to tailor their content to their learners’ specific needs and preferences.

1.2 Enhancing Student Engagement and Attention in the Classroom through Audio-Visual Materials:

In contemporary education, engaging students and maintaining their attention is a fundamental challenge for educators. With the advent of technology, integrating audio-visual materials into teaching methodologies has emerged as a dynamic solution to address this issue effectively. Audio-visual materials combine auditory and visual elements and have proven instrumental in revolutionizing traditional teaching approaches and significantly enhancing student engagement and attention in the classroom.

• Visual Stimulation: A Feast for the Eyes- Visual elements in audio-visual materials, such as images, videos, infographics, and animations, immediately capture students’ attention. The power of visual stimuli lies in their ability to simplify complex concepts, break down information into digestible parts, and present it aesthetically pleasing and engaging. Students are naturally drawn to visuals, and incorporating them into lessons transforms abstract ideas into tangible representations, making learning more accessible and enjoyable.
• Auditory Engagement: The Sound of Learning- The auditory aspect of audio-visual materials, including narrations, dialogues, music, and sound effects, complements the visual stimuli and enriches the learning experience. The combination of auditory and visual elements creates a multisensory environment that enhances comprehension and retention. Hearing explanations or discussions alongside visual representations reinforces understanding, aiding students in making meaningful connections with the content.
• Catering to Diverse Learning Styles- Every student possesses a unique learning style, and audio-visual materials cater to this diversity. Visual learners benefit from the graphics and images, auditory learners engage with the spoken explanations, and kinesthetic learners thrive on interactive elements. By encompassing a variety of acoustic and visual components, audio-visual materials ensure that each student can absorb and process information in a way that resonates with their preferred learning style.
• Interactivity: Fostering Active Participation- Interactive features within audio-visual materials, such as clickable presentations, simulations, and quizzes, encourage active participation from students. The ability to interact with the material transforms passive listening into an engaging and dynamic learning process. Students are prompted to think critically, analyze, and solve problems, fostering a deeper understanding of the subject matter.
• Real-World Relevance: Bridging the Gap- Audio-visual materials often incorporate real-world examples and scenarios, helping students understand the practical applications of academic concepts. This real-world relevance bridges the gap between theoretical knowledge and practical usage, sparking students’ curiosity and enthusiasm for learning. Seeing how academic knowledge translates into real-life situations ignites a sense of relevance and purpose.
• Memory Retention and Recall: Making Learning Memorable- The fusion of auditory and visual elements results in a memorable learning experience. Students are more likely to remember information presented through audio-visual materials, and the recollection is often vivid and accurate. Enhanced memory retention aids students during assessments and enables the application of knowledge in various contexts.
• Simplifying Complex Topics: A Clearer Perspective- Abstract or complex topics can be challenging to convey through traditional teaching methods. Audio-visual materials provide the opportunity to simplify intricate concepts by breaking them down into manageable visual segments. This clarity gives students a clearer perspective, reducing confusion and improving their grasp of complex subject matter.
• Flexibility and Customization: Tailoring the Learning Experience- Educators can customize audio-visual materials to suit the specific needs of their students and the curriculum. They can modify the content, pacing, and complexity, ensuring the materials align with the learning objectives. This adaptability empowers teachers to create a more personalized and effective learning journey.

Integrating audio-visual materials in education represents a transformative shift in how students engage with learning. By leveraging the captivating power of visuals, the richness of auditory input, and the versatility of interactive features, audio-visual materials significantly enhance student engagement and attention in the classroom. Educators stand to benefit greatly from incorporating these dynamic tools into their teaching methodologies, ultimately fostering a more stimulating and enriching learning environment. Embracing audio-visual materials is a stride towards a future where education is informative, engaging, and inspiring for every student.

1.3 Enhancing Education for All: Audio-Visual _ Materials and Diverse Learning Styles

Education is a journey of discovery, understanding, and growth; each student embarks on this journey with their unique learning style and preferences. Recognizing and accommodating this diversity is a cornerstone of effective education. In this quest for inclusivity, audio-visual materials have emerged as powerful tools that seamlessly cater to students’ varied learning styles and preferences, enriching the educational experience and fostering a deeper understanding of the subject matter.

A. A Multifaceted Approach to Learning

Every learner processes information differently, and these differences can be broadly categorized into visual, auditory, kinesthetic, and reading/writing learning styles. Audio-visual materials provide a multifaceted approach that addresses all these styles, ensuring no student is left behind.

• Visual Learners: Visual learners absorb information most effectively through visual aids such as graphs, charts, diagrams, and videos. Incorporating these elements into audio-visual materials ensures that visual learners can easily comprehend concepts by seeing the information presented visually, aiding in retention and understanding.
• Auditory Learners: Hearing and listening are essential to effective learning for auditory learners. Audio-visual materials incorporate acoustic elements like narrations, dialogues, podcasts, and music, providing an engaging experience for auditory learners. Hearing the information alongside visual aids enhances their comprehension and memory retention.
• Kinesthetic Learners: Kinesthetic learners learn best through hands-on experiences and physical interactions. Interactive features in audio-visual materials, such as clickable elements, simulations, and virtual reality, allow kinesthetic learners to engage with the content actively. They can interact, manipulate, and experiment, providing a tactile learning experience.
• Reading/Writing Learners: Some learners prefer reading and writing to grasp concepts effectively. Audio-visual materials often include on-screen text, subtitles, or transcripts catering to these learners. They can read the information while viewing the visuals or listening to the audio, reinforcing their understanding.

B. Tailoring to Cognitive Approaches

Apart from these learning styles, students also have distinct cognitive preferences, such as sequential vs. global learning and analytical vs. intuitive learning. Audio-visual materials can be crafted to accommodate both approaches, presenting information in a structured manner for sequential learners and providing an overview or context of the topic for global learners.

• Sequential vs. Global Learners: Audio-visual materials can appeal to sequential learners by presenting concepts logically and step-by-steply. Simultaneously, global learners benefit from an overall view of the topic before diving into the details, aiding their comprehension and conceptualization.
• Analytical vs. Intuitive Learners: Analytical learners appreciate data, facts, and logical analysis. Audio-visual materials can incorporate statistics, research findings, and logically structured information. Conversely, intuitive learners value creativity and holistic understanding, which can be woven into audio-visual materials through storytelling, creative visuals, and imaginative scenarios.

C. Encouraging Collaboration and Autonomy

Social learners thrive on interaction and discussion, and audio-visual materials can include collaborative features such as discussion forums or group activities related to the material. This fosters social interaction and shared learning experiences, appealing to those who learn best in a social context. Additionally, for self-directed learners, audio-visual materials in digital formats provide autonomy to control the pace of learning, revisit specific segments, and explore related resources independently.

The educational landscape is evolving, and inclusivity is at its core. By embracing students’ diverse learning styles and preferences, education becomes a journey that nurtures every mind uniquely. Audio-visual materials, with their ability to engage through visuals, audio, interactivity, and various learning modalities, play a pivotal role in achieving this inclusivity. They empower educators to create an enriched and tailored learning experience, enabling students to succeed and thrive academically. As we move forward, let us celebrate the diverse tapestry of learning styles and harness the potential of audio-visual materials to make education accessible, engaging, and impactful for all.

