UNIT V

EDUCATIONAL
OR
TEACHING MEDIA

SHINIJA K
LECTURER
JDT ISLAM CON
 CONTENT
• MEDIA USE- PURPOSE, COMPONENTS,PRINCIPLES & STEPS
• TYPES OF MEDIA
❖ STILL VISUALS
o Non-projected –drawings & diagrams, charts,
graphs, posters, cartoons, board devices
(chalk/white board, bulletin board, flannel board,
flip charts, flash cards, still pictures/ photographs,
printed materials- handout, leaflet, brochure, flyer
o Projected- film stripes, microscope, power point
slides, overhead projector
❖MOVING VISUALS
o Video learning resources- videotapes & DVD,
blu ray, USB flash drive
o Motion pictures/ films
❖REALIA AND MODELS
o Real objects & models
❖AUDIO AIDS/ AUDIO MEDIA
o Audiotapes/ compact discs
o Radio & tape recorder
o Public address system
o Digital audio
❖ELECTRONIC MEDIA/COMPUTER
LEARNING RESOURCES
o Computers
o Web-based video conferencing
o E-learning, smart classroom
❖TELECOMMUNICATION ( DISTANCE
EDUCATION)
o Cable T V, satellite broadcasting,
o video conferencing Telephones: tele-health/tele-
nursing
❖MOBILE TECHNOLOGY
 INTRODUCTION
• Media covers all the means of communication
which have functions such as informing,
raising awareness, education, socialization ,
entertainment, and agenda setting, including
all kinds of oral, written, and visual images
• The word media is a plural form of the Latin
word 'medium‘ meaning 'middle ground or
intermediate.
• Media can be used in direct instruction, active
teaching-learning strategies, and student
projects. In the past century, various forms of
media have been used to convey instruction
and Support learning.
• Educational media means print, digital, or
electronic material providing or conveying
information to the students or otherwise
containing intellectual content and
contributing to the learning process
 DEFINITIONS
• Media is any digital, electronic or printed
means of communication.
-Macmillan Dictionary
• Educational media refers to channels of
communication that carry messages with an
instructional purpose. They are usually utilized
for the sole purpose of learning and teaching.
-Web Crawler, 2013
• Audio visual Aids:
“AV Aids are any device which can be used
to make the learning experience more
concrete, more realistic & more dynamic”
-Kinder
 PURPOSE OF MEDIA
• Media are a familiar medium to students that
helps gain attention and maintain.
• Students' interest in the theories and concepts
under discussion.
• Students can see the theories and concepts in-
action.
 COMPONENTS OF MEDIA
4 M's are the major components of media:
Methods, Materials, Media & Man power
• 1. Methods: It is concerned with the devices
such as programmed learning team teaching
micro teaching, and personalized systems of
instruction in teaching-learning, situations.
• 2. Materials: Instructional materials such as
programmed textbooks, the material of this
type may be handwritten or printed.
• 3. Media: The media used here are audio,
visual or audiovisual (AV). A few
examples are radio, tape recorders, charts,
films, educational television, etc.
• 4. Man power: Manpower controls
educational technology in every way.
Educational techno-logy without a man is
zero
 PRINCIPLES OF MEDIA
• ALL MEDIA ARE CONSTRUCTIONS
• THE MEDIA CONSTRUCT REALITY
• AUDIENCES NEGOTIATE MEANING IN MEDIA
• MEDIA HAVE COMMERCIAL IMPLICATIONS
• MEDIA CONTAIN IDEOLOGICAL AND VALUE
MESSAGES
ALL MEDIA ARE CONSTRUCTIONS

• Media are carefully crafted constructions that

have been subjected to a broad range of
determinants a and decisions that seamlessly
extension of reality. It is to expose the
complexities of media texts and thereby make
the seams visible.
THE MEDIA CONSTRUCT REALITY

