Welcome to the class again.

This audio visual production and use in agricultural

extension. This the next topic we are considering is teaching aids teaching aids.
Teaching aids are tools designed to enhance the effectiveness of teaching by
engaging the senses and encouraging active participation from learners. Now
earlier, we looked at the issue of teaching and learning, and we said that teaching
is the the the process of creating an environment to pass across knowledge so that
the learner can understand.

So the can be able to, know, understand what's he passed across or what you're
trying to say to him or her to increase their knowledge base. So that is so what we
now do is that we need some tools to help us to be effective in teaching. And how
do we do that? We engage the senses of our audience or learners, and we do that by
encouraging their active participation. And that is why earlier in our when we're
growing up, we just started by lighting on the chalkboard for us.

I will copy from the chalkboard. You know? That was engaging our senses of sight.
And then the later they went on to dictating notes to us. So we started also use
our ears to know to engage in the learning process.

So this teaching aids, they are designed to enhance effectiveness of teaching by

engaging the senses and encouraging active participation from learners. So this
supports teachers in facilitating knowledge accusation. So in the field of
agricultural extension, teaching aids are crucial due to the dual components of
extension that is education and communication. We educate and we we do so by
communicating. So we have those those 2 dual components in extension.

So extension agents, exchange facilitators, must employ teaching aids to

effectively educate farmers who are the poor primarily adult learners, and
therefore, they need motivation to alter their attitudes, knowledge, skills, and
practices. If they are going to change an adult, the Eurobast have this that said,
that's, a dry fish cannot be bent. And so many adult in us, they have been set in a
mood that they cannot easily change. And we are going to change them or to alter
their knowledge the way they have been practicing some skill, you know, some things
or the skills that they have want to alter it or change it, modify it or improve on
it, they will need adequate motivation. So this teaching is, what we use to try to
do our work effectively.

Now, types of teaching aids, teaching aids can be categorized based on the sensory
experience that is which sense is being used, which sensory organ is being
activated. So number 1, we have the audio aids. And when you talk of audio, they
engage the auditory sense, the sense of hearing. So examples of such aids that we
use include radio, tape recorder, gramophone, lingua phone, audio cassette player,
language laboratory, and many other, types of aids in the audio in the audio,
realm. What you are also listening to is an audio aid to help you to, you know, to
engage you and to help you to learn.

Okay. This can be further complemented by another type what you call the visual
aid. So this second category or type of aids engage the visual sense that is the
eyes. What you can see? Any kind of aid, teaching aid that we engage the sight or
the eyes, is under this category.

So we have charts, we have black and white boards, you have maps, you have
pictures, you have models, textbooks, slide projectors, we have transparencies,
flashcards, print materials, and many others. These are there are some you might
not have you might have not had up before or seen. You can try to check them up on
the Internet to see what they really are. That is the other aspect that if it was a
visual class, yes, some of these things, pictures of this may have been presented.
So now we have the audiovisual aid as a 3rd category, and this kind of teaching
engage both the auditory and the visual senses.

So they are using both the eyes and the ears. So examples include the LCD
projectors, the film projectors. We have the, multimedia projectors. We have
television, computers, VCD players. We have virtual classrooms like Zoom, Microsoft
Teams, Google Meet, all of these, and then the multimedia.

All of these, they use the the the the company combination of sites and the ears,
the earring. So, and that is where we really want to focus our our our our course
on and our study on in this particular course on the audiovisuals. So audiovisual
is refers to any materials and extension agent uses to convey messages when
communicating with farmers, and this aids engage the audience both visually and
auditorily. And, we have the examples that you have made mention of. So what are
the objectives of teaching aids?

So one of the things you must understand that as you are preparing to learn how to
produce them, produce this teaching aids, we must know what are the objectives,
what is our objective, why do we need to use them, why why do we need them. Number
1, it is to enhance the teaching skills. So it makes the teaching learning process
more effective. It enhances your skill, then it promotes learner participation by
encouraging active engagements in a class. So for that, what I dictate, you write
down.

As I've given, you know, sent you an audio, you listen to it. You participate.
Okay. Then number 3, it adapts communication. In a sense, it helps us to tailor
communication to the learners capabilities.

