Paper Code and Title: H12EE Extension Education Module ...

Paper Code and Title: H12EE Extension Education Module Code and Name: H12EE30 Audio Visual Aids – Meaning, Definition and

Classification Name of the Content Writer: Dr. Seethurama Sivakumar

Component – I

Role Name Affiliation Principal Investigator

Dr. N. Vasugi Raaja Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore

Co-Principal Investigators Dr. G. Bagyalakshmi Mrs. E. Indira Dr. K. Arockia Maraichelvi Dr. G. Baradha

Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore

Paper Coordinator Dr. S. Rajalakshmi Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore

Content Writer Dr. Seethurama Sivakumar Central Tuber Crops Research Institute, Trivandrum

Content Reviewer Dr. R. Netaji Seetharaman Tamilnadu Agricultural University, Coimbatore

Language Editor Dr. Seethurama Sivakumar Central Tuber Crops Research Institute, Trivandrum

Component-I (B) Description of Module

Items Description of Module Subject Name Home Science Paper Name Extension Education Module Name Audio Visual Aids – Meaning, Definition and Classification Module ID H12EE30 Pre-requisites Knowledge on extension methods Objectives To learn the type of audio visual aids and its uses Keywords Audio, visual, aid



AUDIO VISUAL AIDS – MEANING, DEFINITION AND CLASSIFICATION Audio-visual aids play a crucial role in imparting effective learning in any teaching-learning situation. As learning is conceived as a process acquiring new or modifying existing knowledge, new behaviours, mastering skills and new ways of thinking, the audio visual aids can help to maximise the quantity and quality of learning. In this module we will be learning about the meaning and classification of audio-visual aids. This module is designed to achieve following objectives

1. To create a fundamental understanding on the nature of audio-visual aids 2. To develop an analytical approach for defining the audio-visual aids with a multi-

dimensional perspective 3. To develop critical understanding the ways of classifying audio-visual aids based in a

teaching-learning situation In general, audio-visual aids refer to the communication devices or tools used by the educators to enhance the sensory experience to catalyse the learning process. In simple terms, the audio-visual aids are devises that engage multiple senses to make the learning interesting and permanent. Multi-sensory experience and learning

In general, learning is a constructive process, regulated by our senses to gather information and experiences in the learning environment and send them to the brain for further processing (Fig.1.)



Fig.1. Multi-sensory learning

The brain evaluates the sensory inputs by matching them with past experience stored

as memories, to identify or explore information. After several rounds of communication between brain and senses, it creates and store new experiences as memories. The sensory experience is central to the effective learning process which either brings up new memories/ experiences or activate the past memories/ experiences through sensory inputs (i.e. selective attention) in a learning environment. Therefore, learner engagement through sensory experience is the key for effective learning. Educational research suggests that approximately 83% of human learning occurs visually, while the rest 17% through the other senses (hearing - 11%; smell - 3.5%; taste – 1%; and touch – 1.5%). Studies also indicated that learning could be enhanced by 91% by combining auditory stimulus with graphics than lecturing alone. The U.S. Department of Labor OSHA Office of Training and Education, USA reported that retention of information three days after a meeting was six times greater when information is presented by visual and oral means than when the information is presented by the spoken word alone. The audio and visual stimulus could be intelligently combined to draw students’ attention to specific points thereby reducing noise to enhance learning effectiveness. History of audio-visual education The basis of audio-visual experience stems from the fundamental human instinct to communicate with other individuals or groups for exchange of information, mutual understanding and or develop relationships. The pre-historic cave paintings, dated back to 40000 years, are the earliest recorded forms of human communication. With the emergence of agrarian civilisations, the writing system began to evolve as “means of exchange” and to establish proprietorship of the land. The early writing systems like “Indus script (pictorial signs)” of Harappan civilisation of India and Pakistan (3000 BC) and “cuneiform” (pictographs) of Sumerian culture (4100-3800 BC) used pictorial symbols as a means of communication. The Gurukul system of teaching, which existed in the Indian sub-continent from Vedic age (1750–500 BC), till the British invasion, is an ancient way of advancing knowledge and acquiring life skills. This education system imparts education primarily through sensory experience i.e. learning by doing, where students learn aspects of warfare, science, medicine and other day-to-day activities by actually performing them under the guidance of guru – the teacher (Sharma, 2007). Field trips and hands-on-experience were common teaching methods followed in the Gurukul system. The ancient Indian Universities like Nalanda (fifth century AD) and Takshila (sixth century BC) excelled in higher education which attracted over 10000 students from various countries. The teachers at these universities employed group discussion, dramatization and clay models to impart effective learning. However, these teaching methods are not recognised by the International community for lack of evidence.