• All have construct the picture built up in heads

since birth, of what the world is and how it
works. It is a model based on the sense made
of all observations and experiences. These
observations and experiences come to be
reconstructed by the media, with attitudes,
interpretations, and conclusions already built
in, then media, rather than constructing reality.
AUDIENCES NEGOTIATE MEANING
IN MEDIA
• Media is an awareness of media with media texts. Media
text finds meaning through a wide variety of factors:
personal needs and anxieties, the pleasures or trouble of
the day, racial and sexual attitudes, and family and
cultural background. All of these have bearing on how to
process information
• For example, the way in which two students respond to
a television situation comedy depends on what each
brings to that text.
• In short finds 'negotiates' meaning in different ways.
Media teachers, therefore, have to be open to the ways in
which students have individually experienced the text
with which they are dealing
 MEDIA HAVE COMMERCIAL
IMPLICATIONS
• Media production is a business and must make
a profit. All programs including news, public
affairs or entertainment are judged by the size
of the audience, they generate. It allows
students to understand how program content
makes them targets for advertisers and
organizes viewers into marketable groups.
 MEDIA CONTAIN IDEOLOGICAL
AND VALUE MESSAGES
• Media involves an awareness of the
ideological implications and value systems of
media texts. All media products are advertising
in some sense for themselves, but also for
values or ways of life. They usually affirm the
existing social system.
5.Principles of physical control: arrangement of
keeping aids safely & also to facilitate their
lending to the teachers for use.
6.Principles of response: teachers have to guide
the students to respond actively to the AV stimuli
so that they can achieve learning objectives in a
better way.
7.Principle of evaluation: there should be
continuous evaluation of both the AV aids &
accompanying technique in the light of realization
of the desired objectives.
 STEPS OF MEDIA:
There are 4 steps to a working media plan
 1.Know your target audience
Before building a media plan, you should be
familiar with the target audience. The clear idea of
target audiences includes:
• Age
• Class
• Gender
• Level of understanding
• Interests
• Rural/urban
• Media consumption habits
 2. Define goals for media plan
Set clear goals with a solid strategy.
The Media tool's strategic planning feature
simplifies process, enabling teachers to
closely monitor their contribution to
students to achieve their goals. In the
strategic planning timeline, get a birds-eye
view of targets and budgets, bringing
results inline with high-level targets.
3.Use smart tools for media plan
• It increases student's attention. An
effective teaching using smart board
engages students continuously by being
active and natural.
 4.Presentation skills
• Teacher should stand in center while presenting a
class. It creates center of attraction of students.
• Screen should be placed in center and teacher
should be in the right side.
• Distraction of physical movements to be avoided.
Teacher must present the topic appropriately must
not show any verbal mannerism.
• Teacher must not turn back toward the screen all
the time, must turn toward students.
 CRITERIA FOR SELECTION OF
TECHNOLOGY IN EDUCATION
• Tony Bates has given following criteria for selection of
technology in education. It can be remembered with
mnemonic ACTIONSS
• ACCESS
• COST-EFFECTIVE & NUMBER OF LEARNERS
• TEACHING FUNCTION
• INTERACTIVITY & USER FRIENDLINESS
• ORGANIZATIONAL ISSUES
• NOVELTY
• SKILLS
• SPEED
 TRENDS IN EDUCATIONAL TECHNOLOGY

• Artificial intelligence
• Virtual reality in education
• Gamification
• Learning analytics
• Immersive learning
• Smart learning environment
• Digital course material
• Mobile technology & IOT
DIFFERENCE BETWEEN EDUCATIONAL
TECHNOLOGY & AUDIO VISUAL AIDS
 Edgar dalE’s conE of ExpEriEncE
Edgar Dale has classified and arranged
audiovisual experiences in the form of a
pinnacle which he called cone of
experience .
The cone of experience is a visual aid
that explains the inter relationship of the
various types of experiences provided by
the different audiovisual aids as well as
learning hierarchical placement in the
learning process
Learning experience
1. DIRECT EXPERIENCE:
Direct experience is one that is
obtained through the immediate sensory
contact with real objects.
It is the rich and purposeful experience
gained by seeing, hearing, handling,
fasting, touching and smelling
• 2. VICARIOUS EXPERIENCE: Vicarious
experiences are indirect ones. Whenever direct
experience is either impossible or undesirable
due to hazards we represent the real situation in
the form of models or images.
• This may become necessary when real object is
too small like an atom or too large like the solar
system, too fast like the electromagnetic waves,
too slow like this growth of a plant or too
danger like harmful rays.
• Experience gained by observing models,
pictures, charts films, etc., are said to be
vicarious in nature
• 3. SYMBOLIC EXPERIENCE: Symbolic
experience are offered through verbal symbols
oral or written.
• Here the experience occurs at the conceptual
level. The teacher codes the original item into
symbols and passes it on to the student.
• To have the experience the students decode the
symbols back into the original image.
• From the discussion, it is clear that the
symbolic experience is the least effective from
the point of learning.
 TYPES OF MEDIA
• Media can be categorized into three groups:

❖ Traditional Materials
• It can be regarded as classic or old usually include board, course-
book, worksheet, chart, realia, flashcard, teacher made materials, etc.
❖ Audio-visual Materials
• These are regarded as new for many teachers, video player, audio
materials, video camera, computer, projection device, and so on.
❖ Information Communication Technologies(ICT) Based Materials
• These are Interactive White Boards (IWB), materials providing
mobile- assisted language learning(MALL) such as Web 2.0, tablet
computers, the internet, podcasts, Smartphone, Web 3.0, etc.
CLASSIFICATION OF TEACHING AIDS
STILL VISUALS : are usually concrete than
verbal. They are projected & non projected
AV aids
 Non projected aids
• Non projected visuals are those aids which are
used without any projection. So they translate
abstract ideas into a more realistic format.
They allow instruction to move from verbal
representation to a more concrete level
 1.(A) NON PROJECTED AIDS
• Drawings & diagrams
• Charts
• Graphs
• Posters
• Cartoons
• Board devices ( chalk/ white board, bulletin board,
flannel board)
• flip charts
• still pictures/ photographs
• Printed materials- handout, leaflet, brochure, flyer
 1.(B) PROJECTED AIDS
• Film stripes
• Microscope
• Power point slides
• Overhead projector
 •PROJECTED AIDS
➢ The projected AV aids require projection and
consists of following:
Hardware, i.e., some kind of machines, e.g,
overhead projectors, epidioscope, film projector,
slide projector, power projector, etc.

