Welcome to choco's : [Language Teaching Media] Audio Visual Based Media

A. Definition

A medium (plural, media) is a means of communication and source of information. Derived from the Latin word meaning “between”, the term refers to anything that carries information between a source and a receiver. Examples include video, television, diagrams, printed materials, computer programs, and instructions.[1] Media is included in the learning environment.

The term audiovisual (AV, or A/V) may refer to works with both a sound and a visual component, the production or use of such works, or the equipment used to create and present such works. Slide-tape presentations, films, and television programs are examples of audiovisual presentations.[2] Any audio-visual aids chosen should somehow reflect the lesson. Teachers should decide what material will most effectively enhance her lesson, as such materials provide real life depth for students.[3]

B. Kinds of Audio Visual Based Media[4]

Audio-visual based media is used in learning activity involving hearing and vision simultaneously in a prosesses or activity. Here are kinds of audio-visual media ;

1. Computers

Computers and the Internet are a great resource for classroom teachers! Teachers can find suggestions, lesson plans, practical support, information, and materials through the Internet. In fact, using a computer can make a teacher's life easier and more efficient. The LEADERS website provides an extensive list of Internet links designed to help teachers of reading and writing.[5]

2. Television

When kids are little, the lessons they get from their favorite TV shows are pretty simple. But when kids get older, the messages that TV delivers aren't always so straightforward. elevision targeted toward kids ages 9-11 often takes an edgy approach to appeal to an age group that's starting to test boundaries, assert independence, and maybe even provoke. These shows are also competing for eyeballs in a crowded field of TV shows, websites, cell phones, and more.[6]

3. Filmstrip

Filmstrips are made up of a series of still pictures placed in sequential order on 35mm film. Each individual picture is called a "frame." Filmstrips are usually between twelve and fifty frames in length. The use is likely with video, but we need the projector.[7]

C. Examples of Using Audio Visual Based Media in Teaching[8]

We install and maintain audiovisual equipment for many of the rooms on campus and support staff who require assistance while teaching in General Teaching Space (GTS) rooms.

Audiovisual material provides a rich medium for teaching and learning. Video can effectively communicate complex information to a student and, if used creatively, can become a powerful expressive tool. This short paper looks at some potential benefits and challenges associated with using video materials in teaching and learning.

Here are some examples to use audio-visual in teaching :

1. Pre-school education, primary school (1st to 4th forms)

In addition to the core areas of the subjects “German”, “Art Education” and “Technical Education”, the entire curriculum is suitable for integrating the educational principle. Discussing and comparing the children’s own observations and experience with secondary experience obtained from the media leads to greater awareness of the specific properties of individual media and the resulting effects. Subject areas to be considered will be both media products that specifically address children of primary school age (e.g. kid programmes on TV, magazines for kids, “kid pages” in magazines, comic strips, Internet pages for kids, computer games and educational software) and media products which, while not produced specifically for children of that age group, are actually consumed by them. Through encouraging self-action and insights into the characteristic properties of the media, the pupils/students should be enabled to acquire experience of their own in producing media.

2. Special school for the handicapped (1st to 9th forms)

Media education is of particular importance in the special schools: on the one hand, disabilities frequently restrict the children in collecting direct experience, which should be at least partly compensated by the use of media. On the other hand, for many types of disabilities, the media have an important role in bridging communication barriers (e.g. in physically or mentally impaired children). Media education in this wider sense of the word thus links special-needs-related tasks and objectives with those concerns of media education which are addressed to disabled pupils/students in their role as media consumers.

The curricula of special schools include numerous concrete approaches to considering both aspects. These range from subfields of subjects (e.g. photography and film/video in Art Education) to a detailed syllabus (e.g. newspaper, film and TV in History and Sociology).

3. General secondary school, academic secondary school (5th to 8th forms)

The syllabus for German and Art Education (general secondary school, academic secondary school) explicitly makes reference to media education. Additional ways to approach the field are observations on the expressive values of linguistic and non-linguistic forms of expression, training in the ability to obtain information on facts for oneself and provide it to others, and role playing.

At this occasion it should be pointed out again that media education should start out, especially and particularly in this age group, from personal media experience, observations and habits of the pupils/students, and should lead to self-reflection.

