Teaching and Learning Technology 1

1-3 Weeks
 Columban College Sta. Cruz, Inc
Naulo Sta. Cruz, Zambales

Module 2
Audio-Visual Aids

Subject: EDP103 - Teaching and Learning Technology 1

Prepared by: Victor M. Morcillo

Copyright © 2020, Columban College – Sta. Cruz, Inc.

All rights Reserved

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 Chapter 2

Audio-Visual Aids

CONTENTS

1.0 How to use this Module

1.1 Learning Objectives
1.2 Audio-Visual Aids
1.2.1 Definitions
1.2.2 Significance of Audio Visual Aids
1.2.3 Educational Significance
1.2.4 Advantages of Audio visual Aids
1.2.5 Disadvantages
1.3 Problems in the Use of Teaching Aids
1.4 Classifications of Audio Visual Aids
1.4.1 Projected Aids
1.4.2 Non Projected Aids
1.4.2.1 Graphics Aids
1.4.2.2 Display Boards
1.4.2.3 Three Dimensional Aids
1.4.2.4 Audio Aids
1.4.3 Activity Aids
1.5 Programmed Learning
1.6 Computer Assisted Instruction (CAI)
1.7 Teaching Machines
1.8 Edgar Dale’s Cone of Experience
1.9 Interpretation of Dale’s Cone of Experience
1.10 How can Instructors Use the Cone of Experience?

How to use this module?

Welcome to Columban College – Sta. Cruz, Inc. ! This module is for the course
EDP103 Teaching and Learning Technology 1 of BEED/BSED students. The module
in “Educational Technology Concept, Approaches and Scope” contains information
and activities for you to complete.

If you have questions, don’t hesitate to ask your teacher for assistance.

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Learning Objectives

1. Utilize the proper use of Audio Visual Aids

2. Contrast the different classification of audio visual aids.
3. Differentiate the effective audio visuals applicable.
4. Evaluate the new audio visuals with technology.
5. Analyze the different aspects of Dale’s Cone of Experience.

Audio-Visual Aids

Sense organs are the gateways of knowledge. Sensory experiences form the
foundation for any intellectual activity. These experiences are transacted in the
classroom using a number of teaching aids. These teaching aids reinforce the spoken
or written word with concrete image, which form a strong base for learning.
Audio visual material must be seen in their relationship to teaching as a
whole and to the learning process as a whole, until the teacher understands the
relationship between audio visual material and teaching learning process.
Audio visual materials are produced, distributed and used as planned
components of educational programs. It helps the process of learning that is
motivation, classification and stimulation. A.V. aids are multisensory materials which
motivate and stimulate the individual. It makes dynamic learning experience more
concrete realistic and clarity. It provides significant gains in thinking and reasoning.
Audio visual aids are sensitive tools used in teaching and as avenues for
learning. These are planned educational materials that appeal to the senses of the
people and quicken learning facilities for clear understanding.

Definitions:

1. Kinder S. James: Audio visual aids are any device which can be used to make the
learning experience more concrete, more realistic and more dynamic.
2. Burton: Audio visual aids are those sensory objects or images which initiate or
stimulate and reinforce learning.
3. Carter V. Good: Audio visual aids are those aids which help in completing the
triangular process of learning that is motivation, classification and stimulation.
4. Good’s dictionary of education: audio visual aids are anything by means of
which learning process may be encouraged or carried on through the sense of
hearing or sense of sight.

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5. Edger Dale: Audio visual aids are those devices by the use of which
communication of ideas between persons and groups in various teaching and
training situations is helped. These are also termed as multi sensory materials.
6. McKean and Roberts: Audio visual aids are 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.

Self Check 1
In your own word, define audio visual aids.

Significance of Audio- Visual Aids

Audio- Visual aids are added devices that help teacher to clarify, establish,
correlate and coordinate accurate concepts, interpretations and appreciations and
enable him to make learning more concrete, effective, interesting, inspirational,
meaningful and vivid. They provide significant gains in informational learning,
retention and recall, thinking and reasoning, activity, interest, imagination, better
assimilation and personal growth and development.
According to Kothari Commission (1964-1966), Audio Visual aids will bring
about an ‘educational revolution, in the country. It further stated that the supply of
teaching aids to every school was essential for the improvement of the quality of
teaching.