Software, i.e., the material which is projected by

projecting machines, e.g., transparencies, film strips,
slides, video film, audio-visual films, print material
floppy, CD, DVD, etc.
 PRINCIPLES FOR DESIGNING PPT
• Clarity & purpose
• Audience-centered content
• Simplicity
• Visual hierarchy
• Consistency
• Limited text
• Visuals
• White space
• Logical flow
• Engaging opening
 PRINCIPLES FOR DESIGNING PPT
cont..
• Story telling
• Limited bulletin points
• Contrast & colour
• Practice & rehearsal
• Limited transitions & animations
• Audience engagement
• Proofreading
• Backup plan
• Relevance
• Closing & call to action
 Educational uses of microscope
• Helps to unlock the full potential of students in
microbiology & medical subjects
• Helps to students to gain knowledge of sample preparation,
staining procedures,& sample examination of identity eg:
blood cell disorder
• Produces zoomed image of sample so students can better
understand structure of microorganism
• Teacher can connect microscopes to a digital classroom and
produce an engaging atmosphere that motivates students.
• Slides can be prepared and further projected to explain
student various procedures.
• Use of microscope facilitates students to correlate theory
with practice.
•NON PROJECTED
AIDS
• Drawings & diagrams
• Charts
• Graphs
• Posters
• Cartoons
• Board devices ( chalk/ white board, bulletin board,
flannel board)
• flip charts
• still pictures/ photographs
• Printed materials- handout, leaflet, brochure, flyer
 NON PROJECTED AV AIDS
• Graphic aids: Graphic aids include drawing
and diagrams, charts, graphs, posters, cartoons,
flipcharts, flashcards, flannel, and pictures,
photographs, etc.
• Display boards: Display boards include black
board, white board. bulletin board, roller
board, magnetic board, etc.
• Print material: The print material includes
pamphlets, booklets, leaflets, handouts, etc.
• Audio aids: The audio aids include radio,
recordings, television, etc.
• Three-dimensional aids: The three-
dimensional aids include objects, specimen,
models, exhibits mockups, puppets, etc.
• Activity aids: Activity aids include dramatics,
demonstrations, field trips, computer a assisted
instructions, programmed instructions ,
teaching machines, etc.
DRAWINGS & DIAGRAMS
• DRAWINGS: Graphic arrangement
of lines to represent persons, places,
things, & concepts. Drawings are
readily found in textbooks &
computer-based materials. It is useful
for showing details or procedure.
• Drawings and maps are models that
represent something. Effective drawings
and maps are clear and easy to
understand and usually include labels to
explain what is being shown.
• Diagrams are often labeled with numbers
to represent information such as length or
volume.
 DIAGRAMS
• Diagrams are graphic organizers used to organize
information and present ideas visually. They can be
used by instructors while teaching or by students
while taking notes or completing assignments.
• Diagrams are versatile learning strategies that can
be incorporated into lessons across disciplines and
grade levels, and they often help students who are
visual learners. Students can use diagrams to
structure writing projects, make decisions, solve
problems, study, brain storm or plan a project.
• DIAGRAM: Is a simple & explanatory
drawing showing inter-relation &
explaining ideas & concepts by using
lines, symbols,& geometrical forms.
Diagrams go beyond mere representation
rather they are self- explanatory or self-
describing
- Mangal (2008)
 TYPES OF DIAGRAMS
• Venn Diagram
• Web Diagrams
• Flowcharts
 VENN DIAGRAM
• It is used for comparing and contrasting two
concepts. Two circles overlap, creating an
inner oval space. There are three areas for
writing or drawing: left, right and center,
where the two circles overlap.
• Typically, the left and right sides are labeled to
specify the ideas being compared.
• For example, students could use a Venn diagram
in science to compare plants and animals.
• On the animals side, students would enter
information true only of animals. On the plant
side, students would enter information that is
only true for plants.
• In the center, students would enter information
that is common to both, such as grows' or 'needs
water to live!"
• This type of diagram is often used in elementary
grades to help children compare ideas visually.
 WEB DIAGRAMS

• These are created using boxes or bubbles. One

central idea is written inside a center box.
Stems are drawn outward from this center box
with new boxes attached. The new boxes
house ideas that are related to the central idea.
• A teacher could use a web diagram in early
elementary grades like first and second to
present ideas. Web diagrams are effective for
introducing lessons.
• For instance, if a class is about to begin a unit
on dinosaurs, a teacher could write 'dinosaurs'
in the center of the web. She could then invite
students to add to the chart by saying
something they know about dinosaurs. A new
bubble could say 'large size' or lived long ago.
 FLOWCHARTS
• Flowcharts are used to show the progression of
Something. These types of diagrams are often used
to depict a process. Steps are written inside boxes
with arrows connecting them.
• The chart flows in a specific order.
• A flowchart could be used in an English literature
class to show plot.
• The sequence of events would be broken down and
listed in Simple sentences or phrases connected by
arrows.
• A flowchart could also be used to show a math
process or to document the steps in a science
experiments
 DRAWINGS & DIAGRAMS-
ADVANTAGES

