audio visual aids

127 Pages·2012·1.54 MB·English

AUDIO VISUAL AIDS
!N
TEACHING, TRAINING AND EXTENSION
AVAIDS
TT&E
Dr. N. YELLA REDDY
Professor & University Head
Extension Education Institute
Rajendranagar. Hyderabad-500 030.
AUDIO VISUAL AIDS
IN
TEACHING, TRAINING AND EXTENSION
Dr. N. YELLA REDDY
Professor & University Head
Extension Education Institute
Rajendranagar, Hyderabad-500 030.
J
^
M
Published By
EXTENSION EDUCATION INSTITUTE
Andhra Pradesh Agricultural University
Hyderabad
in collaboration with
DIRECTORATE OF EXTENSION
MINISTRY OF AGRICULTURE
Department of Agriculture & Cooperation
Government of India
NEW DELHI
PREFACE
This bulletin is mainly directed towards the Extension per
sonnel working in the Training and Visit System of Extension.
This can also be useiJ by the undergraduate and post-graduate
students and teachers of Agricultural Universities. It is a bul
letin of fundamentais, designed to facilitate the development
of insight and performance. This bulletin will serve as a basic
reference for the extension workers and teachers who desire to
prepare effective teaching and training materials and to learn
operational skills.
In this bulletin brief information has been given about the
use of audio visual equipment and visual aids of many kinds,
expensive, cheap, complicated and simple to its value. In
expensive aids are as effective as the more costly and compli
cated ones. If you are not in a position to use the expensive
aids, consider how best you can prepare or purchase within
the budget available.
It is not intended in this bulletin to include every thing
on A.V. Aids, but an attempt is made to give the beginner
in a simple and interesting manner the basic knowledge the
needs before he starts preparing and using the aids effectively.
Many illustrations have been designed to include in this bulletin
with the intention of making the text interesting and easily
comprehensible but because of limitation of funds, only few of
them could be made use of.
!n preparation of this bulletin, I have consulted many books,
bulletins and other literature. The sources of information are
acknowledged at the end of the bibiliography. I take the op
portunity to express my thanks to all those author whose works
were of great help to me.
Last but not least, I express my grateful thanks to my
beloved Vice-Chanceilor, Dr. M.V. Rao, Director of Extension,
Dr. H.N. Byra Reddy, Directorate of Extension, Training, Gov
ernment of India and Sri P Ramesh Lai, Artist-cum-Photographer
of EEI without whose help this revised bulletin would not have
seen the light of the day.
N. Yella Reddy
CONTENTS
CHAPTER -1
* Introduction 1
-^ Planning, Preparation, Evaluation and presentation
of Visual Aids 5
* Score Card for Evaluation of Visual Aids 8
-k Basic Production Techniques of Visual Aids 13
~k Lettering Techniques 21
-k Colouring Techniques 30
CHAPTER - II
Visual Aids (Non-Projected)
:*• Chalk Board 36
•k Bulletin Boards 41
•k Flannel Boards 45
-k Plastigraphs 48
•J^ Magnetic Boards 50
-k Electric Question Board 51
-k Wall Newspapers 54
•k Pictures 56
k: Models 57
-k Specimen 59
•k Real Objects 61
-A- Exhibits/Displays 63
k: Flash Cards 66
•k Postef 69
* Charts n
* A.V. Kit for Extension Workers 76
CHAPTER - HI
Visual Aids (Projected)
•k Principles of Projection . 80
* Slide Projector 82
ic Preparation of 2" x 2" Slides 83
•k Sound and Slide presentation 88
* Overhead Projector 90
-k Preparation of Overhead Transparency 91
•k Types of Transparencies 92
k Opaque Projector/Epidioscope 95
CHAPTER - IV
Audio Aids
k Radio 98
* Public Address Equipment 102
k Cassette Tape Recorder 103
CHAPTER V
Audio Visual Aids
k Motion Picture Projector 107
k Television 112
k Video Technology 114
k Bibiliography 116
CHAPTER - I
^ INTRODUCTION
^ PLANNING, PREPARATION, EVALUATION AND
PRESENTATION OF VISUAL AIDS
• BASIC PRODUCTION TECHNIQUES OF VISUAL
AIDS
INTRODUCTION
Audio visual aid has been defined by Hass and Packer as
a device that assists the instrcutor to transmit to a learner facts,
skills, attitudes, knowledge, understanding and perception.
Visual aid is any instructional device through which mesage
can be seen but not heard.
An audio aid is any instructional device through which a
message can be heard but not seen.
Audio visual aid is any instructional device through which
a message can be heard as well as seen.
Audio visual instruction is as old as education itself. From
the beginning eminent educators have sought to reduce over
verbalization by introducing less formal methods of teaching.
For instance, F.W. Pen, Benjamin and Horce Mann in early
20th century recommended the use of visual aids in 1920, the
National Academy of Visual Instruction was formed in U.S.A.
Eversince great strides in the development of audio visual
materials has taken place. As Edger Dale observed 'Today it is
no longer necessary to provide that audio visual materials can
contribute effectively in teaching. They have come of age'.
Teaching is basically making the student to understand
the subjects taught. Understanding takes place when there
is a meeting of the minds between the teacher and taught.
Visuals bring about meeting of minds. Meeting of minds will
lead to maximum mental intake of the information presented. It
is important that the direct line does not become discontinued.
Poor connections never result in efficient learning. Visuals can
help to maintain, clear, static-free lines of communication. Visual
interpretation of spoken word in learning process is important
1
to the teacher and the student. This is because most of the
words have more than one meaning and they are abstract in
nature.
Before anything becomes meaningful to a person it must,
therefore, be received through sensory receivers that is sight,
sound, smell, touch and taste. According to Swittich and
Schuller, the normal learner gains understanding through coor
dination perception by multiple impressions recorded through
sense organs like eyes, ears etc. Results of research in this
area show that various sensory organs contribute to awareness
or attracting attention of people in the following proportions.
Sight 87%
Hearing 7%
Smell 3.5%
Touch 1.5%
Taste 1%
The use of audio visuals is thus based on psychological
researchers of human learning. Broadly speaking, seeing and
hearing are the most important percepts which contribute to
maximum learning with regard to the retention of information
learned through different senses the research findings say:
1. Most people retain 10-15 per cent of what they READ if
the subject is explained in clear and simple language or in
particular technical terms.
2. The majority remember about 20-25 per cent of what they
HEAR, if their concentration is not limited through listening
with one ear to radio speakei" who perhaps fatigues them
with a teadious lecture.
3. About 30-35 per cent what they SEE, is kept in mind by
majority even more if what is offered is well arranged and
selected.
4. The majority remember 50 per cent and more of what they
have SEEN and HEARD at same time, provided that both
presentations complement one another.
5. Up to 90 per cent of a lecture is kept in mind by the majority
of the people if they participate actively, and if ALL THE
SENSES are approached.
Research also indicated that when properly used audio
visuals contribute to one or more of the following:
1. Helps to convey meaning clearly.
2. Helps to supplement the spoken word.
3. Helps to present subject in condensed form.
4. Helps to present subject in understandable
form.
5. Helps to impress the ideas better.
6. Helps to make teaching realistic.
7. Helps to attract the attention of the audience.
8. Helps to sustain interest of people.
9. Helps to clarify ideas bet+er.
10. Helps to create interest in the learner.
12. Helps to change attitude.