Educational Significance

Best motivators: The students work with more interest and zeal and are more
attentive.

Clear images: Clear images are formed when we see, hear, touch, taste and
smell, as our experiences are direct, concrete and more or less permanent.
Vicarious experience: Substituted experience can be provided when it is not
possible to give firsthand experience
Freedom: There is great scope for children to move about, talk, laugh and
comment upon, and in such a situation they work because they want to work.
Variety: Audio Visual aids give variety and provide different tools in the hands
of the teacher.
Opportunities to handle and manipulate: Many visual aids offer opportunities
to students to handle and manipulate things.

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 Retentivity: They contribute to increased retentivity as they stimulate response
of the whole organism to the situation in which learning takes place.
Based on maxims of learning: It enables the follow the maxims of learning like
‘concrete to abstract’, ‘known to unknown’ and ‘learning by doing’.
Promotion of scientific temper: In place of listening facts students observe
demonstrations and phenomena and thus cultivate scientific temper.
Development of higher faculties: Use of A-V aids stirs the imagination,
thinking process and reasoning power of the students and calls for creativity and
higher mental activities.
Helpful in attracting attention
Helpful in fixing up new learning
Meeting individual differences
Encouragement to healthy classroom interaction
Reinforcement to learners
Positive transfer of learning and training
Positive environment for creative discipline

Advantages of Audio visual aids

1. It helps in effective perceptual and conceptual learning.
2. It is helpful in capturing and sustaining attention of students.
3. It arouses interest and motivates students to learn.
4. It is helpful in new learning.
5. It helps in saving energy and time of both the teacher’s and students.
6. It provides near realistic experience.
7. It can meet individual demands.
8. It develops interest of the students.
9. It makes teaching and learning effective
10. It is useful in for education of masses.
11. It is easy and inexpensive to make and update.

Disadvantages

1. It makes the student to heavily depend on the teacher

2. It is unsuitable for large groups

Self Check 2
Can you give more educational significance or advantages and disadvantages of using
audio visual aids?

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Problems in the Use of Teaching Aids
In spite of the increasing popularity that the audio-visual aids have gained in
the educational system, there are certain problems to be faced and solved. These are:
1. Apathy of the Teacher: It has not yet been possible to convince the teacher that
teaching with words alone is quite tedious, wasteful and ineffective.
2. Indifference of Students: The judicious use of teaching aids arouses interest
but when used without a definite purpose they lose their significance and purpose.
3. Ineffectiveness of the Aids: Because of lack of proper planning and lethargy of
teacher as also without proper preparation, correct presentation, appropriate applica-
tion and essential follow up work, the aids have not proved their usefulness.
4. Financial Hurdles: The Boards of audio-visual aids have been set up by central
and state governments for chalking out interesting programs for the popularization of
teaching aids but the lack of finances is not enabling them to do their best.
5. Absence of Electricity: Most of the projectors cannot work without electric
current and so the non-availability of electricity is creating a hurdle in the proper use
of audio-visual aids.
6. Lack of Facilities for Training: More and more training colleges or specialized
agencies should be opened to train teachers and workers in the use of audio-visual
aids.
7. Lack of Coordination between Center and States: Good film libraries,
museums of audio-visual education, fixed and mobile exhibitions and educational
'melas' should be organized both by center and states.
8. Language Problems: Most of the education films available are in English and we
need such films in Hindi and other Indian Languages.
9. Not catering to the Local Needs: Most of the audio-visual aids being produced
do not cater to the local needs and not in accordance with the social, psychological
and pedagogical factors.
10. Improper Selection of Films: Films are not selected in accordance with the
class-room needs.
In spite of all these problems the future of such aids can be bright if there is proper
planning on the part of the government and coordination between producers,
teachers and students. Useful and effective aids can be produced after getting the
reaction of the audience and doing research work in the field.

Self Check 3
Among the different problems in the use of teaching aids, what do you think are the
most common problems that is difficult to provide solutions?

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Classification of Audio Visual Aids

I. Projected Aids

A projected aid is one which items to be observed are projected on a

screen using electronic or Mechanical device. They are very effective because
movements can be added to sound and hence a realistic experience can be provided.
The major projected aids are;

Film & Film Projector

• Films in the form of motion pictures.

• Films enrich learning by presenting a series of meaningful experience involving

motion.