• Easy to understand
• Simplified presentation
• Reveals hidden facts
• Quick to grasp
• Easy to compare
• Universally accepted
 DRAWINGS & DIAGRAMS-
DISADVANTAGES
• Provides vague ideas
• Limited information
• Low precision
• Restricts further data analysis
• Portrays limited characteristics
• A possibility of misuse
• Fail to present a meaningful look in certain
situations
• Careful usage
 CHARTS
• The chart is a visual aid that depicts pictorial and
written key information in a systematic way to
summarize, compare, contrast etc. e.g., anatomical
charts and figures, diagrams, etc.
• A chart is a simple flat pictorial display material
and, if used appropriately, conveys the displayed
information in a highly effective manner.
• Charts serve as an excellent means of classifying
important information that is to be referred to a
number of times.
• They help summarize and simplify complex ideas
which students face during reading.
• A chart is a graphical representation of data in
which "the of data is represented by symbols,
such as bars in a bar chart, lines in a line chart,
or slices in a pie chart"
 Features of a Good Chart
• It should be sufficiently large to be seen easily.
• It should be clear, simple, and not overcrowd
with facts.
• It should be attractive and should tell about the
theme in detail.
• It should be in symbols and words and have a few
comparisons.
• It should highlight the main points.
• It should be strong enough to stand rough use.
 Purposes
• To visualize an item, it is otherwise
difficult to explain only in words.
• To highlight important points.
• To provide outline of materials covered in
presentation.
 TYPES OF CHARTS
• Process Charts
• Organizational charts
• Time chart
• Tabular chart
• Tree chart
• Stream chart
• Sequence charts or flip charts
• NARRATIVE CHART
• TABULATION CHART
• CAUSE & EFFECT CHART
• CHAIN CHART
• EVOLUTION CHART
PROCESS CHARTS
• These are used to show steps in a process.
Lifecycles of insects, energy cycles, etc.
are shown as cyclical processes.
• Stepwise making of a slide box or any
other object may also be shown with the
help of process chart
ORGANIZATIONAL CHARTS
• There are used to represent functional relation
among the different components in our
organization whether manmade or natural.
• Food chain, administrative hierarchy in
institution, etc. can be shown on organizational
chart.
TIME CHART
• These are used to represent events,
occurrences in chronological sequences.
Evolution of man, political empires, etc can be
shown using time chart, which helps learners
to compare and contrast events in relation to
time.
• It is very important for holistic comprehension
of the topic or subject under study.
TABULAR CHART
• It shows data in tabular form for easy
comparison and understanding. For
example, types of crops, plants, etc. are
represented in tabular form, which makes
comprehension easier
TREE CHART
• It shows growth and development from single
Source to many branches like in a tree. In a
time chart, it is generally a single line
representation whereas in a tree chart many
branches are there like a tree. For example,
family tree is a familiar example
STREAM CHART
• It is opposite to tree chart where in may
branches come together to converge into a
single stream. For example, many rivers like
Yamuna fall in Ganga, which then flows down
to fall in the sea
SEQUENCE CHARTS OR FLIP CHARTS
 ADVANTAGES
• It arouses interest
• It is an effective tool for teaching –learning
• It involves in low cost
• It is portable
• It is easy to make
• It is available for use and reuse.
• It is used to explain, clarfiy, and simplify
complicated materials.
• It can be used to compare and show relationships.
• It attracts attention, reduces the amount of verbal
explanation, and encourages action.
 DISADVANTAGES
• Charts cannot be used for large groups.
• Limited writing space.
• Changes are messy
• Instructor's back to the audience.
• Limitations on size of room and audience
 GRAPHS
• Graphs are excellent means of presenting quantitative
data in a form that enables pupils to understand
fundamental or specific relation-ships.
• There are several kinds of graphs used in teaching
social sciences. The basic skills involved in the
effective interpretation of graphs include the ability to
understand the significance of the title, to understand
the basic units of measure used in the construction of
the graph, to interpret the relationships shown, to draw
inferences and important based on the data,
generalizations and to relate information derived from
graphs to that gained from reading and other sources of
information.
 LINE GRAPH
• It illustrate how related data changes over a
specific period of time.
• One axis might display a value, while the other
axis shows the timeline.
• while the other axisshows the timeline. Line
graphs are usefulfor illustrating trends such as
temperaturechanges during certain dates
LINE GRAPH
 BAR GRAPH
• It offer a simple way to compare numeric values
of any kind, including inventories, group sizes
and financial predictions.
• Bar graphs can be either horizontal or vertical.
• One axis represents the categories, while the
other represents the value of each category.
• The height or length of each bar relates directly
to its value.
• Marketing companies often use bar graphs to
display ratings and survey response
BAR GRAPH
 PICTOGRAPH
• uses pictures or symbols to display data
instead of bars. Each picture represents a
certain number of items.
• Pictographs can be useful when you want to
display data in a highly visual presentation
such as an infographic.
• For example, you could use a picture of a book
to display how many books a store sold over a
period of a few months
PICTOGRAPH
 HISTOGRAM
• Is another type of bar graph that illustrates the
distribution of numeric data across categories.
People often use histograms to illustrate statistics.
• For example, a histogram might display how
many people belong to a certain age range within
a population.
• The height or length of each bar in the histogram
shows how many people are in each category
HISTOGRAM
 AREA GRAPH