1.4 Bridging Educational Gaps and Fostering Inclusivity: The Role of Audio-Visual Materials

In modern education, promoting inclusivity and addressing educational gaps are imperative goals. The diversity within classrooms encompasses a wide range of learning styles, linguistic backgrounds, abilities, and socio-economic circumstances. Educators must embrace innovative strategies to ensure every student has an equal opportunity to learn and succeed. One such powerful tool that holds the potential to bridge these gaps and foster inclusivity is the strategic use of audio-visual materials within the classroom.

A. The Spectrum of Educational Diversity

Educational diversity is multifaceted and extends far beyond academic capabilities. Socioeconomic disparities, varying linguistic backgrounds, and distinct learning styles form the spectrum of educational diversity. Inclusive education requires acknowledging and embracing these differences, adapting teaching methodologies, and creating an environment where every student feels valued and supported.

Students bring diverse experiences, skills, and levels of comprehension to the classroom. Some learners excel in visual learning, others in auditory learning, and many thrive through kinesthetic experiences. Effective teaching, thus, necessitates accommodating these diverse learning styles to ensure that every student comprehends and retains the material.

B. Unlocking Potential through Audio-Visual Materials

Audio-visual materials stand as a catalyst for inclusivity and bridging educational gaps. Their potency lies in their ability to engage multiple senses and present information dynamically and compellingly. By incorporating visuals and auditory elements, educators can deliver content that caters to various learning styles, making learning accessible and engaging for all.

• Multisensory Learning: Audio-visual materials engage the auditory and visual senses simultaneously, facilitating multisensory learning. This approach appeals to different learning preferences, aiding in better comprehension and retention of the material. Students are more likely to grasp concepts when presented through a combination of visuals and auditory cues.
• Addressing Language Barriers: In culturally diverse classrooms where students may have varying levels of proficiency in the language of instruction, audio-visual materials become a crucial tool. Visual aids, graphics, and demonstrations can help convey concepts effectively, transcending language barriers and ensuring that all students have an equal opportunity to comprehend the subject matter.
• Customized Learning Experience: One of the strengths of audio-visual materials lies in their adaptability to diverse learning styles. Visual learners benefit from diagrams and images, auditory learners from narrations and discussions, and kinesthetic learners from interactive elements. By tailoring the content to cater to these diverse learning styles, educators can create a more inclusive and practical learning experience.
• Fostering Engagement: Engaged students are more likely to participate actively in the learning process. Audio-visual materials captivate students’ attention, spark interest, and make learning enjoyable. When students are engaged, they are more likely to contribute to class discussions, ask questions, and collaborate with their peers, fostering an inclusive and interactive classroom environment.

C. Implementing a Holistic Approach

While audio-visual materials hold immense potential in bridging educational gaps and promoting inclusivity, their effectiveness is amplified when integrated into a comprehensive approach. This approach involves continuous teacher training, thoughtful curriculum design, and regular evaluation to ensure alignment with educational objectives and the needs of diverse students.

Audio-visual materials enhance inclusivity and bridge educational gaps in diverse classrooms. By leveraging the power of visuals and auditory elements, educators can create an inclusive learning environment that accommodates a variety of learning styles, abilities, and backgrounds. Embracing the potential of audio-visual materials is a significant stride towards fostering an educational landscape that celebrates diversity, empowers every student, and paves the way for a brighter, more inclusive future.

1.5 The Impact of Audio-Visual Materials on Critical Thinking, Problem-Solving, and Analytical Skills in Students

In modern education, fostering critical thinking, problem-solving, and analytical skills is paramount to preparing students for an ever-evolving world. Among the array of tools available to educators, audio-visual materials have emerged as powerful catalysts for nurturing these essential cognitive abilities. The amalgamation of auditory and visual elements within educational content elevates learning experiences, encouraging students to think critically, analyze, and develop effective problem-solving strategies.

A. Engaging the Senses, Igniting the Mind

• Stimulating Active Engagement: Audio-visual materials captivate students by engaging their senses, sparking interest, and encouraging active participation. When students are actively engaged, they naturally tend to think critically and problem-solve. They become curious and eager to explore and analyze the presented information.
• Breaking Down Complex Concepts: Complex concepts often pose a challenge for students. Audio-visual materials provide a solution by breaking down intricate ideas into digestible segments. Visual representations and animations simplify complex theories, making it easier for students to grasp fundamental components and critically analyze the subject matter.

B. Encouraging Interactive Learning

• Interactive Elements for Active Participation: Interactive features within audio-visual materials, such as clickable elements, quizzes, and virtual simulations, compel students to interact with the content actively. This interaction is pivotal in promoting problem-solving skills as students navigate through scenarios, make decisions, and evaluate outcomes, enhancing their analytical and critical thinking abilities.
• Real-World Scenarios: Many audio-visual materials present real-world scenarios or case studies. These materials encourage critical thinking by immersing students in practical applications of academic concepts. Students are prompted to analyze and solve problems within a context they can relate to, preparing them for similar scenarios they may encounter in the future.

C. Aiding Data Interpretation and Analysis

• Graphs, Charts, and Data Presentation: Audio-visual materials often represent data in graphs, charts, or statistical information. These visual aids prompt students to interpret data, analyze patterns, and draw meaningful conclusions. Engaging with data enhances their analytical skills, preparing them for evidence-based decision-making.

D. Encouraging Discussion and Debate

• Stimulating Classroom Discourse: Following the presentation of audio-visual material, classroom discussions, and debates often ensue. This collaborative environment encourages critical thinking as students evaluate the content, share their perspectives, challenge ideas, and propose solutions. Engaging in meaningful discourse broadens their analytical perspectives and enriches their problem-solving abilities.

E. Adapting to Diverse Learning Styles

• Appealing to Varied Learning Preferences: Audio-visual materials cater to diverse learning styles by engaging auditory, visual, and kinesthetic learners. Visual learners benefit from graphical representations, auditory learners from narrations, and interactive features cater to kinesthetic learners. This adaptability ensures that all students can absorb information in a manner that resonates with them, fostering critical analysis and problem-solving skills.

Audio-visual materials have demonstrated their potential as catalysts for nurturing critical thinking, problem-solving, and analytical skills in students. Through active engagement, simplified complex concepts, interactive elements, real-world scenarios, data interpretation, and appealing to diverse learning styles, these materials encourage students to delve deeper into subjects, analyze information critically, and develop effective problem-solving strategies. As educators continue to integrate audio-visual materials thoughtfully into their teaching methodologies, they unlock the potential of their students’ minds, preparing them to navigate the complexities of the world with intellect, creativity, and adaptability.

1.6 Challenges and Solutions in Utilizing Audio-Visual _ Materials in Education

As technology continues to shape the educational landscape, integrating audio-visual materials has become a cornerstone of modern pedagogy. These materials offer dynamic ways to engage students and enhance comprehension. However, like any educational tool, audio-visual materials come with their set of challenges and limitations. Understanding and overcoming these hurdles is vital to harness their full potential in education.

A. Challenges Associated with Audio-Visual Materials in Education

• Access and Infrastructure: Not all educational institutions have equal access to advanced technology or high-speed internet to integrate audio-visual materials seamlessly. Rural or underprivileged areas might face infrastructure challenges, limiting the equitable use of these resources.
• Cost and Resources: Creating or obtaining high-quality audio-visual materials can be expensive. Many schools and educators face budget constraints, hindering their ability to invest in advanced audio-visual tools or content development.
• Technical Proficiency: Implementing audio-visual materials necessitates technical proficiency among educators. Some teachers might lack the skills to navigate and utilize complex technology effectively, impeding seamless integration into the teaching process.
• Content Relevance and Quality: Ensuring that the content presented through audio-visual materials is accurate, up-to-date, and aligned with the curriculum is challenging. Poorly curated or outdated content might lead to misinformation and confusion among students.
• Overstimulation and Distraction: Excessive use of flashy visuals or loud audio can overwhelm students, reducing attention spans or distraction. Maintaining an appropriate balance to aid learning without causing sensory overload is crucial.