In the Western world, the Elder Sophists - the Greek freelance lance teachers of fifth century BC, are regarded as ancestors of educational technology, who used all technologies from statecraft and handicraft to impart knowledge. In the middle age, churches in Europe and Americas used a variety of visual aids such as colourful glass windows, candles and bells for religious education. During 11th and 12th centuries, the scholastic education system emerged as a means to develop critical thinking skills, which was focused on teaching learners on how to acquire information. A Czech philosopher, John Amos Comenius of 15th Century is regarded as the founder of modern instructional technology. His illustrated children’s book Orbis Pictus (The World in Picture) filled with 150 pictures for teaching Latin and science, is still regarded as the most popular children’s literature ever produced. The technology revolution of 19th century has brought new media and tools for education. The advent of radio (1895), 16mm motion-picture projector (1923), 16 mm sound movie projector (1930), and television (1926) have revolutionised the audio-visual communication. In USA, the Ohio School of the Air (1929) and State University of Iowa educational television experiment (1934) were early efforts to impart audio-visual education through radio and television respectively. In India, the media revolution began with establishment of printing press (1780), introduction of movies (1895), creation of radio stations (1927) and broadcasting through television (1965). The educational broadcasting through radio which began in 1937 in four metro cities and the Satellite Instructional Television Experiment (1975-1976) of Indian Space Research Organisation (ISRO) using educational television were few notable efforts to use the mass media to reach geographically isolated population to impart education. The traditional folk arts are ancient educational medium in India which was effectively used to mobilize people during India’s Independence movement. However, the modern media has replaced the traditional forms in the late 20th century. Emergence of computing technologies and its convergence with telecommunication and mobile technologies has brought communication revolution in India. Currently, the Govt of India and several state governments are developing computer infrastructure to impart web-based instruction and e-governance. Meaning and definitions of audio-visual aids

In simple terms, the audio-visual aids are the devises that stimulate our senses to explore the environment for auditory and visual stimuli which make the learning process more interesting, reinforcing and effective. For example, a maths video game stimulates a child’s auditory, visual and tactile senses to engage in the play while learning numerical operations. These aids help the teachers to integrate his/her teaching skills with multi-sensory experience to make the learning more concrete, realistic with clarity. Defining audio-visual aids is a tricky process as they are used in diverse environments to achieve a variety of objectives. Defining audio-visual aids is a tricky process as they are used in diverse environments to achieve a variety of objectives. In general, audio is a sound within the acoustic range available to humans which are received through and ears and interpreted in brain. The audio could be from a real life, recording or broadcast. Audio-aids are things which we can listen or hear a conversation, talk, discussion etc. For example, any