• show a change in a one or more quantities over
a certain period of time. They often help when
displaying trends and patterns. Similar to a line
graph , area graphs use dots connected by a
line.
• Area graph involves coloring between the line
and the horizontal axis. You can use several
lines and colors between each one to show
how multiple quantities add up to a whole.
AREA GRAPH
 SCATTER PLOT
• Use dots to depict the relationship between two
different variables. For example scatter plot graph can
be used to show the relationship between a person's
height and weight.
• The process involves plotting one variable along the
horizontal axis and the other variable along the vertical
axis.
• The resulting scatter plot demonstrates how much one
variable affects the other. If there is no correlation, the
dots appear in random places on the graph. If there is a
strong correlation, the dots are close together and form
a line through the graph
SCATTER PLOT
 ADVANTAGES OF GRAPHS
• Easy Representation of Data
• A graph represents data, or a set of data, in a
diagrammatical manner.
• Graphs are useful in representing data with
distinct units, such as years and months.
• They are also valuable in showing the differences,
or making comparisons, between different
variables.
• Graphs are valuable when countable variables,
facts and data are to be demonstrated.
 DISADVANTAGES OF GRAPHS
• The first limitation is that there is a loss of
accuracy of data while representing data
through graphs.
• It is obvious that there will be loss of data as it
is the summarization of the whole data. Due to
this, the comparison between the values of data
are not so accurate.
• Graphs may be time consuming and costly.
 POSTERS
• Posters are a vital teacher's tool used to enable
visualization in the classroom to further student
learning.
• Cognitive science has proven that visual display
of information supports students, in fact dual
coding theory suggests that both visual and verbal
information are processed differently and is a key
component of cognition.
• Posters are a great way to make learning fun, so
let's study is Some of the advantages of using
posters as a visual aid as part of learning.
 Purposes-poster
• Provide general motivation
• Create awareness
• Communicate more general idea in the community
• Thrust the message for leading to action preparation
• Select the theme
• Draw the picture
• Select the slogan
• Prepare the blueprint
• Prevent over crowding
• Use color contrast
• Put at poster place
• Change the poster periodically to keep interest & to avoid
monotony.
• Place the poster at higher level to prevent from damage
 Features of a Good Poster
• Brevity: Message should be concise and clear
• Simplicity: Easily understandable
• Idea: Based on single idea
• Layout: Organization after try out (blue print)
• Colour: Suitable color combination should be used to
make poster attractive and eye catching.
• Appropriateness: The topic and image should
correspond to the subject matter
• Attractiveness: It must capture the attention
• Size: The poster should be easily identified from a
distance
 Advantages-POSTERS
• It attracts attention and can give attention to urgent
instructions.
• It conveys the message quickly.
• Poster leads to action with motivation.
• It can stand alone and is self-explanatory.
• It's an effective way for students to draw and maintain
their attention on topics and to maintain their interest.
• Posters are used to motivate students to learn specific
topics.
• Posters help learners to focus on a certain idea, event,
fact or process.
 DISAdvantages-POSTERS
• It does not always give enough information.
• When it is seen too often, it no longer attracts
attention needs frequent change.
• It can be damaged easily by rains, storm etc.
• Can be used for limited period and
information.
CARTOONS
 BOARD DEVICES
• chalk/white board
• bulletin board
• flannel board
FLIP CHARTS
 FLIP CHART
• Flip chart is a pad of large paper fastened
together at the top and typically mounted to
an easel. Flip charts are like flash cards but
fastened together. It resembles an album of
drawings, pictures, charts or even calendar.
• It is related to specific topic that has been
tagged together , hanged on supporting
stand.
 FLIP CHART
• It can be used for 15-30 people
• bound together with rings or string.
• They flip over in sequence.
• It can be used to teach things like child care,
feeding, basic food groups, etc.
• The individual sheets hold a limited verbal or
visual message and usually are arranged for
sequential presentation to a small group
GUIDELINES FOR EFFECTIVE USE
OF FLIP CHARTS
• Flip chart should be placed at an angle so
everyone can see it. Place it in the left front
corner (as you face the audience) if you are
right-handed and in the right front corner if you
are left-handed.
• Be sure the easel is properly assembled and the
pages are securely fastened so the flip chart will
not fall apart during your presentation.
• Keep lettering and visuals simple but large
enough for everyone to see. You can use more
than one color, but not more than four.
GUIDELINES FOR EFFECTIVE USE OF
FLIP CHARTS
• Keep words short or use well-understood
abbreviations.
• Include simple drawings, symbols, and charts.
• Talk to the audience, not to the flip chart .
• Avoid blocking the audience's view of the
flipchart
• Arrange your materials in proper sequence.
GUIDELINES FOR EFFECTIVE USE OF
FLIP CHARTS
• Expose a blank sheet when not referring
to the flip when you are ready to discuss
chart.
• Reveal pages only when you are ready to
discuss them.
• Put summary points on the last sheet
rather than turning back as you make
your summary.
 BINDING OF FLIP CHARTS
• A simple form of a flipbook can be made
by merely stapling sheets of paper
together at the top or punching holes and
connecting them with a cord like photo
album.
• The number of sheets can range from2 to
12.
 Advantages of Flip Chart
• Inexpensive, can be homemade.
• Very easy to transport.
• Good way to give information in sequence
because they are bound, illustrations stay in
sequence.
• Can be used for a larger group
DISADVANTAGES OF FLIP CHART