• Can enlarge or reduce the actual size of the object to suit the need.

Film strips & Film strip Projector

• A film strip is piece of non-inflammable safely film, 35 mm wide.

• Length may vary according to requirement and can be up to about one meter.
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• One film strip may contain 10 to 50 pictures frames.

• The pictures in film strip may constitute a connected series of drawings,

photographs, diagrams or combination of these and illustrated a single sequence.

• The pictures may in color or in black or white.

• Some films strips are accompanied by commentary recorded separately, such film
strips is called sound film strip.

Slides & Slide Projector

• The pictures or diagrams which are drawn in suitable medium is called slide.
(Glass or Transparency)

• Slide can be enlarged by projecting it on a screen with a slide projector.

• Slide projector is an instrument equipped with a powerful light source and a carrier
for holding slides of suitable size.

• Some slide projectors uses drums in which many slides can be loaded in proper
sequence in advance.

• It is also possible to record the narration in a tape recorder that could be hooked
up to the projector in such a way as to give the necessary commentary without the
help of the teacher.

Episcope & Epidiascope

• Episcope is used for the projection of opaque objects.

• Pictures, photographs, drawings or an opaque material within the size of the

platform of the episcope can be projected using Episcope.

• Episcope used to enlarge book diagrams and illustrate complex pictures.

• During Epi-projection the class room should be totally darkened in order to get a
clear and bright image.

• Epidiascope can project opaque as well as transparent objects.

OHP

• This is called Over Head Projector because it projects the image behind and over
the head of the teacher.

• The transparent visual is placed on a horizontal platform at the top of the light
source.

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• The teacher can place the transparent plate on the platform and write or draw on
it anything that is to be visualized using suitable pen.

Television

• TV is very exciting and efficient means of mass communication.

• Educational Television program aims at education rather than entertainment.

• One teacher or specialist can render teaching session and pass information to
millions of viewers all over the world.

LCD Projector

• LCD (Liquid Cristal Display) is the most advanced and sophisticated projected
aid.

• In the area of educational technology, we can replace all other projected and non
projected aids with only a single LCD projector and computer system.

• Can present a topic by using computer made slide, graphs, pictures, video clips,
movies and special effect.

II. Non-Projected Aids

(a). Graphic Aids

• Graphic Aids are visual aids such as graphs, diagrams, charts etc.

• They can be conveying the message by a combination of written and pictorial

visuals that could be made meaningful by suitable captions.

• The criteria for good graphics are that they should be simple, legible and brief.

Graphs

• Normally used to represent the nature of the relation of two dependent variables.

• Different types of graphs are line graph, bar graph and pie graph

Diagrams

• Used to explain many factors at the same time, by using a variety of symbol and
labels

• Diagrams can explain facts more vividly than charts

Posters

• Posters are bold and attractive representation of an idea or concept and usually
given in color.

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• Poster catches the eye and conveys the desired message.

Maps

• A map is an accurate representation of the boundaries and other details of

continents, countries etc. on a plane, in the form of a diagram drawn to scale.

• A variety of geographical details like location of mountains and rivers, altitude of

places, important cities and other places etc. can be represented accurately with
reference to a convenient scale and following suitable color scheme.

Different types of maps that are used in classroom: Geographical Maps,

Historical Maps, Industrial Maps and Political Maps.

Cartoons

• A cartoon is a metaphorical, humorous and exaggerated caricature of a person or

situation in the form of a picture or sketch.

Comics

• A comic strip is a form of cartoon depicting a story in sequence.

• The events are arranged in the proper order in a attractive pictorial form that is
normally appealing to lower age groups.

Flash cards

• Flash cards are an aid used in language lesson, especially in the lower class.

• The card containing the reading material is exhibited for a few seconds only. Then it
is removed and the feedback attempted.

Pictures and Photographs

• Pictures and photographs play a significant role in making ideas clear and
comprehensive.

Charts

• A chart may be defined as a combination of graphics and pictorial media designed

for the orderly and logical visualizing of relationship between key fact and ideas.

• Different types of charts are: Display chart, Flow chart, Tabular chart, Tree chart
and Time chart.

(b). Display Boards

The stereotype atmosphere of the traditional classrooms, libraries and

corridors of schools is recently giving way to attractive and educative surroundings

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with a wealth of display materials. Displays may be categorised into three main types
according to the functions they perform, namely motivational, developmental and
summary.