B. Overcoming the Challenges

• Improving Access and Infrastructure: Collaborations between educational institutions, government bodies, and private entities can help bridge the digital divide. Initiatives to provide better internet access and technology resources to underserved areas can enhance the equitable utilization of audio-visual materials.
• Cost-Effective Solutions: Open-source educational platforms and resources can offer cost-effective alternatives. Additionally, collaboration with tech companies or accessing government grants can help schools acquire necessary audio-visual tools and materials without straining their budgets.
• Teacher Training and Professional Development: Investing in comprehensive teacher training programs focusing on technology integration is essential. Regular workshops, seminars, and online courses can equip educators with the skills to use audio-visual materials, effectively enhancing their pedagogical approach.
• Curating High-Quality Content: Establishing guidelines for content curation, ensuring accuracy and relevance, can help mitigate concerns regarding content quality. Encouraging educators to curate and share verified educational resources can foster a community-driven approach to content enhancement.
• Strategic Design and Implementation: Educators should carefully design lessons incorporating audio-visual materials, ensuring they complement the curriculum and learning objectives. Balancing engaging content with a focused approach to prevent overstimulation is crucial for maintaining a productive learning environment.

While integrating audio-visual materials in education has revolutionized teaching and learning, it is imperative to acknowledge and address the challenges associated with their implementation. A collaborative effort between stakeholders, investment in professional development, strategic content curation, and mindful application of technology can help overcome these challenges. By doing so, we can leverage the potential of audio-visual materials to create an engaging and enriching educational experience for all students, irrespective of their circumstances.

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Advantages and disadvantages of audio visual aids in education, audio-visual aids, what is audio visual material, use of audio visual aids in teaching and learning, impact of audio-visual materials in teaching & learning process.

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Audiovisual Learning

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• Oleg Podolskiy 2  

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Bi-sensory learning ; Media learning ; Multimedia learning

Audio-visual (AV) learning is a type of learning which is described by delivery and the use of instructional content that involves sound (auditory stimuli) and sight (visual stimuli). AV learning takes place when the instructional process is accompanied by AV learning aids such as handouts, flip charts, transparencies, whiteboards, illustrations, still and motion pictures, slide shows, television, videos, audiotapes, records, projectors, computer graphics, multimedia, physical objects, and 3D models. AV learning can appear when an instructor’s verbal presentation is reinforced with a series of images or slides or as a self-standing instructional practice consisting of an instructional movie or virtual reality simulation. The above-mentioned Audio-visual (AV) aids have different levels of complexity and are commonly used to enhance learning and instruction by improving comprehension, retention, and transfer.

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Podolskiy, O. (2012). Audiovisual Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_317

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The Pros Of Audiovisual Learning In Education

This article is about audiovisual learning and audio-visual aids that greatly assist this type of learning. We will talk about what audio-visual aids are, why they are essential, and their benefits to modern education. So, without further ado, let’s get started.

The learning industry adapted to various needs of learners a long time ago. Each learner is an individual with a specific type of information consumption that suits him best. There are several types of learning styles:

• Visual/verbal style . This style stands for the information presented in video and text format.
• Visual/nonverbal style . Learners that prefer this style better consume learning material in visual format only (video, pictures, and so on).
• Auditory/verbal . Students are more engaged in consuming learning material in audio format with constant discussions and so on.

What Audiovisual Learning Actually Is?

First of all, let’s start with the basics and define what audiovisual learning and audio-visual aids stand for.

This form of learning involves learning content that uses sound ( auditory stimuli ) and vision (visual stimuli). This content is called audio-visual materials or aids and includes materials such as:

• PowerPoint presentations that complement the standard lecture
• Video clips with voiceover, moving or stationary footage
• Interactive whiteboard
• Video conferencing
• Computer graphics
• Projected images that complement the educator’s speech
• Graphs, spreadsheets, charts, and other written materials that complement and expand the discussed topic
• Audio materials
• Physical objects and 3D models

The main goal of the audio-visual form of education is to improve the learning and teaching process by enhancing the understanding of the material, its memorization, delivery, and overall retention.

How Instructional Designers Use Audiovisual Materials in Teaching?

So we learned that audiovisual materials are mainly used to improve the learning process. However, the learning process itself consists of specific attributes that leverage the use of audio-visual aids. We will now look at the two primary ways instructional designers and educators can use these tools to benefit learning.

Instruction

Audio-visual aids are an excellent tool for providing the student with instruction. Whereas some 20-30 years ago, skills were taught only in special classes by word of mouth, now access to instructions for different skills, skill sets, and procedures is easier than ever before. It is enough for a student to subscribe to a series of video courses to master programming, visual design, scriptwriting, or any other skill he wishes. All training is simplified until you click the Play button in the online video player.

Audiovisual aids allow specific instructions to be given to people who would otherwise not access such resources. For example, a remote 3D artist can learn about working with software through a series of step-by-step online videos created by an experienced artist, which is more accessible than looking for full-time courses and attending lectures. In addition, audiovisual learning allows the instructor to build the perfect pacing as all training takes the student step by step towards the final goal.

Audiovisual aids are great for creating effective teaching and enhancing an existing teaching process. For example, educators can create virtual online classrooms using video conferencing where educational material (be it written, static images, or video) will be supplemented by the educator’s comments.

In addition, audio-visual aids can complement face-to-face classes, making educational material more visual and easier to digest. These aids can be in the form of an interactive whiteboard. The teacher can select supporting visual material corresponding to the sound instruction. Projectors and written or graphic presentations can also be used as reference points. This helps guide the lecture and also highlights key points for students to focus on.

The Importance of Use of Audiovisual Materials in Education

Now is the time for statistics since nothing better than numbers can express why it is worth using audiovisual materials in teaching. To begin with, 65% of students are visual learners, and as a result, teachers need to implement audiovisual presentation tools to make the learning material easier to assimilate. More precisely, 75% of students and teachers confirm that audio-visual aids help clarify content under research.

In addition, audio-visual aids are an integral part of interactive learning, which is more important today than ever since today, the average student’s attention span has decreased 25% . Therefore, it is difficult for educators to keep students’ attention during a lecture. The primary tool that corrects the situation is interactive learning, which increases student engagement by 60% . In addition, 70% of students and teachers note the positive impact of audio-visual aids on overall motivation to learn.

Teachers and instructional designers also benefit from audio-visual aids as 82% of teachers report these learning improvement tools significantly reducing lesson preparation time.

As you can see, statistics are on the side of audiovisual learning. In our humble opinion, there is no single reason you shouldn’t still integrate audiovisual aids into your educational process.

Advantages of Audiovisual Learning

So, it’s time to talk about the main strengths of audiovisual learning, which make this form of learning one of the trending areas.

Advantage #1. Stimulating Imagination

The audiovisual learning style greatly enhances the imagination (in terms of elementary grades) and is also an excellent vehicle for communicating ideas and concepts. This format of presentation of the material leads students to thought. It allows them to comprehend the material presented in their head, putting forward their theories and consolidating the material in the process of their discussion.