So when we use either the audio, the visual, the combination of both, Then number
4, it develop the lessons plans, assists in creating and engaging an interesting
learning, lesson plans. Then it also improves observational skills. It encourages
students to be keen observers, keen listeners. Then it also simplifies learning
materials, so it develops easy to understand learning resources. So this teaching
is know the this helps us to simplify learning materials.

Then it also ensures that we are aligned with the learning objectives. We
complement it, then it helps to generate interest in the learner. So it has
interest among the different learner groups based on the kind of perceptual
strength that they have. Then it also enhances effectiveness making the teaching
process more impactful. So these are the objectives of the teaching aids that we
want to use.

Then adding the advantages of audiovisuals or this teaching aids we are talking
about. Yes. There could be some disadvantages, for example, space requirement.
There's need for adequate space to set up this teaching aids or audiovisuals.
They're convenience issues.

It may not always be convenient to use. For example, for some audiovisuals, we need
to get generator, we need to get some other equipment for you. Then technical
problems, you see, anything that has to do with machine, definitely, you could
experience any form of technical problem. So that's a very, you know, important for
us to take note of. Then potential distractors are disadvantage.

Even as good as individuals are, it can distract students if not properly used. It
can take their attention away from the class. Then the cost sometimes some can be
expensive to acquire and then, so we need to also take note of that's gonna be a
disadvantage while some may not be able to have it. And that's why many
universities, even institutions, do have multimedia projectors. They do have they
do have, you know, the white board and things like that that they can use.
Then another is production time. In producing other visuals, it could be time
consuming but after it has been produced once, they can be reused multiple times.
For example, this, audio, audio, notes I'm sending to you, once I do this, I can
use it many other times. So that's a benefit and advantage of it. And I can also
upgrade these nodes by adding the visual aspects.

So it's also possible. This becomes the voice track of a video where we have, you
know, a visual presentation or some of the things I'm saying, and then it becomes
much more engaging. Okay. Now benefits of photo videos, number 1, despite the
challenges of everyday disadvantages, one major advantage of, individuals is that
it stimulates interest. It stimulates interest.

It captures and then also maintains the learner's interest in what he's looking at.
And that's why when you're looking at a movie, it's not difficult or it's difficult
for you to take your eyes off an interesting movie because of the the the the
interest the the or the interest that is stimulated to what you are seeing. Okay.
Then you also have the issue of verbalism. So all the visual reduce verbalism.

It minimizes our reliance on verbal explanation, you know. We don't need to talk
and talk and talk. Sometimes, what you are trying to explain, you just put it on,
you know, a picture of it, a model of it, and things like that. Then number 3, it
enhances comprehension. It makes concepts easier to understand when people see not
only here what they're talking about.

Then it motivates learners. It provides a motivational stimuli. Number 5, it

creates realism. It brings a sense of reality to the learning experience. So the
learner can, can connect with what you are saying.

Then it also ensures relevance. It keeps teaching relevant and purposeful, and
finally, it improves accuracy. It enhances the accuracy of information delivery. So
when they are seen it and they are in together, it reduces misconceptions about
what because the way people think and, assimilate or even, understand what you are
saying differs. But when you're using other visuals, it improves accuracy of
information delivery.

So overall, teaching aids are essentially creating and engaging, effective, and
efficient learning environment. By catering to the different ministers and senses,
they play crucial role in facilitating comprehensive understanding and retention of
information. So what are the various types of visual aids that we have? For
example, we have the models which are a replica or imitation of the original
objects. This could be functional or not.

It could be the same size as the original or not, but it's going to be a model of
it looks like this. Just like sometimes when, people want they want to build,
there's a building, that is reconstructed. Sometimes they make models of it like
those in architecture. They make models of that building. So it's not exactly the
building, but it's a prototype, like a prototype or they build a model of the
building.

They also have an example of, also have another visual in the mock up. This is a
functional device that alters essential elements or the original example or the
original object. An example is a operating mock up of a feed mixing plan. So this
one, they are like model, but they are functional. They are they work just like a
mini, maybe, dam or hydroelectric power, you know, a process, generating
electricity for my electric power.

You can have such a model and it will function. It will produce life, but the model
the when you talk of a model, that one may not function and also may not be the
original size. Then we have specimens. What are specimens? They are real objects
taken from their natural settings.

For example, intestinal worms from the intestines or insects, you know, during
those days when you are doing biology, you bring you bring those specimens for you.
So they are real objects, the real thing that they are talking about and maybe
taken from their natural settings. Then you also have objects. These are pieces of
reality or samples. So they could be anything.