expert talk on rice diseases recorded on a CD/DVD could be replayed in the farmers group for awareness creation. Visuals are things which we can seen through eyes and perceptible through mind. Visual aids can help to display facts and figures in a simple and illustrative way to foster effective comprehension (e.g. learning through charts and photographs). In simple terms, the Merriam Webster dictionary defined audio-visual aids as the tools “designed to aid in learning or teaching by making use of both hearing and sight”. In simple terms, the Merriam Webster dictionary defined audio-visual aids as the tools “designed to aid in learning or teaching by making use of both hearing and sight”. The focus of the definition is clearly on the learning process. According to Kinder James (1951), audio visual aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic. This definition focuses on the “outcome” aspect of the audio visual aids, while their nature i.e. “what” and “which” aspects are not described. While Burton, has added a “what” dimension into “process” aspect to describe them as the “sensory objects or images which initiate or stimulate and reinforce learning”. In general, the audio-visual aids are used to stimulate learning with various degrees of learner involvement. The joy of learning in a realistic way will reinforce learning and increase the retention. A renowned education scientist, Edger Dale viewed the audio visual aids as “communication devices” and described them as “multisensory materials which facilitate the communication of ideas between persons and groups in various teaching and training situations”. Rooted in the communication tradition, Dale’s views establish the multisensory nature of human communication and the role in audio-visual aids in stimulating this process. A learning process oriented view was advocated by Carter Good who defined audio visual aids as the “aids which help in completing the triangular process of learning that is motivation, classification and stimulation”. The supportive role of audio-visual aids in the learning process adds an Instructional Systems Design perspective to learning. A comprehensive definition of audio visual aids was proposed by McKown and Roberts (1949), who indicated “audio visual aids as supplementary devices by which the teacher, through the utilization of more than one sensory channel is able to clarify, establish and correlate concepts, interpretations and appreciations”. Reddy (1993), defined audio-visual aid as an “instructional device in which the message can be heard as well as seen” emphasizing its “nature” dimension without revealing its impact on learning. From a field practice view, Food and Agricultural Organisation defined audio-visual aids as “anything that an extension agent uses to help to convey the message when communicating with farmers”. From the above definitions, we can interpret audio visual aids as “multi-sensory devices that help the teacher to make the learning experience more realistic, dynamic and interesting, by helping him/her to interact with learners to clarify concepts, motivate to understand and apply them for their situation and reinforce the learning process”. Objectives of using audio-visual aids In general, the audio-visual aids are used in education to make the learning interesting and reinforcing. The specific objectives of using audio-visual aids in education are as follows



• To help the teachers to deliver meaningful instruction by skilful integration of his/her teaching skills with the content

• To attract and hold the attention of the learners for the duration of teaching-learning process

• To customise the learning experiences for the needs and abilities of the learners • To develop easy and understandable material • To teach the complex concepts in an interesting way • To show application or usage of theoretical knowledge • To reduce the cost of delivering instruction

Advantages of using audio-visual aids

1. The audio-visual aids help in effective perceptual learning (e.g. language learning), and contextual learning - learning by relating subject matter to real world situations. Using computer-based audio-visual technology, Kellman and colleagues have developed multimedia perceptual learning modules to improve mathematical skills of the students.

2. The audio-visual aids can capture and sustain the attention of students in the class. Integrating the visual aids with audio can add variety to learning experience and helps to break monotony in the presentation. Using the video technology, the teachers can capture the attention of the learners by manipulating the appearance/ disappearance of visual objects, adjusting their brightness and colour and regulating their movement in the scene. The visual tools can also help learners to sustain concentration in a learning event and organise the information to derive meaningful interpretations.

3. The audio visual aids can appeal to learners’ emotions and increase their motivation to learn. For example, an educational video about the suicide of farmers and the causes will arouse emotions among the viewers and stimulate them to help the farmers in marketing their produce at a reasonable rate.

4. The audio-visual based experience will aid in retention of learning and easy recalling. The mental images created in a dynamic and sensory rich learning environment are easy to recall because of the intense learner interest and involvement during the learning process (Weaver and Bollinger, 1950). Combining the visuals with audio has increased the retention of information among children.