Advantage #2. Facilitate Understanding of the Material

This advantage is at the same time one of the main reasons why audiovisual learning and instructional designers. For example, learning a foreign language becomes more accessible when you complement the theoretical material with audio and visual information. The use of audiovisual aids in education help to concretize abstract ideas, thereby simplifying their assimilation.

Advantage #3. Encourage Students to Take Action and Learn

Audiovisual learning style evokes more emotion in students and thus encourages them to take action or learn. However, it also depends on how the editor chooses audiovisual aids to motivate students to productive intellectual activity. Let’s go back to the example with foreign languages. The teacher can offer students to restore the sequence of blocks of a small comic strip in a foreign language, thereby encouraging students to take action that will positively affect their knowledge.

Wrapping Up

So, we covered everything related to audiovisual learning and the use of audiovisual aids in teaching. This way of teaching complements the existing learning process and is an excellent way to improve the student experience, increase engagement and make it easier to assimilate the material. That is why you should not hesitate to integrate audiovisual learning into your learning process.

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Audio Visual Aids in Education, Definition, Types & Objectives

Introduction.

Audio Visual Aids are also called instructional material. Audio literally means “hearing” and “visual” means that which is found by seeing. So all such aids, which endeavor to make the knowledge clear to us through our sense are called “Audio Visual Aids” or Instructional Material . All these learning material make the learning situations as real as possible and give us firsthand knowledge through the organs of hearing and seeing. Therefore, any device which can be used to make the learning experience more concrete and effective, more realistic and dynamic can be considered audio visual material.

We learn through our sense organs. Senses are the ways of knowledge. All the sense organs help us in understanding the environment. Most of the knowledge, which we acquire from the school, comes through our ears and eyes.

Audio Visual Aids Definition

According to Burton. These are sensory objectives and images which stimulate and emphasis on learning process . Carter V. Good. It is a trainable (motivation, classification and stimulation) process of learning.

Objectives of Teaching Aids

• To enhance teachers skills which help to make teaching-learning process effective
• Make learners active in the classroom
• Communicate them according to their capabilities
• Develop lesson plan and build interest
• To make students good observer
• Develop easy and understandable learning material
• Follow child cornered learning process
• Involve intimation in objectives
• To create interest in different groups
• To make teaching process more effective

It can be classified simply on the bases of sensory experience. Because human beings derive their experiences mainly through direct sensory contact. Keeping this in view, it can be classified in to three main groups:

• Audio Aids examples are Radio, Tape-recorder, Gramophone, Linguaphone, Audio cassette player, Language laboratory
• Visual Aids examples are Chart, Black and while board, Maps, Pictures, Models, Text-books, Slide projector, Transparency, Flash-cards, Print materials etc.
• Audiovisual Aids examples are LCD project, Film projector, TV, Computer, VCD player, Virtual Classroom, Multimedia etc.
• Its helps to make learning process more effective and conceptual.
• Its helps to grab the attention of students
• It builds interest and motivation teaching students learning process
• It enhance the energy level of teaching and students
• It is even better for over burden classrooms
• It provides students a realistic approach and experience

Disadvantages

• Technical Problems
• Students Distractions
• Time consuming
• Convenience

Characteristics

• Useful and purposeful teaching
• Minimize verbalism
• Comprehensibility

Who can take benefit from Visual Aids

Though every children can take benefit while using visual aids for learning. But it is more helpful for those students:

• Having Language Disorder
• Autism Spectrum Disorder
• Down Syndrome
• Those who have Learning Disabilities
• Student who have English as a secondary Language
• Those having Oppositional Defiant Disorder
• Personality Development Delay
• Have the problem of Hearing Impairment
• Have the symptoms of Attention Deficit Hyperactivity Disorder ADHD

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6 Audio Visual Materials: Different Types

Dr. Shikha Kapur

•  Introduction
•  Objectives of the Module
•  Defining Audio Visual Material
•  Importance of Audio Visual Materials
•  Need for Audio Visual Materials
•  Audio Materials
•  Visual Materials
•  Television
•  PowerPoint/ Slide Presentations
•  Dramatization
•  Conclusion

Introduction

Audio-visual materials are instructional aids, devices and materials which help in carrying out teaching- learning process through use of audio, visual or both audio-visual formats. Audio visual materials include print and non-print media; projected & non projected media; and hardware and software needed for transmission of information and instruction. Every teaching- learning process has certain objectives that ought to be achieved. The teacher or the facilitator uses different types of teaching methods, techniques, materials and devices and strategies. Audio visual materials are so designed and interwoven within the lesson plan that they facilitate the teaching- learning process. Since these materials incorporate either the audio, visual or both the audio- visual elements they provide multi-sensory experiences to the learners. Audio visual materials comprise of simple aids, devices and materials that the agent can make by locally available resources or have sophisticated audio-visual devices which require electricity and complex machinery, electronic equipment for use such as projectors, television sets, laptops, modems etc. They elicit attention of the learners, motivate them to be part of the learning process, sustain their attention and motivation, ultimately achieving the end goals desired by the teacher or the facilitator. Audio visual materials concretize the learning process and make it as simple as possible. By virtue of their form, they also have a very wide outreach, are ease to absorb and grasp by the learners. Audio visual materials help the adult learners/students in being sensitized, aware, convey messages with clarity and affectivity, streamline the teaching learning process, facilitating thinking and reasoning and concretizing reality. Like a carpenter works with his saw and hammer, similarly Audio visual materials are important tools used by the teacher in the effective transaction of the teaching process. Carmona and Fransisco (2006) confirms that it is necessary to integrate audio visual materials in order to facilitate the teaching process. Audio visual materials are planned educational materials that appeal to the senses of the people and quicken learning facilities for clear understanding.

This module will examine each of the Audio visual materials and their various types along with their need, importance and their utility in teaching learning process.

Objectives of the Module:

• To acquaint the students with the definitions, importance and need of different types of Audio visual materials
• To enable the students to understand the various audio materials
• To enable the students to understand the various visual materials
• To enable the students to understand the various audio visual materials

Defining Audio Visual Material

According to The Librarian Glossary (1987) defines Audio visual materials “as non-book materials like tapes, slides, films which are renewed and recent to rather then read as books.” This definition excludes books and all reading materials.

Dike (1993) defines them as those materials which do not depend solely upon reading to convey meaning. They may present information through the sense of hearing as in audio resources, sight, as in visual resources or through a combination of senses. Dike’s definition pinpoints the wide variety as a striking characteristic.

Webster’s Encyclopeadia Unabridged Dictionary of the English Language (1994), defines Audio-Visual Aids as “training or educational materials directed at both the senses of hearing and the sense of sight, films, recordings, photographs, etc used in classroom instructions, library collections or the likes.”

According to Anzaku (2011) “the term audio-visual material is used to refer to those instructional materials that may be used to convey meaning without complete dependence upon verbal symbols or language”. Thus according to the above definition, a text book or a reference material does not fall within this group of instructional materials but an illustration in a book does. However the term does designate material things as well as processes and experiences such as dramatizations or field trips or dioramas.

According to SP Ahluwalia “Audio-visual materials reinforce the spoken and the written words with concrete images and rich perceptual experiences which are basis of learning. Reduce the boredom of teaching in classes.”