• Deteriorate rapidly.
• Some artistic ability is required if
making homemade flash cards.
• Can confuse audience with to much or
too little information
FLASH CARDS
• Flash card is a visual aid with series of
cards each having a picture with a
message which is arranged on top of one
another in the order of showing.
• These flash cards may be used along with
other graphic aids such as posters, charts,
etc., to make the lesson effective.
Commonly used for 5-15 members.
 PREPARATION OF FLASH CARDS
• Collect information.
• Select the essential points.
• Sort them in logical sequence.
• Visualize one idea on one card.
• Cut out pictures, photographs from the
publication, printed charts, posters and
can be pasted. And also cartoon pictures
can be drawn.
Writing:
• The best flash cards are those which need few
or no words.
• It is better to use capital letters.
• It is better to limit the caption to five or six
words.
• Write the talking points on the back of the card.
• Write the points on the right-hand corner of the
back side.
• For the first card, write the talking points on
the last one, for the second one, on the back of
the first. Repeat until whole series is finished.
• Size of the cards: Size of the card depends on
the number of audience. The size should be
such that the person in the back row can see
them clearly.
• 10'x 12' for 10 audience
• 15' × 20' for 15-20 audience
• 20' x 22' for 20-30 audience.
• Number of cards in a set:
• It is not worth to use too many flash cards in a
set. It is best to limit the number of flash
cards to 10-12 for one talk.
 Guidelines for effective use of flash cards
• For each card make a rough layout on an ordinary
sheet of paper of the same size of the card.
• The idea on the flash card should be brief.
• It should be large enough for everyone to see.
• Be adapted to local condition.
• Each card presents only one idea in easily
understandable format.
• Rehearse the presentation several times before
trying them on the audience.
• Do not allow anyone to sit more than 20 feet away
from the teacher.
• Arrange the cards logically or sequentially.
• Hold the cards to chest high so that audience can see welI.
• Turn to different angles so that everyone can see clearly.
• Explain the first card with the aid of the talking points
written on the back of the last card.
• Slip no. 1 card behind the stack flashing no. 2 and explain no.
2 with the aid of the points written on the back of the no 1.
Repeat until the whole series is finished.
• Be a good showman. Do not be clumsy while showing the
cards.
• Stress important points. Do not hesitate to repeat the card
when doubt arises on that particular card.
• If necessary, present it again.
• Summarize the main points at the end of the talk.
• Pass the whole stack of cards to a member of the audience at
either end of a row. Ask him to look at the top card and pass it
on.
• Use pointer. Do not cover the matter with hands.
 STILL PICTURES/PHOTOGRAPHS