It could also be a specimen but they are objects. They are pieces of reality or
samples of it. They will have the trauma dramatized experience. This involves
participation in a recon reconstructed experience, convey knowledge and
understanding through songs, ballads, dramas, dances, perpetuals, and festivals. So
this has to do with drama and they are sing, so you can have dance drama.

They are not saying anything, but they are dramatizing it. Okay. Then you have
songs. Okay. That's actually, those songs is, it has to do with the audio, but it
can be it can be complemented with drama.

Can actually, still working on, no, incorporating music into agricultural
extension, activities. How can no no develop or put, our information, how we
compose it into songs, and then we can teach the farmers or send the m p 3 to
farmers. They listen to it. The the children listen to it. They use listen to it,
and then they they assimilate this information that we are sending to them.

Now what about exhibits? These are planned displays of models, specimen, charts, or
posters presented to the public. These are what you presented as the exhibit, so
you can gather. It could be models with a specimen, could be anything, but you are
now you are now presenting it to the public. They also have motion pictures, which
are series of steel pictures on a long strip of film that when displayed in rapid
succession, create a low illusion of movement.

These are how they started, our the film industry. So motion pictures. Then you
have the recordings, which are sound that can be recorded on disk tapes or wires.
These are various objects. Then you have still pictures, which are photographs.

Photographers are exact virtual verse a visual recordings of objects or scenes. The
exact but they are still they are not moving. Or you have also have illustrations.
These are non photographic reconstructions or reality such as drawings and
paintings. So you have a drawing or a painting.

It's a still picture. It's an illustration, and it's on that still picture because
it's not moving. Then you saw the projected slides. Projected slides are
transparent pictures on glass or film projected by focusing light through them from
above. Many of you don't know about that, but we used to use them, and you can go
online to find out what are transparencies and projected slides.

You can find out you can look online and get examples. They have thin strips, which
are series of steel photographs, diagrams, drawings, or lettering on a strip of 35
millimeters film. So, and they are projected for people to see, So we also have
other visual aids like the chalkboard, which is the most universally used teaching
aid and serves as a vehicle for a variety of visual materials. So the chalkboard,
everywhere, people use a chalkboard. Some place, I know you write on it and things
like that.

We are we are used to that. Then we have the bulletin board too, where the simple
and extensive display device suitable to put on your photographs, your drawings,
notices, and posters, and their place either outdoors or indoors. These are the
thing boss. They also have a flannel graph. What are flannel graphs?
Their visual teaching is we have pieces of flannel felt or sandpaper stick to a
flannel covered board. Pictures, photographs, and letters, with sandpaper on the
back can be attached to the board to create a flannel graph. You know, these are
used to create, pictorial, no, no, scene can be used to to know, talk, you know,
give stories or to describe an activity or whatsoever. So it helps to engage the
side of the learner. Then you also have flashcards.

These are series of illustrated cards. When presented in sequence, you may tell a
story. For example, you can have flashcards for a b c 123 or colors or things like
that for children. You can also have the same flashcards for adults in telling them
a story or in teaching them how to how to do a practice, and then you have them in,
you know, presented in sequence. So they are, illustrated cars or pictures or any
illustration, drawings, or paintings of what you want to see.

Then you have the posters. These are important visual aids that should be part of a
larger campaign or teaching program rather than being used alone. So posters, they
are big or bigger visual aids. You also have charts, you know, and there are
various charts. These are visual symbols for summarizing, comparing, contrasting,
or explaining subject matter.

And there are various types of charts which I want you to look up. We have pool
charts, strip tease charts, flow organizational charts, bar charts, time or table
charts, job charts, 3 or stream charts. We also have flap charts, overlay charts,
pie charts or pie graphs. We have line charts or line graphs. There's also a
pictorial graphs.

All of these different different graphs have their uses and when to use them. You
don't just use them anyhow. They they have no the the the basis for using this
chart. For example, in using a a line or a line graph, a chart or graph, you you
must understand it has to do something with progression. No.

Actually, with progression or time. No. These are line charts that shows how
something is moving from one point to the other. You can just use it for just any
kind of checkers. I also use it to represent, frequency and percentage of, of,
maybe education education level.