Experts in the field have also given different definitions of audio visual aids

Edgar Dale (1946) asserted that Audio-visual aids are termed as multisensory devices used to communicate of ideas between persons and groups in different teaching and training situations.

James S. Kinder (1959) Audio-Visual Aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic.

According to Burton audio-Visual aids are those sensory objects or images which initiate or stimulate and reinforce learning.

Importance of Audio Visual Materials

Audio Visual Materials provide multi-sensory experiences in the teaching- learning process. When an adult learners/students use audio visual materials they not only see them, feel them but they actively engage with them. This means that these experiences are filtering in through multiple sensory avenues or gateways. These experiences filter-in through our sensory organs – eyes (see), ears (hear), nose (smell), tongue (taste), skin (touch). They help provide visual, aural, olfactory, gustatory and tactile experiences and are hence the sense organs are also referred to as the “Gateways of Knowledge”. Research done by Cobun (1968) indicates that generally we learn 1% through taste, 1.5% through touch, 3.5% through smell, 11% through hearing and 83% through our sight. He further adds that we remember

• 10 % of what we read
• 20 % of what we hear
• 30 % of what we see
• 50 % of what we hear and see
• 70 % of what we say
• 90 % of what we say and

Most of the time, the teaching learning process lays too much emphasis on the oral-aural methods of teaching i.e. use of lecture method along with chalk and board by teachers and passive listening by students. The teachers are most accustomed and comfortable with this. Use of audio visual materials opens avenues of use of multiple varieties of audio materials, visual materials and audio visual materials. Their use translates the most difficult, hard to see and understand abstract concepts into concrete realities and experiences. The abstractions are turned into concrete learning experiences helping learners acquire facts, knowledge, developing understanding and in-depth application of concepts.

Need for Audio Visual Materials

With the advancement in science and technology the use of Audio Visual Materials has increased rapidly. A large number of Audio Visual Materials have been developed that are of an immense utility to both the Teachers/facilitators and learners. Although Audio Visual Materials can never replace the teachers and facilitators but they definitely help in supplementing their efforts and where required even help students in self-directed learning. An analysis of needs for the use of Audio Visual Materials reveals the following:

• Audio Visual Materials help in eliciting attention and sustaining interest of the learners in the teaching learning process
• They make teaching learning process effective
• They make the learning situation or the classroom an attractive and interesting place
• They break the monotony set in the process of teaching because of rampant use of verbalism (Lecture method)
• They enrich the teaching learning process bringing in variety, diversity and newness in the teaching learning process
• They arouse interest and curiosity among the groups of learners
• Keep the learners driven and motivated to learn
• They make the teaching-learning more concrete
• Bring clarity in the learning of concepts
• Help concretize facts and abstractions and facilitate conceptual learning
• Their use facilitates understanding, grasping of concepts and learning
• Audio Visual Materials play an immense instructional role in the teaching learning process
• Facilitate long term memory
• They help minimize the efforts of teachers and facilitators too in the process of teaching
• Help teachers to bring innovative methods in their teaching and hence become more effective and efficient teachers
• Save time and energy of both the teachers and learners
• They can cater to the needs of diverse groups of learners by use of variety of methods in teaching learning process- those who do not benefit from verbalism (audio materials) can learn from visuals (pictures, charts, posters) or audio visual materials as films, clips, educational videos and resources e.g. UGC’s ePathshala
• Help in achievement of learning objectives and goals
• Promote group interaction and learning
• Can help in spread of awareness and education on a mass scale

After having grasped the concepts, importance and need of Audio Visual Materials, we will now examine their various types. Broadly Audio Visual Materials are of three types :

I. Audio Materials

II. Visual Materials

III. Audio Visual Materials

Audio materials are those which depend on a single sense that is they can only be heard. They comprise of spoken words which is the most common and most rampantly used. Audio material also comprises of music, sounds and sound effects which add to the beauty of the verbal expression. They may emanate directly or use a device such as the radio, tape recorder, headphones hooked to an IPod or mobile. Teachers and facilitators greatest tool is lecturing. Some are very accomplished in the use of words. Use of words coupled with appropriate dramatic gestures further enhance their effectiveness as a teacher. Besides lecture other Audio Materials comprise of audio clips, recordings, radio broadcasts, telephone/mobiles etc. Audio materials are very useful in learning of language and recorded historical events. The audio clips or recordings can be played, replayed along with discussions as desired.

Radio: Radio uses radio waves to carry information from the source to the receiver/audience. Radio has the maximum reach in India amongst all the available means of communication. Ninety seven per cent of India’s population can access radio stations. It is the most sought after medium of entertainment and education. Educational radio for schools, universities and farmers has led to the development of Interactive Radio Instruction (IRI), radio rural forums and community radios. Although Radio is a one time and one-way medium but it has high degree of immediacy, realism and emotional impact. Radio is a cheap medium of information, education and communication.

Recordings: Recordings overcome the draw-backs of radio. They facilitate two-way communication. The scheduling problems faced in a radio broadcast are eliminated. They can be played and replayed as many times required. Recordings can be made according to the teaching goals and learning needs of the learners. Recordings can be heard on tape recorders, discs, audio compatible discs (CDs) and digital video discs (DVDs), audio clips available on the internet and also on mobile phones.

• Visual Materials

“Seeing is believing” and Visual Materials conform to this maxim. Visual Materials are those materials which we see and can be understood by observing the visual aspect of any object. These materials provide experiences near to reality. Out of the 5-senses it’s the visual sense that is most helpful and effective in the learning process. Visual arouse interest of learners, provide a clear mental picture, speedup understanding, facilitate memorizing and provide a shared experience. There are numerous visual materials available to a teacher. They include pictures, charts, posters, maps, models, drawings, cartoons, display boards etc.

Pictures: Pictures are Visual Materials that help learners connect new words to known meaning, thus facilitating understanding and memorization (Jurich, 2001). Pictures and images have long played an important role as well as a useful resource in teaching and learning language (Goldstein, 2008). Words and images combined and presented appeal to audience’s imagination and also add power to spoken words.

Posters: Posters are bold and symbolic representation of a single idea. Posters are mostly hung at a height and are made attractive so as to catch the attention of the passers-by and hammer-in messages. They are used in all walks of life to inform, educate and communicate messages. to convey, forcibly the desired information to a layman. Big posters of huge proportions are called as Hoardings. The primary use of posters can be seen in political campaigns, besides propaganda and even protests.

Charts: Charts are a combination of pictorial, graphic, numerical or vertical materials which visually summarize a concept in a concise and clear manner. Charts depict complex processes. There are many charts like the pictorial chart, tabular chart, pie charts, flow charts, tree charts, organization charts, flip charts, and.

Flip Charts: Flip charts are a type of chart. They contain a series of sheets that are tagged or spiral bound on the top with two sheets of thin wood or thick cardboard as front and back cover. The picture on the charts maybe with or without words and as the teacher finishes presenting a point she flips over the next sheet in front of the learners.

Maps: Maps help us know the location, direction shape, size and distance of various locations on earth. It is an accurate representation of earth’s surface that shows the details of boundaries and important locations of the continents, countries, oceans, seas and rivers etc. Maps are an important visual material and are indispensable in teaching fundamental concepts such as size, distance, space, location and direction.

Globe: A globe is the three dimensional representation of the earth’s surface on a very small scale. It is a round shaped wooden or plastic model of earth and provides information about areas, distances, directions, time location, symbols, colours, boundaries, rivers, change in weather, season, day and night etc.