Using still pictures & photographs are

teaching media can be highly effective in various
educational settings. Visual aids, including static
images , enhance the learning experience by
making content more engaging, memorable, &
comprehensible.
Still pictures & photographs are valuable
teaching tools because:
✓Enhance comprehension
✓Memory aid
✓Engagement
✓Cultural relevance
✓Illustrating processes
✓Supporting for different learning styles
✓ Facilitating discussion
✓ Emotional connection
✓ Real world application
✓ Accessibility
✓ Creative expression
✓ Versatility
✓ Visual storytelling
✓ Data visualization
✓ Attention to detail
 PRINTED MATERIALS
• HANDOUT
• LEAFLET
• BROCHURE
• FLYER
 BROCHURE
It is a regular component of direct mail
campaigns, but the same product can also be
used during networking in support of the
program, in briefing of face-to-face educators, &
in packages of distance education materials.
 FLYER
• It tends to be used to advertise events or places
& are normally produced in large numbers
• An A5 sheet may be appropriate & a simple
offset printer can print two fliers on an A4
sheet
Advantages:
• Used for mass general audience
• It contains simple language, limited amount of
information & very clear & logical flow.
 2.Moving visuals
• Video learning resources resources -
videotapes & DVD , blu-ray, USB flash
drive
• Motion pictures/ films
 3.Realia and models
• Real objects & models
4.AUDIO AIDS/AUDIO MEDIA
• Audiotapes/compact disc
• Radio & tape recorder
• Public address system
• Digital audio
5.Electronic media/computer
learning resources
• Computers
• Web-based video conferencing
• E-learning
• Smart classroom
Some common type of electronic media &
computer based learning resources:
• Online courses and learning management
systems(LMS)
• Educational websites
• E-books & digital textbooks
• Video lectures & webinars
• Educational Apps
• Simulations & virtual labs
• Podcasts & audiobooks
• Interactive Games and Quizzes
• Open educational resources (OER)
• Social media & online communities
• AR & VR
• Coding & programming environments
• Online research data bases
• Adaptive learning systems
• Online collaboration tools
• VIRTUAL REALITY(VR)
• AUGMENTED REALITY(AR)
• ARTIFICIAL INTELLIGENCE(AI)
• BIG DATA
• MACHINE LEARNING
Web-based video conferencing