Displays that attract and appeal pupils and stimulate their curiosity are
called motivational displays. Displays that add information and ensure active
involvement of pupils in the development of a lesson are termed developmental
displays. Displays that are used for review and consolidation of a lesson are called
summary displays.

Black Board

• Most basic, widely used tool for display

• Teaching cannot be successful without proper use of a Black Board.

• Black Board planning is a precious skill to be developed by a teacher.

Roll-Up-Board

• Roll-Up-Board is that which can be conveniently rolled up.

• These are usually made of thick rexin cloth.

• The charts and pictures can be drawn on it advance and presents as and when
required.

Peg Board

• To display flat and three dimensional materials

• Use hooks and clips to display materials.

Hook and Loop Board

• Intended to suspend heavy 3-D objects as well as flat materials.

• Objects can be easily fixed and removed.

Flannel Board

• Flannel cloth used to make this board.

Magnetic Board

• A sheet of iron that attracts a piece of magnet can be used for magnetic board.

Bulletin Board

• Used to display bulletin, News items, announcement etc.

Marker Board

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• Large plastic board suitable for writing or drawing with markers.

• This can be used the same way as chalk boards.

• It can be sometimes used as a projection screen also.

(c). Three Dimensional Aids

Models

Models are concrete representations of objects, their size being adjusted to

make it handy and conveniently observable. They can clearly exhibit the structure or
functions of the original. There are two types of models. Working model and Static
(still) model. Working model is more effective than static
model.

Objects

Objects may be defined as the real things from their natural settings.

Eg.Rock, Coin, stamp etc.

Specimen

A specimen may be defined as a typical objects or part of an object which has been
removed for convenient observation. It may be a representative of a class or group of
similar objects.

Mock-ups

A mock-up is an operating model usually of a process, designed to be worked with

directly by the learner for specific training or analysis. When direct firsthand
experience is either impractical or impossible, mock-up can be used. Mock-ups is an
imitation of the real process. Eg. Mock Parliament

Diorama

A diorama is a three dimensional scene in depth, incorporating a group of modelled

objects and figures in a natural settings. A diorama scene is set up on a small stage
with a group of modelled objects that are kept on the foreground and blended into a
painted realistic background. For representation of depth, object kept at the
background are made considerably smaller to create illusion.

Puppets

A puppet is a manipulative doll dressed as a character and the performer is a

person. E.g : shadow puppet, finger/ glove puppet, string puppet. Puppet actions
should be accompanied by short dialogues.

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(d). Audio Aids

Radio: The most common form of public education and entertainment. Effective for
mass education and distant education

Tape Recorder: A tape recorder is a portable electronic gadget to record, reproduce.

This device can be used without much fuss by erase and re-record sound.

Public Address System: An electronic sound amplification and distribution system

with a microphone, amplifier and loudspeakers, used to allow a person to address a
large public.

III. Activity Aids

Field Trip and Excursions

• Excursions usually involve a tour by a person or a group of person to some selected

lace.

• An excursion undertaken for gathering objective based learning experience is study

tour.

• The tour made by a group is often known as Field Trip

• Provides direct experience leading to effective understanding.

Exhibition

• In exhibition variety of items exhibits related to teaching and learning.

• Exhibitions are effective modes of mass communication and instruction.

• Special talents of the pupil get revealed and creativity can be fostered.

• Helps to communicate novel ideas to children, their parents and the general public.

Demonstration

• It is a technique which is often used by all teachers.

• Ideas, skills, attitudes and process can be demonstrated.

• Demonstration should be purposeful, simple, specific and effective.

• Demonstration should be planned and rehearsed well in advance.

• If demonstration designed by the co-operative activity of pupil and teaches, it will be

more effective.

Dramatization

• Dramatization gives a reality and concreteness to learning experience.

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• Gives opportunity for self expression

• Very useful for the subject like social science and languages.

• Since emotional content is strong, it help in the development of interest, attitude

and values.

Museum

• Museum is powerful medium for public education.

• Museums are repositories with an array of educational materials including rare

specimens a variety of objects arranged in a logical order.

Planetarium

• A planetarium consist of essentially of a dome usually mounted on the ceiling of a

hall to represents the sky.