Models: Models are scaled-up or scaled-down replicas or copies of the real objects. According to Edger Dale, “a model is a recognizable imitation of the real thing with an increase or decrease in size as the chief difference”. Thus they may be of the same size or large or smaller than the thing it represents. They simplify reality and are helpful to create interest in creative activity among pupils. They are generally of three types-solids, cross- sectional and working models.

Cartoons: Cartoons are humorous caricatures which give messages subtly that evoke laughter. In a cartoon the features of objects and people are exaggerated along with generally recognized symbols.

Display Boards: Display Boards include a large variety of visual materials like the bulletin board, flannel board, peg board, magnetic board and chalk/blackboard. A display constitutes an organized visual arrangement on a given topic presented on a vertical or horizontal surface. They are usually designed to present significant information.

• Chalk/Black board : It is the oldest and best friend of a teacher. A teacher cannot do without this visual material as words, diagrams, illustrations, concepts are all written and drawn so that the learners can visualize and understand. Various types of Display boards include fixed blackboard, blackboard on easel, roller blackboard, graphic board, magna board etc. The Blackboard today is replaced with a white board and marker.
• Bulletin Board : Bulletin Board is a board of soft wood or cork that displays bulletins, pictures, announcements, news items, newspaper cuttings, illustrations, achievements etc. intended for display.
• Flannel Board (felt board):- A wooden board covered with flannel cloth / felt paper on which different flash cards/ flannelograms or flannel graphs can be placed.
• Magnetic boards : Display board with magnetic strips so that objects/exhibits/letters with iron can be displayed. If tube lights are fixed at the back of the glass, the material will be visible even at nights.

Audio Visual materials are those which can be heard and seen simultaneously. They translate abstract concepts and ideas into a more realistic format. They allow instruction to move from verbal representation to a more concrete level. Business Dictionary.com defines Audio Visual materials as ‘Non-paper educational or promotional such as cassettes, CDs, DVDs, videotape, etc.’ They integrate both sound and visual components. The use of most of the Audio Visual materials is however dependent on equipment since they are not directly accessible without use of specific playback technology e.g. TV, films, Video tapes, projected materials. Many of these formats today have becoming obsolete and some have even disappeared altogether.Some of our Traditional practicing medias such as Puppetry, Folks theatre, songs and drama also are part of this category.

The Audio Visual materials can be categorized as Projected and Non-Projected Audio Visual materials.

Projected Audio Visual materials include Power point presentations, slides, film-strips, films, transparencies and they are projected on screen or even against white-washed wall to give an enlarged image of the material. They can be used suitably for both large groups as well as small groups. The large, bright and colourful larger than life images make them more effective than a non-projected aid.

Non-Projected Audio Visual materials include the traditional practicing media as puppets, folks theatre, songs and drama and are not costly. They can hence be used with good results. They provide first hand experiences and also make the learners actively participate. They add an interest and involvement of the learner and ensure better results and longer retention.

Television means to see over a distance. Black box, idiot box, magic box…. The television

has acquired a number of acronyms. The power of television is immense. It’s a broadcast medium, and provides experiences that are both visual as well as auditory. So, it has an advantage over radio, where the audience is only listening. It can mesmerize its audiences and has an immense quality to hook up viewers across the limits of time and space. Its coverage is far and wide. It can diffuse the requisite information, impart skills and change attitudes due to its mesmerizing qualities, visual impact and mass appeal. Michael J. Apter says, “Television is the most powerful medium of mass communication which has ever existed and it has revolutionised our lives in many ways.” Television entered India on 15th September 1959 as a UNESCO sponsored pilot project with education as its sole aim. The regular telecast began on the Independence Day in 1965. It was originally construed that TV in India had an important role to play in education, health, nutrition, agriculture and family planning. It was much later that entertainment was included in its mandate. Doordarshan introduced colour TV during the 1982 Asian Games. Since its advent a large number of educational TV programs have been running for schools, universities and farmers in India. While the developed countries are taking full advantage of television in education there is a greater scope of its use in developing countries also.

Films: Films are one of the most effective Audio visual materials. Film showcase a story or event that has been recorded by a camera as a series of moving images and shown in a cinema or on television create the illusion of moving images due to ‘phi phenomenon’ or persistence of vision. Persistence of vision is created when exposed still photographs are viewed at a specified number of still frames per second to replicate motion. The ability to capture movement in a photographic process was first developed in France in 1888.

Films facilitate acquisition of new languages. They help learners geared towards self-directed learning. The larger than life production helps learner to see, imagine, analyse and criticize. Films help develop power of imagination and critical thinking. Films have the possibility to take the learners on a voyage of discovery- self and others, help map out unchartered terrains, discover people, cultures, civilizations, traditions of the past and even imagine about distant future.

PowerPoint/ Slide Presentations

PowerPoint is useful for helping develop the slide-based presentations. They are very popular instructional material comprising of a series of slides using software as PowerPoint. They have become an integral part of many teaching learning situations. When the PowerPoint presentation includes audio-commentary it is possible for the teacher/facilitator to deliver the entire lecture electronically. Besides this PowerPoint/ Slide Presentations have an immense use when information has to be shared and skills developed. PowerPoint presentations help in focussing student’s attention & the visual

impact of the slides enrich curriculum and also increase interactivity. The PowerPoint Presentations can be projected using the LCD Projector. Teachers have to be cautious while using PowerPoint Presentations and keep the students interested and engaged. Discussions should flow freely and feedback taken continuously

Dramatization

Acting out something is dramatization. It is a melodramatic re-enactment of events actual. Dramatization is a very potent method teaching learning and keeps the learning situation lively and interesting. During drama productions students/learners actively participate both as ‘on stage’ or ‘backstage participant’ or spectator watching the dramatized production. Either way learning is first hand, participatory or permanent. There are different types of dramatizations-

• Role-play involves taking on different roles and developing a deep understanding of life, situations and characters played in the process. These are done in the classroom setting itself.
• Play lets are short scripted plays of 10 to 15 minutes performed on the stage with full costume.
• Pantomime involves use of exaggerated mime, gestures to the accompaniment of music.
• Opera is a musical theatre production incorporating both the singing and acting skills of the actors.
• Creative drama includes stage shows and theatre productions undertaken frequently in schools and colleges to provide a platform to students for exhibiting their acting skills and talent.
• Tableaux require the actors/players only to pose different actions and neither to talk or act.

A Puppet is a doll dressed as a character and the performer a person manipulates in a desired fashion using string, stick or his hands. In India tradition likens the God to a puppeteer and the entire universe to a puppet stage. The living beings are different performers on the puppet stage who perform their parts till a stipulated time. The God manipulates each object in the universe as a marionette. In India the tradition of using puppets is believed to be as old as the man himself. According to the Centre for Cultural Resources and Training, historians have found the earliest reference to the art of puppetry in Tamil classic ‘ Silappadikaaram ’ written around the 1st or 2nd century B.C.

Different types of Puppets are used for education and recreation viz. String puppet or marionettes or Sutradharika , Stick puppet, Finger puppet, Glove puppet and Shadow puppet. Puppets capture the attention of children and adults alike and hold an immense power of creating awareness about issues and driving home messages very powerfully. Puppets powerfully integrate elements of storytelling, music and dance end product leading to mesmerizing productions.