• REAL TIME INTERACTION

• GLOBAL REACH
• FLEXIBILITY
• ENGAGEMENT
• GUEST SPEAKERS & EXPERTS
• RECORDED SESSIONS
• COLLABORATIVE LEARNING
• FEEDBACK & ASSESSMENT
• OFFICE HOURS
• RESOURCE SHARING
 6.Telecommunication
( DISTANCE EDUCATION)
• Cable T V
• Satellite broadcasting
• Video conferencing Telephones- Tele-
health/ Tele-nursing
Key aspects of cable TV as a telecommunication
medium:
• Distribution network
• Television programming
• Analog & digital transmission
• Interactive services
• Internet & telephony
• Local & national channels
• Subscription model
• Set-top boxes
• Regulation
• Competition
• Challenges
• High-definition& 4k
• Local content
 SATELITE BROADCASTING
• Satellite broadcasting is a medium of tele-
communication that uses satellites in Earths
orbit to transmit television, radio, internet, and
other communication Signals over vast
distance .It has played a crucial role in
delivering content and connectivity to a global
audience.
key aspects of satellite broadcasting as
a telecommunication medium
• Satellite Technology: Satellite broadcasting relies
on a network of artificial satellites in geostationary
or low Earth orbits. These satellites receive,
amplify, and transmit signals between ground
stations and user equipment.
• Global Coverage: One of the primary advantages
of satellite broadcasting is its ability to provide
global Coverage. Signals can be transmitted to
remote and rural areas that may not have access to
0thertelecommunication infrastructure.
• Television and Radio Broadcasting : Satellite TV
services deliver television and radio programming
to millions of homes and businesses worldwide.
They offer a wide range of channels, including
local, national, international & premium content.
• Direct-to-Home (DTH): DTH satellite services
transmit signals directly to small satellite dishes
installed at users' premises. Subscribers receive
digital and high-definition(HD) television signals
via their satellite receivers.
• Internet Access: Satellite broadband services
provide high-speed internet access to locations with
limited terrestrial broadband infrastructure, such as
remote areas, ships, and aircraft.
• Mobile satellite services(MSS)
• Very small aperture terminal (VAST)
• Broadcast quality
• Latency
• Dish & receiver equipment
• Regulation
• Competition
• Weather impact
 VIDEOCONFERENCING TELEPHONES:
TELEHEALTH
• Telehealth, also known as telemedicine, is a
rapidly growing field in healthcare that
leverages tele-communication technologies to
provide remote medical services, consultations,
and healthcare-related information exchange.
• Telehealth encompasses a wide range of
services and applications, and it plays a crucial
role in expanding access to healthcare,
particularly in situations where in-person visits
are challenging or not possible.
 key aspects of telehealth
• Remote consultation
• Real-time video visits
• Asynchronous communication
• Telemonitoring
• Store-and-forward
• Access to specialists
• Prescription refills
• Emergency telemedicine
• Mental health services
• Patient education
• Reducing health care costs
• Regulations & licensing
• Security & privacy
• Technology requirements
• Patient engagement
VIDEOCONFERENCING TELEPHONES:
TELENURSING
• Telenursing or telehealth nursing uses technology to
provide nursing services through computers and
mobile devices. As mobile devices become more
common and accessible, telehealth is becoming more
prevalent as a healthcare option. Instead of healthcare
being limited to patients can access in person clinicals
settings, their physicians and primary care providers
from any location.
• Telenursing allows patients to connect with their
nurses through mobile devices, mobile apps, video
technology, and computers, remote patient monitoring
 Key aspects of Telenursing
• Remote patient monitoring
• Telephone consultation
• Videoconferencing
• Medication management
• Chronic disease management
• Mental health support
• Health education
• Postoperative care
• Teletriage
• Care coordination
• Rural & remote care
• Reducing healthcare costs
• Data security
• Licensing healthcare cost
• Patient engagement
 Telenursing benefits
• Remote service delivery
• Financial savings
• Improved bed allocation
• Patient comfort
• Increased healthcare Employment opportunities
• Accessibility by patients in remote areas
 7.MOBILE TECHNOLOGY
• MOBILE TECHNOLOGY IN THE CLASSROOM:
It refers to the integration of smartphones,
tablets, & other mobile devices into the
educational environment.
• Used effectively, mobile technology can
enhance teaching & learning experiences,
engage students, & provide opportunities for
personalized learning.
key ways in which mobile technology is being
used in classrooms:
• Access to information
• Interactive learning
• Collaboration
• Personalized learning
• Homework & assignments
• Classroom management
• Digital note-taking
• Accessibility
• Language learning
• Real-world application
• Parent-teacher communication
• Professional development
• Virtual field trips
• Digital citizenship
• Offline access
• Access to information: Mobile devices provide
instant access to a vast amount of information
and educational resources. Students can use the
internet to research topics, access digital
textbooks, and find supplementary materials.
• Interactive learning: Mobile apps and
educational software can create interactive and
engaging learning experiences. These apps can
include simulations, quizzes, and multimedia
content that cater to various learning styles.
• Collaboration: Mobile technology enables collaborative
learning. Students can work together on projects, share
documents, and communicate with peers and teachers
through messaging apps or collaborative platforms
• Personalized learning: Mobile devices can be used to
personalize learning experiences. Adaptive learning
apps and platforms can assess students' skills and adapt
content accordingly to meet individual needs.
• Homework and assignments: Teachers can assign and
collect homework electronically, making it more
convenient for both students and educators. Mobile
apps can facilitate the submission of assignments and
allow for immediate feedback
• Classroom management: Teachers can use
mobile devices to manage the classroom more
efficiently. Apps for attendance, grading, and
communication with parents can stream line
administrative tasks.
• Digital note-taking: Students can take digital
notes, annotate documents, and organize their
materials on tablets or smart phones. This can
be especially beneficial for organization and
accessibility
• Accessibility: Mobile technology can assist
students with disabilities. There are a variety of
apps and features that cater to students with
visual, hearing, or motor impairments.
• Language learning: Mobile apps and language
learning platforms can help students practice and
improve language skills through interactive
exercises and multimedia content.
• Real-world applications: Mobile devices can
bring real-world applications into the classroom.
For example, students can use GPS and mapping
apps for geography lessons or access scientific
data in real time during science experiments.
• Parent-teacher communication: Mobile
technology can improve communication be-
tween teachers and parents through email,
messaging apps, or dedicated school
communication platforms.
• Professional development: Teachers can use
mobile technology for their own professional
development by accessing online courses,
webinars, and educational resources
• Virtual field trips: Mobile devices can take
students on virtual field trips to museums,
historical sites, and other places of interest,
enriching their learning experiences.
• Digital citizenship: Mobile technology can be
used to educate students about responsible
digital citizenship, online safety, and ethical
use of technology.
• Offline access: Some educational apps and
platforms offer offline access to content,
ensuring that learning can continue even in
areas with limited internet connectivity
 ADVANTAGES
• It is easier to use mobile device to improve their
access to information
• The mobile device helps students achieve it
faster
• Mobile will be faster communication with
lecturers & colleagues
• Ease & comfort of having all course materials in
a little device
• Quick response (QR) codes are another great
way to use mobile.
• Links to further resources , complex diagrams
& images, solutions to tasks could be coded &
made available to students.
• Teachers are able to provide instant feedback to
the students
• Working on team assignments and participate in
online discussion too.
 DISADVANTAGES
• Many psychological issues such as loneliness,
being suspicious all the time, feeling self-
centered , etc.
• Spending most of the time on phone creates
neck problems & sleep deprivation
• Exposure to unwanted things on the internet
affects a child’s growth mentally & even
physically.
 CONCLUSION
• The use of audio-visual aids in nursing classes provides
an understanding of difficult concepts. In addition, there
really is no encouragement for learners in traditional
teaching learning methods and teaching aids stimulate the
curiosity of learners and facilitate learning to explain
learning concepts easily.
• In fact, the preference of teaching aids depends mainly on
what and how to teach and who/where the learners are. It
is recommended that appropriate teaching aids establish
the nursing skills of learners and improve the efficient
skills of learners. This means that teaching aids master the
ability of learners to express their own opinions
effectively.
 Model QP
• Explain the principles in the use of AV aids. Describe the projected
AV aids (3+4)
• A partially 3D, full size replica or scale model of a landscape which
shows historical events, nature scenes etc. is
a. Exhibit b. Diorama c. Model d. Simulator
• An example of activity aid is
a. Recordings b. Puppets c. Field trip d. Mock ups
Shortnote on:
• Smart class room
• Chalk Board

• Differentiatebetween
Realia and Model