• A special projector is used to display images of the celestial bodies on the dome.

• The viewers who are seated below can see the projected images that can be appear
to be realistic.

• The projector consists of various individual units for projecting the sun, the moon,
the planets and the stars.

• Taped narration and sound effects adds to the effectiveness of the presentation.

Aquarium

• Aquarium consists of glass tanks filled with water in which aquatic creatures are
kept in naturally.

• Pupils can observe the natural behavior of the creatures.

• If a school aquarium is constructed and maintained by the pupils they get very
valuable learning experience related to various aspects of life science.

Terrarium

• Terrarium is an arrangement for presenting the creatures living on the surface and
below the surface of the earth for study purpose.

• It is an enclosure, usually a tank. Used for rearing plants or animals under natural
conditions.
Programmed Learning
Programmed Learning is a carefully specified, systematically planned,
empirically established, skillfully arranged and effectively controlled self-

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instructional technique for providing individualized instruction or learning experience
to the learner. Programmed learning is available in the form of Books, Cards,
Machine etc.

Computer Assisted Instruction (CAI)

• A self-learning technique, usually offline/online, involving interaction of the student
with programmed instructional materials.
• “It is the use of computer to assist in the presentation of instructional material to a
student to monitor learning process or to select additional instructional material in
accordance with the needs of individual learners”
• Computer-assisted instruction (CAI) is an interactive instructional technique
whereby a computer is used to present the instructional material and monitor the
learning that takes place.
• CAI uses a combination of text, graphics, sound and video in enhancing the
learning process.

Teaching Machines
• Developed by S.L. Pressy
• It’s a piece of device designed to be operated by an individual student for self
learning.
• The student is presented with a question by some form of display on the machine.
• The student is required to respond, either to write answer or put a button to
indicate the correct response.
• The student will inform the correctness of the answer.
• An account is kept of the responses made by the student

Reflection and Analysis

1. With the use of different classification of audio visual aids by your teachers during
your elementary and highschool or even in college; what do you think is the most
effective audio visual aids used by your teacher that you can still remember?

2. If you are going to use audio visuals, what are you going to use as means to
educate your future students? Name at least 3 in each classification of audio visual
aids.

Edgar Dale’s Cone of Experience

The Cone of Experience is a visual model meant to
summarize Dale’s classification system for the varied types of mediated learning
experiences. Edgar Dale the chief exponent of audio-visual aids in teaching is the
originator of the ‘Cone of Experiences’. The diagram appears in his book ‘Audio-
Visual Methods in Teaching’ (1946).

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 There is a popular saying on Audio- Visual aids, “ I hear I forget, I see I
remember, I do I understand”. It is said that, People remember: 10% of what they
read, 20% of what they hear, 30% of what they see, 50% of what they see and hear,
70% of what they say and write and 90% of what they say and do.
All the learning experiences which can be utilized for classroom teaching are
shown by Edgar Dale in a pictorial device-‘pinnacle form’- which he called the ‘cone of
experiences’. The one considered by Dale as the most effective are placed at the
bottom of the cone and those considered least effective at the top. This arrangement
is based on increasing abstractness.
It was merely designed as a visual aid to explain the relationships of the
various types of audio-visual materials as well as their individual positions in the
learning process. Dale points out that it would be a dangerous mistake to regard the
bands on the cone as rigid, inflexible divisions.

The original labels for Dale’s ten categories in the Cone of Experience were:
1. Direct, Purposeful Experiences
2. Contrived Experiences
3. Dramatic Participation
4. Demonstrations
5. Field Trips
6. Exhibits
7. Motion Pictures
8. Radio, Recordings, Still Pictures
9. Visual Symbols and
10. Verbal Symbols
He said “The cone device is a visual metaphor of learning experiences, in
which the various types of audio-visual materials are arranged in the order of
increasing abstractness as one proceeds from direct experiences”
Direct purposeful experiences: These are the experiences that are gained through
senses. These are not only direct but also purposeful. Purposeful means that the