Audio visual materials are instructional aids, devices and materials which provide multi-sensory experiences in the teaching- learning process. These materials translate the most difficult, hard to see and understand abstract concepts into concrete realities and experience. They help in carrying out teaching- learning process through the use of print and non-print media; projected & non projected media; and hardware and software. Audio visual materials elicit attention of the learners, motivate them to be part of the learning process and keep their attention sustained. Audio Visual Materials are of three types broadly, Audio materials- that can only be heard; Visual materials that can be seen only and Audio Visual materials that can both be seen and heard. They may be used individually or in conjunction with each other depending on the end goals desired by the teacher or the facilitator.

• Technology in education

Audio Visual Aids: Meaning, Types and Importance

Meaning of audio visual aids.

Any learning material which gives knowledge to us by using both audio and video features is called audio-visual tool or material. Audio visual aids are powerful learning tools that combine both sound and video features in the learning process. 

Audio visual  aids play an important in many areas like schools, teaching platforms, office presentations etc.  These aids integrate sound, images, videos, charts, and graphs to provide a good learning environment. 

According to Kinder S James , “Audio - Visual aids are any device which can be used to make learning experience more concrete, more realistic and more dynamic".

Types of audio-visual aids

Audio-visual aids can be classified as: Audio aids, Visual aids and Audio-visual aids.

The audio related tools which are used in education or learning are called audio tools. Audio aids are very common and useful aids used in various places.  In audio aids, audio is used to convey and send information. 

These are very useful in the case of illiterate and blind people because they are not able to understand what is written. There are many types of audio aids available, some of which are microphones, gramophones, telephones, radios, and recorder. 

1.  Microphones:  Microphones are popular example of audio aids. These are used in studios to record audio clearly. These are the main sources for recording audio which helps in making communication easier.

These can be of any type like wired, wireless etc. Noise-cancelling microphones are readily available on the market today and help to record sound with or without noise.

2.  Telephone:  The telephone is another audio device that has been in use for many years. It is a powerful audio device which is used for communication over large distances. It uses both microphone and speaker features which is necessary for effective communication.

3.  Radio:  Before television, radio was the most popular audio aid for multiple purposes like entertainment, and telling stories. songs, cricket commentary etc. Radio works by converting electrical signals to sound waves and then transferring them through waves in the air. it is a cheap, portable device which can be easily used by everyone.

4.  Speaker: The Speaker is primarily an audio device that is used to listen to what is recorded with the help of a mic. It is a useful audio aid used for learning and communication. It helps to convey the information to the listener. It is used to play songs while watching movies and stories.

5. Gramophone: A gramophone is a sound reproducing machine that plays audio recordings on flat discs. It was invented by Emile Berliner in the late 19th century.

Visual aids 

Such tools which provide information through images, text, charts and graphs are called visual aids. Visual aids are powerful learning aid which helps to understand and summarize the information in an easy and effective way. 

During the presentation, visual aids play an important role in making the presentation more engaging and attractive. Visual information can be easily remembered for a long time.    Let's take a look at some of the visual aids:

1. Charts: Charts are popular examples of visual aids. They contain data in a summarized form which can be easily visualized. In classrooms, various charts are stick upon the wall so that its data can be easily understood by the students.  There are of many types charts such as pie charts, bar charts, column charts, and area charts.

2. Images: Our brain learns or memorizes something in the form of images. Images can easily make us understand complex topics which we can't understand verbally. Therefore, it is the most common visual aid used in education and communication.

3. Graphs: Graphs play an important role in conveying information such as trends, patterns, relations, comparisons etc. They help to present data in a precise way to make it more readable and easier to analyze. Graphs summarize all the data and present it in a graphical form.

4. Text:   Text is the most commonly used visual aid. We can get information by reading the text. Text is the most simple way of conveying information. But textual aid fails when a person is illiterate or not capable of reading the language in which the text is written.

Audio Visual aids 

Audio visual aids are formed by combining both the features of sound and video. In audio visual aids, both audio and visual aids such as video, text, charts, graphs etc. are used in communication or in learning processes. Audio visual aids are far better than audio and visual aids  because these have both the features of audio and visual aids. 

In the educational field, audio visual aids help to understand the concept in more easier way. Because we learn better by using both senses such as eyes and ears. Our brain becomes more active, which helps us to understand the material faster and remember it for a longer period of time. The most common examples of audio-visual aids are T.V, computers, movies, video etc.

1. Television:   T elevision is the most popular Audio visual device which is used for entertainment purposes such as watching movies, web series, news, cartoons etc. It uses both audio-visual aids to convey information. It engaged viewers through various means such as compelling storytelling, emotional connection, visual stimulation, and diversity of contents. 

Telephone serves as popular and cheap audio-visual aids used by person of any age. It can also be used for educational purposes for learning complex topics of mathematics, physics etc. in an entertaining and comfortable manner.

2. Multimedia presentation:  Multimedia presentation serves as powerful audio-visual aids for offices, schools, colleges etc. It has both the features of audio and visual aids which makes it a perfect choice for explaining complex topics to a large group of students at once.  Multimedia presentations are used every day in the office to report on new projects, sales, developments, etc. in the company. 

3. Projector: Projectors stand as essential audio-visual equipment that has revolutionized the way information is presented and consumed. In business environments, projectors are used as key tools for giving impressive presentations.  It is used to display information like videos, and presentations on a large screen. It is the main medium of presenting a presentation to a large audience.

4. Computers: Computers are one of the most powerful audio-visual aids. These can be used for a variety of tasks that involve audio and video, whether it is creating multimedia presentations, watching entertaining videos or watching educational videos. In computers, we can do a wide range of tasks that need both audio and video.

Importance of audio-visual aids 

• The importance of audio visual aids is increasing nowadays because the usage of these aids helps in better communication and understanding.  

• This combination of visual and auditory stimuli creates a multi-sensory learning environment, which enhances perception and understanding. 

• Audio visual aids play an important role in many fields like businesses, schools,  colleges and other professions.

• Not all learners respond equally to traditional teaching methods. These aids accommodate visual, auditory and kinaesthetic learners, assuring inclusive and effective instruction.

• By making information more accessible and attractive, these aids increase interest and participation and make the topic easier to understand.

• Encouraging the use of audio visual aids stimulates creativity and critical thinking skills.

• Audio visual aids help the presenter in making dynamic presentations and engaging his audience. With the use of audio-visual aids, it becomes easy for the presenter to make the topic easily understandable for the audience by clearing their doubts in depth.

Thus, audio visual aids are invaluable tools for enhancing, communication and understanding across various fields.

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Advantages and Disadvantages of Audio-Visual Aids or Materials in Teaching and Learning

Back to: Educational Technology in Education B.ed Notes, M.A Notes, IGNOU Notes

Audio-Visual Aids are those aids that the teacher uses in the classroom to make his teaching meaningful and at the same time make it easy and interesting for students. Educational advantages drawn through the use of audio-visual aids may be summarized below.