I now use line chart. It's not it's not it's it's not correct. So there are
different ways you use different kinds of of charts. So you can look up these
various kind of charts, you know, on the Internet and see their various uses. Okay.

We also have, now we have what you call banners. You have SUV, SUVs banner. You
have also the, the normal, banner that, you see for, you know, for publicizing our
programs and various things like that. These are also, you can call you can put
them in the in the realm of posters, but, actually, posters maybe, can could look
at those ones, what they are put on paper, you know, not like the banners that are
put on, these, SCVs and other materials for printing. Okay.

So, that is that for the various teaching aids that we have. I think, one of the
things we just need to take note of is looking at the principles for audiovisual
aids. Principles for audiovisual aids. When you want to use this audiovisual aids,
what do you consider, to maximize the effectiveness? What is the purpose of the
individual is why?

No. For example, what exactly do you want to do with it? Is it to facilitate the
transfer of ideas or technology or message or what's what whatever it is. You have
to consider the purpose. So the individual is themselves.

They are not, magical that we just bring about, you know, the solution or that
communication you want to want to achieve. No. But it will be used correctly. So
one of the things must consider is the purpose of the individual aids. What do you
want to use it to do?

This is a transfer idea. This will demonstrate something and things like that. Then
number 2 is selection and use. So, you need to the success of using the other video
is the person selecting the right type and using them appropriately. This should
support and aligns key points in the presentation, complementing the speaker's
words rather than replacing them.

So audio video is actually to complement, the, spoken word or the verbal,

communication of the teacher. It's not to replace, not to replace them. It's rather
to compliment them, not to substitute. Now we also have the another thing you must
consider is appropriate usage. Not all communications will require the visual aids.

There are simple ideas that can often be effectively communicated verbally. They
don't need to hear. So all the visual aids should be reserved for complex,
abstracts, or unfamiliar concepts that require additional support for audience
comprehension. For example, maybe I want to describe a technology you have not seen
before. I want to show you the technology or how, you know, how it is and things
like that, I may need, an individual.

For example, I was talking about this issue of transparencies or, you're talking of
film strips and things like that that you may have not seen before. If it was, a
class where we are we are sitting, we can have that projected and you see an
example of that. So, but definitely, as I said, this audio will still be upgraded
to become an audio visual, and they are going to put in the visual aspect. And that
is one of the work you'll be doing. So the way you have learned about it, it will
incorporate all of these things together.

So now during the planning stage, what do you need to consider when you, you want
to use other visuals? Number 1, you need to consider your audience characteristics.
You have to take into account the age, the gender, the literacy level, previous
experience, and size of the audience. This kind of for example, to use a model and
you have about it, about, your 100 a 100, no, 100 in your your program. And you the
model you have brought to you you have is very small.

You know, that will not be appropriate for that kind of audience. So in essence,
rather or rather rather than using this small model that you put on the table that
the 100 people will not be able to see, you can have a projection of the picture of
that model, and then people at the back can see, and you can point to it. I can
make, reference to whatever you are seeing. So number 1, all these characteristics
when you are planning for the use of audiovisuals. Number 2, availability and cost.

Is this unavailable? Can you afford it? It's very, very important. The number 3,
nature of the subject matter. See, they ensure that the aids are suitable for the
topic being discussed.

That's what I'm saying later on. If you are using a model and then many people
cannot see it, then it's not suitable for what you are doing. Okay. Then
familiarity with equipment must ensure that the presenter is comfortable and
familiar with the equipment being used. You as a presenter must know the, equipment
or that particular or the visual and how to use it.

You must be familiar with it so that you don't get there and mess up yourself. Then
facilities and setup. So you must consider the facilities required for using the
aids, including the space and the technical requirement. For example, you are using
a PowerPoint projector. Let's consider where you're going to project it.

Do you need a projector stand, or, do you need a generator? What else do you need?
Do you need a stabilizer? Whatever it is that you will need, you need to take note
of that. Or can also look at a a presenter pen.

Do you you you need that? These are the various things, facilities, and, other
requirements that we need to consider. Then also consider your teaching objectives
when you are planning. You have to align the use of your other visual aids with the
specific objectives of your communication. So do you want to demonstrate something?