5. Audio-visual aids can helps in mass customisation and personalisation of learning. The multimedia based educational modules can impart learning experiences to a large number of people at the same time while meeting the individual cognitive and affective demands in the learning process. The learners can learn at their own pace in a convenient time that maximises the learning effectiveness besides reducing the cost and time spent in learning. For example, the multimedia educational modules can deliver the instruction based on learners’ capabilities and needs.

6. Audio-visual aids make the learning simple, easy and interesting for children. First few years of child’s life are most fascinating where he/she learns through employing all senses. The audio-visual aids offer a variety of experiences to stimulate his/her senses and



engage in activities. For example, learning toys can stimulate and motivate children and help them to learn fast.

7. Audio-visual aids offer variety and flexibility for the teacher to impart effective instruction. The teacher can select any aid from abstract to concrete experience, partial to full learner participation, as well as at lower to higher costs. The teacher can choose any aid which suits his/her demand. For example, simple flannel graph or flash cards could be used to explain SRI system of cultivation to the farmers. It eliminates the need for electricity for using LCD projection systems in the villages.

Limitations Though audio-visual aids are effective in delivering instruction, they have few limitations

1. The audio-visual aids are either representation or indicators of realities, which can’t be as effective as learning in real life situations. For example, a specimen of a Katla fish may help the learner to understand the morphology of the fish, but it can’t teach them how the fish swims, breaths etc.

2. The audio visual aid based instruction requires specialised skills on the part of teachers. Effective use of audio-visual aids depends on teachers’ knowledge and skill in operating the aid, ability to choose a right aid/method to match the teaching objective etc. For example, integrating multimedia based education in curriculum is a difficult task because it demands high initial investment, teachers’ expertise in using computers in teaching and time-taking for preparation of computer based presentations

3. The students are often heterogeneous in nature that differs in terms of cognitive abilities. Though audio-visual aids are effective in making the teaching – learning process interesting, they can’t cater to needs of all learners. For example, Kolb’s learning style model identified four learning styles of the learners i.e. teaching, visual, auditory, tactile and kinaesthetic. An effective audiovisual aid should cater to all the needs of the learners uniformly.

4. Delivering a quality instruction demand the use of a variety of audio-visual aids. Developing audio-visual infrastructure is very expensive and the organisations always struggle to get adequate funds for strengthening their audio-visual infrastructure. A small extension office at a block level can’t develop a quality audio-visual teaching materials without adequate funding from state office.

Characteristics of good audio-visual aids

• The audio-visual aids should be selected and used based on teaching objectives. A suitable audio-visual aid will help in delivering meaningful and relevant instruction. For example, developing powerpoint presentation on Integrated Pest Management for sweet potato weevil in English for using in Koraput district of Odisha may be inappropriate since the most sweet potato farmers are illiterate and belong to nomadic group



• The audio-visual aids should help in motivating the learner to actively participate in the learning process. For example, a multimedia based farming game will help learners to learn good agricultural practices by continuous engagement

• An audio-visual aid should provide accurate information in an objective way. Noise and frequent distortions in delivering the message will intervene and reduce accuracy of message delivery. For example, the extension publications aimed to low-literates should include plenty of visuals with little text messages written in simple language. The facts and figures should be clearly specified

• Developing simple and easily understandable audio-visual aids at a lower cost will enhance learning. For example, the vermi-composing process can be easily explained to the farmers step-by-step by using flannel graph.

• Locally available audio-visual aids are familiar to the farmers which can easily be understood in a short time. For example, traditional media like storytelling and puppet shows can be effective aids when played with local artists.

• The audio-visual aid should be large enough to be seen by the audience. For example, the miniature models may be be suitable for a learner group of over 30.