Advantages of Audio-Visual Aids or Materials in Teaching and Learning

• Use of Maximum Senses: Senses are said to be the gateway to knowledge. Audio-visual aids call for the utilization of as many senses as possible, thus audio-visual aids help to maximize learning on the part of students.
• Based on Maxims of Teaching: The teacher also gets assistance from the audio-visual aids for following the maxims of teaching like ‘Simple to Complex’, ‘Concrete to Abstract’, Known to Unknown’ and learning by doing, etc. In turn, it helps in improving the process and products of the teaching-learning process.
• A Good Motivating Force: Audio-visual aids are a good motivational force. They match with the inner urges, instincts and basic demands, motives of the students and thus prove a great motivating force for energizing to learn effectively.
• Saves Time and Energy: Audio-Visual aids save both time and energy for teachers and students because by these tools the concept and idea take a shape in the mind of students.
• Encouraging healthy classroom interaction: Success of teaching-learning act depends upon an appropriate classroom interaction, and audio-visual aids help to maintain that type of interaction in the classroom.
• Help in the process of Attention: Attention is the key factor in any process of teaching and learning. Audio-Visual aids help the teaching in creating proper situations and environments for capturing as well as maintaining the interest and attention of the students in classroom activities.

Disadvantages of Audio-Visual Aids or Materials in Teaching and Learning

• Films are difficult to obtain and the teacher may have to take permission to use them in the classroom.
• To make a proper slide or presentation a considerable amount of time is required.
• A teacher may have less time to present himself because presenting audio-visual aids can take more time.
• The visual content is a reliable source of education but costly.
• A school has to be developed in case to use proper audio-visual aids or we can say that a school must have a lot of reserves.
• Learners sometime may develop a wrong interpretation if not fully understood.
• Technological equipment needs to be maintained and the requirement of cost and time for that is high.

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THE AFTERMATH IN MOSCOW: POST-MORTEM IN MOSCOW

THE AFTERMATH IN MOSCOW: POST-MORTEM IN MOSCOW; Russia Names Drug in Raid, Defending Use

By Michael Wines

• Oct. 31, 2002

Russia acknowledged today that it pumped an aerosol version of a powerful painkiller, Fentanyl, into a Moscow theater to end a hostage crisis last Saturday, breaking a four-day silence on the drug's identity that had drawn mounting criticism in the United States and Europe.

Russia's health minister, Yuri L. Shevchenko, identified the gas. Meanwhile, the death toll of victims in the 57-hour hostage siege rose by 2 to 120. All but two of the victims apparently died from effects of the Fentanyl derivative.

But at an evening news conference, Dr. Shevchenko bluntly rejected statements by some, including the United States ambassador here, that Russian secrecy over the nature of the gas may have delayed lifesaving aid to some hostages.

''I officially declare that chemical substances of the kind banned under international conventions on chemical weapons were not used in the course of the special operations,'' he said. ''To neutralize terrorists, a compound based on Fentanyl derivatives was used.''

In broadcast remarks, he repeated Russian assertions that the gas ''cannot in itself be called lethal,'' and that hostages who succumbed to the gas died because they had been weakened by ''a complex of extremely aggressive factors'' including hunger, existing illnesses and two days of captivity.

Dr. Shevchenko's bristling defense of the rescue operation mirrored a new aggressiveness in the government's attack on Chechen terror suspects and opponents.

In Copenhagen, Danish officials acting on an international warrant seized Akhmed Zakayev, a former guerrilla field commander in Russia's first Chechnya war who has long served as an envoy for the Chechen rebels' political wing.

Russian officials had requested his arrest on Friday, at the hostage crisis's peak, as Mr. Zakayev flew to Copenhagen to attend a World Chechen Congress. A Kremlin spokesman said Mr. Zakayev was accused of armed insurrection, organizing an illegal armed detachment and attempting to murder law enforcement officers during the first war.

The spokesman, Aleksandr V. Machevsky, also said there was evidence that Mr. Zakayev was at a minimum aware of the plot by Chechen terrorists to seize hundreds of hostages in a Moscow cultural complex, but he declined to provide specific evidence.

In Moscow and elsewhere, a nationwide sweep by authorities aimed at netting Chechen terrorists and sympathizers set off complaints from ethnic Chechens who said they had suffered official harassment or worse.

Similar sweeps were conducted during the last war in Chechnya in the mid-1990's and after authorities said terrorists blew up apartment buildings in Moscow in 1999.

But the Chechen representatives said the pace of complaints this time was slower, perhaps because the Kremlin has urged Russians not to use last week's hostage siege as an excuse to condemn all Chechens.

In the aftermath of a shocking hostage crisis and the rescue raid that ended it, Russia's government clearly sought today to wield newfound recognition of its problems in Chechnya to full advantage, both here and abroad.

Dr. Shevchenko's admission that Russia had used a powerful narcotic to sedate hostages and their captors last Saturday appeared an attempt to silence growing doubts about both the conduct of the rescue operation and the secrecy that has since enveloped it.

On Tuesday, the American ambassador, Alexander R. Vershbow, called the rescue an operational success but suggested that Russian refusal to tell doctors more about the gas used in the raid had delayed medical treatment and ''perhaps'' led to needless death.

His remarks echoed far stronger complaints from Moscow doctors who have said that secrecy, confusion and long delays in giving gas victims an antidote to the narcotic raised the death toll.

The top health official in the Moscow city government said doctors were told of the likelihood that hostages would need treatment for a drug overdose only minutes before the pre-dawn rescue got under way.

American experts, speaking on condition of anonymity, said tonight that while Dr. Shevchenko's disclosure solves some of the mystery surrounding the gas, they believe Russian scientists melded the Fentanyl with a second disabling compound that they have yet to disclose. News services quoted some European scientists this evening as having reached the same conclusion.

Before Dr. Shevchenko revealed the use of a Fentanyl derivative, the British foreign secretary, Jack Straw, told reporters today that his government ask Russia to identify the gas, as the United States had earlier requested. At least nine foreigners were among the hostages who died during the rescue.

Dr. Shevchenko flatly contradicted the statements of Moscow city health officials, saying that ''the specialists, including myself, were informed and warned'' that a gas was to be used on the hostages and their captors. ''And although the operation was of an urgent and forced nature,'' he said, ''more than 1,000 doses of antidote were prepared.''

In interviews, Russians doctors have previously insisted that they received little or no notice that the hostages had been gassed, and that supplies of the antidote drug, Naloxene, were either absent or in short supply.

The doctors said few hostages were treated at the scene of the rescue, a critical lapse because the worst symptoms of the overdose -- circulatory and respiratory failure -- could be fatal without quick treatment.

In an interview tonight, a doctor who refused to be identified said physicians treating hostages had been ordered to state on hospital discharge certificates that their patients were ''victims of terrorism and violence'' rather than victims of a gas overdose.

''We were told not to write words like 'toxic' or 'poisoning' in the diagnosis report -- only symptoms,'' the doctor said. ''It was completely stupid. I can't play these games. I have my doctor's reputation to protect.''

That same doctor said that when hostages arrived at the hospital on Saturday, there was no warning that they had suffered drug overdoses. The evacuation was so confused that one live but deeply sedated hostage was delivered with a load of the dead, he said.

By securing the arrest in Denmark of Mr. Zakayev, a top aide to the Chechen rebel president, Aslan Maskhadov, the Kremlin appeared to be trying to isolate yet further the political movement most often mentioned as a potential partner in negotiations to end the war in Chechnya.

Mr. Maskhadov, the elected president of Chechnya when it was a quasi-independent part of Russia in the late 1990's, has supported the guerrilla war against Russian troops in the province but publicly denounced terrorism.

Russia now accuses Mr. Maskhadov of playing an unspecified role in the takeover of the Moscow theater last week, a charge underscored by Mr. Zakayev's arrest.