You want to demonstrate something? It's better to bring the real objects to the
class or to that particular meeting. And if you feel that you don't have the real
objects, you can get a theme, where a video where the demonstration is being done.
That particular thing is being done and which is properly filmed so that everybody
will see what is going on. So you should consider what you want to use the the
teaching objective, what you want to achieve by your teaching, whether it is
demonstration, knowledge transfer, or attitude attitude, attitudinal change.

These are things that are very, very important. And then the execution stage. What
are the things you must consider if you are if you are if you want to use all the
visual aids in presentation? So number 1, you have to consider the job of your
preparation and setup. You have to practice using the aids beforehand, especially
projected aids.

You have to set them up in advance and keep them hidden until needed to avoid
distractions. So very, very important. You have to ensure that what you need to
use, you have set them up. It's not when you now need it. You now begin to set
them.

You have to prepare ahead and put them up even before the audience arrives or
before the meeting begins so that there's no distraction during the setting up.
Then number 2, visibility and audibility. You have to ensure all aids are visible
and audible to the entire audience. Inadequate visibility or debility can cause
restlessness and inattention. So, if you don't see it, definitely, they will rest.

Yeah. We can't see. We can't hear and things like that. A lot of noise will come
up, and the few that are even hearing, they will not be able to hear again. So
ensure that your aids are visible, and it is placed in such a way that it's visible
to all.

And that's one of the things when you are doing your project your PowerPoint
slides, take note of your font size. At least your font size should not be less
than 24 or about 36, 24 minimum so that people at the far distance can easily see
what you have written on those slides. So okay. Then positioning 2. You have to
position the 8th away from your body.

Use your pointer to discuss the charts, graphs, or slice. This will allow you to
stand further away and maintain eye contact with the audience. Don't back the
audience when, using, these audio visuals, especially when you're using, you know,
PowerPoint project, projectors. You have to position it in such a way that you are
not going to be blocking the audience from seeing what you are projecting. What's
the essence of projecting something when you are blocking them?

So number 4, engage with the audience. Talk to the audience, not the edge. Glass at
the edge when you're there, but maintain eye contact with the audience to keep them
engaged. Okay. So what you want to use it, audiovisuals for is to keep the
attention of the audience.

So you have to be looking at them, talking to them, and not to your slide. That's
why I say you don't park your audience. Then avoid obstruction. Do not stand in
front of the visual aid or blow the view of any part of the audience. Number 6, the
timing.

Display the aids only when you are discussing them, and then you remove them or
turn it off once the aid is do not get in focus to prevent distractions. Or else
when you are talking, somebody else is still looking at what you have displayed. So
on or or else you have finished and you leave it there, no. It's better to keep
away the ease so that it does not become a distraction as you have said. That
become a disadvantage rather than an advantage.

Then you have did you have clear explanations? Explain the aids clearly and
concisely, and use them to reinforce your message. Compliment your spoken words and
involve the audience by asking questions. So there will be clear explanations on
what the aids is saying. Number 8, stable mounting.

You have to mount illustrations on an ACU rather than holding them while speaking.
ACUs are like, what you can call a a stand for your at the board or for your chart,
anything like that, hang that thing on, as I said. You see, as I'm trying to
describe, you'll be wondering what exactly is it. But if there's a visual, it makes
it more easy. I don't need to talk too much.

So as I say, all the visual reduce verbalism. You don't need to talk too much. By
the time you say this is an AC, and then the people see it and they know what it
is. So, for writing on a chalkboard, you have to turn back to the other
irregularity to also maintain eye contact. So when you're writing on the chalkboard
or you're putting something on that, you have to begin make sure you are turning to
the audience regularly so that you can maintain their attention.

Then functionality check. Make sure you check all equipments, the film projectors,
or any any kind of projector, the tape recorders, your speakers, everything. Make
sure they're in good working order and has access to necessary electrical hardness.
And in essence, make sure in maybe rural areas, your generator should be a standby
because you are not expecting that you may even have light. So in essence, get your
generator.

Your your your electrical wires must be in good order. Then number 10, avoid
passing aids around. Do not pass the visual aids around during your speech as it
can distract you. So distribute any materials before or after representation. And
then when they have gone through, collect your so that it does not need to any
further distraction.

And so looking at all this, if you adhere to these principles, you can definitely
be able to use your audiovisuals effectively to enhance your teaching and ensure a
more engaging and comprehensive presentation. Okay. So that is, where we stop on
the issue of, the teaching aids. Thank you very much. See you in the next class.