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experiences are active with a purpose. Hence they are preferred in teaching as they
provide the means to establish correct initial concepts in the minds of the pupil.
Contrived experience: It is an imitation of reality. It is like a working model which is
an editing of reality and differ the original either in size or in complexity. The
simplification of the real objects becomes necessary when the real thing cannot be
perceived directly.
Dramatic participation: In dramatization certain real events of the past are
represented so that we can get as close as possible. The experience is more
meaningful when one actively participates in the dramatization.
Demonstration: Demonstration is a technique designed to show or illustrate a
procedure, process or phenomenon. Demonstrations are concrete experiences that
can be used for structuring future information to the students.
Field Trip: Field trip is the connecting link between school and the community. This
technique is unique in that the pupil gain first hand experiences with the things and
phenomena which cannot be brought into the classroom.
Exhibitions: When it is not feasible to go out into community, it comes exceedingly
important that we bring the outside world into the classroom by means of exhibits
and concrete representation of things.
Television: Television is one step ahead of motion pictures since it can bring the real
event as it actually happens.
Motion pictures: Motion pictures present an abstract version of the real event.
Motion pictures with sound system would yield good results in teaching all the
subjects in the school curriculum.
Radio, Recordings and Still pictures: Educational telecast of radio are also
considered as a powerful teaching aid. Still pictures or photographs can be either
projected or given for individual study.
Visual symbols: This will include black boards, maps, charts, graphs, diagrams and
cartoons. When properly employed they tend to promote a keener interest and better
understanding of concepts.
Verbal symbols: Here the experiences occur at the conceptual level. The teacher
codes the original item into symbols and passes it on to the pupil. Pupil decodes the
symbols back into the original image. These are considered as the least effective
method in teaching.

Interpretation of Dale’s Cone of Experience

Lower levels of the cone involve the student as a participant and encourage
active learning.
Higher levels compress information and provide data faster.
Upper levels of cone need more instructional support than lower levels.
As we go up to the cone, abstractness increases and is highest at the
pinnacle.ie. verbal symbols.
As we go down the cone, concreteness increases and is maximum at the base.

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 The various bands are not perfect. E.g. Field trips, which are placed high in
the cone, are sometimes sources of experiences nearly equal to direct experiences.

How can Instructors Use the Cone of Experience?

According to Dale’s research, the least effective method at the top, involves
learning from information presented through verbal symbols, i.e., listening to spoken
words.
The most effective methods at the bottom, involves direct, purposeful learning
experiences, such as hands-on or field experience.
Direct purposeful experiences represent reality or the closest to real, everyday
life.
The chart rates the average retention rate for various methods of teaching. The
further ones progresses down the cone, the greater the learning and the more
information is likely to be retained.
It also suggests that when choosing an instructional method it is important to
remember that involving students in the process strengthens knowledge retention.
It reveals that “action learning” techniques result in up to 90% retention. People
learn best when they use perceptual learning styles. Perceptual learning styles are
sensory based. The more sensory channels possible in interacting with a resource,
the better chance that many students can learn from it.
According to Dale, instructors should design instructional activities that build
upon more real-life experiences.
Dale’s cone of experience is a tool to help instructors make decisions about
resources and activities.

Self Check 4
With the percentage where people remember: 10% of what they read, 20% of what
they hear, 30% of what they see, 50% of what they see and hear, 70% of what they
say and write and 90% of what they say and do. Now, I want you to tell your
unforgettable stories where we can prove that all this percentages are really true.

Sources and Additional Readings:

http://sunithasusanbinu.blogspot.com/2017/08/module-1-educational-technology_63.html
https://johnparankimalil.wordpress.com/2015/01/22/approaches-to-educational-
technology/
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 SUMMATIVE ASSESSMENT

I. Prepare a 1 hour lesson (based on your specialization) wherein the different audio
visual aids can be utilized. You may either divide the lessons using projected, non
projected or activity aids. The lesson plan must be complete and able to meet the
objectives.

II. With the ten labels of Dale’s Cone of Experiences, provide example of experiences that
you have encountered during you studies (Elementary – College) if possible.

Example:
1. Direct, Purposeful Experiences – During my Grade 5 class, I used to be the
leader in a row where I need to compete in solving problem in math on the board.
Whoever first to answer the problem correctly will hold the small ruler and use it to
slap other’s palm in another row.

2. Contrived Experiences - …

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 Columban College – Sta. Cruz , Inc.

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Columban College – Sta. Cruz Inc. Page 22 VMM

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Columban College – Sta. Cruz Inc. Page 23 VMM