• The audio-visual aids should be updated at frequent intervals to deliver the instruction effectively. For example, using a 10 year old video film to educate farmers about sugarcane cultivation will be inappropriate as it contains the 10 year old agro-techniques that have been modified in the subsequent years

Classification of audio-visual aids The audio-visual aids are classified into different types based on the purpose, form and abstractness of message delivered A. Classification based on the sensory form A simpler form of classifying audio-visual aids is based on their sensory form i.e. audio, visual and audio-visual. The audio aids communicate the message which can be heard, while the visual aids transmit images which could be seen by the audience. The audio-visual aids transmit messages that can be seen and heard. Various audio-visual aids classified in these categories are displayed in Table 1. Table 1. Classification of audio-visual aids based on their sensory form Audio aids Visual aids Audio-visual aids • Radio • Audio recordings stored

in audio tape, disc (CD/DVD) and in computer including the hardware used in delivering them e.g. Tape

(a) Non-projected • Models • Specimens • Flannel graphs • Flash cards • Photographs • Illustrations

• Films • Video films • Television • Dramas and puppet

shows • Computer-based learning

modules



recorder, CD/DVD player, MP3 player etc.

• Sound commentaries including Public Address Equipment

• Charts • Posters • Chalk board • Bulletin board • Leaflet, brochure,

pamphlet, folder and booklets

(b) Projected • Slides • Filmstrips • Films • Video films • Illustrations projected

through various projectors

B. Classification based on message form Weston and Cranton (1986) described three components of teaching materials i.e. (1) a delivery system, (2) a message, and (3) a condition of abstractedness. According to them, delivery system is a physical form of the materials or hardware e.g. Overhead transparency (physical form) and overhead projector (hardware). Message represents the information communicated with teaching materials while form indicates the abstractness of the medium. They classified teaching materials /audio-visual aids on the concreteness to abstractness continuum proposed by Edgar Dale (1946) into four types i.e. realia, imitations, illusions and symbols (Table 2). According to them, realia is the most concrete form of audio-visual aid, where as imitation is a three-dimensional material which deliver less realistic stimuli than realia. For example, a specimen (realia) of a wheat leaf helps the students from South India, who hasn’t seen the wheat plant, to understand how it looks like. A working model (imitation) of a rail engine will help us to understand the pulling mechanism less realistic way as it explains only a part of a whole phenomenon. Illusionary materials like photographs are more abstract than imitation, where learning is one-dimensional and limited. For example, a picture of a rice disease will show only one part of the plant, without capturing its surroundings. Since the diseases are diagnosed by assessing various criteria like damage to leaves, fungal growth at the base of the plant, horizontal spread etc., and the photographs will supply limited information. The symbolic forms like words and symbols are difficult to understand as they demand high level of cognitive processing. Table 2. Classification of audio-visual aids based on the message form (Weston and Cranton, 1986) Realia Imitatio

n of realia

Visual illusions and visual

Auditory illusions and

Auditory and visual

Visual symbols and visual

Auditory symbols



symbols auditory symbols

illusions & auditory and visual symbols

illusions

Specimen

Models, mock-ups

Photographs Slides Film strips

Audio-tape recordings

Slide and Filmstrip with audio Film Videotape recordings

Computerized materials Overhead transparencies Chalkboard Text

Live oral presentations

Classification based on generation The UNESCO (1963) bulletin 'New Methods and Techniques in Education' distinguishes four generations of educational media as follows:

• First generation media: Hand-made charts, graphs, exhibits, models, hand writing materials.

• Second generation media: Printed/illustrated texts, printed graphs, workbooks etc. • Third generation media: photographs, slides, films-strips, films, recordings, radio ,

tele-lectures etc. • Fourth generation media: TV, programmed instruction, electronic digital computers

Conclusion This module has provided an overview of the indispensible role of audio-visual aids in the teaching learning process. Since the ancient civilisations to modern classrooms, these aids provided sensory rich experience to enhance the quality of learning. We have mastered various audio-visual classification systems based on their nature, learner characteristics and the type of sensory experience offered by the aids. This knowledge will help us to select and use appropriate audio-visual aids in school and field education programmes

Paper Code and Title: H12EE Extension Education Module ...

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