4. Medium- and higher-level schools, pre-vocational school and vocational school (9th to 12th/13th forms)

Pre-vocational schools include media education in their syllabuses for the subjects of Vocational Information and Life Guidance, German, Project Work and in subjects chosen from a compulsory group. The syllabuses in the curriculum of medium- and higher-level schools contain numerous mentions of key subjects of media education. The role and value of the media may be discussed in the various subjects, chiefly in (cross-disciplinary) project work (e.g. media as an economic factor, advertising as an economic factor, the aesthetics of advertising, the language of advertising, public relations activities as a tool for dialogue, economic and social policy functions and the role of p.r. activities, opportunities and risks of strategic p.r. activities for shaping the published and public opinion, concepts and tools of p.r. activities) for the subjects of German, Art Education and Economics. In the teaching of German, a comparative discussion of literary works and the movies made of them may indicate the possibilities and limits of the two art categories. In the teaching of History, Sociology and Contemporary History, audio-visual media may be considered in terms of their role as source material, but also in their development and impact on society. In the teaching of Psychology and Philosophy, issues of journalistic ethics, the psychology of mass communication, perception-psychological issues, or opinion-forming and manipulating processes may be discussed. In the teaching of Physics and Chemistry, the technical basis of phonography and photography, of radio and TV broadcasting and problems of communications engineering may be dealt with.

D. Using Audio Visual in Teaching

A lesson plan that involves video material might be thought of in terms of three distinct phases:

1. Pre-viewing

Before viewing it is important to prepare students for what they are about to see and to introduce the broad topic. Any parts of the video that you believe will challenge students can be outlined at this time. Pre-viewing exercises such as brainstorms may help to focus attention.

2. Viewing

Continuous interruptions during viewing risk breaking concentration and should be avoided. However, students can be given simple tasks to carry out while watching a video which will help them to engage with the video's content. A balance has to be found which doesn't ask too much of students, but does help to keep them active. Predefined pause points may also act to engage students by eliciting opinions during the viewing process.

3. Post-viewing

Many different types of activity might follow on from watching a video. Content might be used to begin a discussion, individual reports might be written from different perspectives or students could role-play further scenarios.

4. Sourcing video

When searching for video clips, consider television broadcasters online resources, such as the BBC or ITN. Websites such as YouTube, BUFVC, TeacherTube can also be very useful, but remember to check for potential rights issues. Remember, not everything on the web is legally posted. If in doubt, don't use it! It is also important to check for any policies your host institution might have for using video. Academic libraries often hold an ERA licence, which allows recorded off-air materials to be used for teaching purposes. Remember to check age restrictions if intending to show films to younger students.

5. Creating video

Video documents can make effective reference material but creating your video content is also a rewarding experience, which can be carried out simply and with inexpensive equipment. Via role-play, students or groups of students can become engaged with extremely difficult topics. Simple editing can illustrate how information can be shaped to deliver a message. Students can be given the opportunity to produce assessed audiovisual materials or ‘video essays'. Web sites such as Flickr now host video clips and offer a powerful broadcasting platform for student output.

Creating simple video recordings of lectures allows information to be presented at the student's own pace with instant playback, rewind and pause. This may be particularly useful for students who are less suited to the familiar lesson scenario.

E. Function of Audio Visual Based Media

As students become more accustomed to technology, audio-visual materials play an even more important role in classrooms. Students learn in a variety of different ways, which is why the use of audio-visual components helps to enhance the learning environment. Students often benefit from the visual/sound appeal of audio-visual materials because it tends to focus their attention on the topic. When teachers present material in various manners, such as providing students with both a summary statement and a chart on a given topic, the visual material enhances the written materials.

There are an endless number of ways to exploit video in order to create motivating, memorable and inclusive learning experiences. However, watching a video can also be a passive experience and so teaching methods must be used which instead turn it into a springboard for student action and interaction.

Before deciding to use video for teaching purposes, it is vital to watch all the material to be shown to students beforehand, just in case there is any unnecessary or unsuitable content. It may also be helpful to look through lesson plans from other institutions for ideas on how video has been used effectively to illustrate specific topics. If a video has been chosen to demonstrate a specific topic, does it do so succinctly and effectively?[9]

F. Advantage and Disadvantage

Kinds of Media	Potential for Participation & Two-way Communication	Target Audience	Advantages	disadvantages
1. Television	· Mass media – can reach many people. · High status.	· General public. · Can also be tolered to specific target audiences.	· Wide reach. · High status and perceived credibility. · Audio and visual (can see and hear). · Good for simple messages and slogans. · Can help to generate interest, awareness, and excitement.	· Expensive. · Programs not always on at convenient times. · Not everyone has TV. · No room for interaction unless linked to a TV callin show.
2. Computer	· Feedback and questioning can be built into the presentation and learning	· Target audiences	· Can be paused for deeper discussion and replayed as needed. · Most comunities are likely to have at least one VCR. · High status · Equipment is getting cheaper to use and purchase. · Can record ‘before’, ‘during’ and ‘after’ steps in process. · Can be played back immediately.	· Requires editing equipment and software unless in camera taping is followed. · Usually needs to be supported with other printed materials. · Can be over-used when other methods may be more appropriate. · More expensive costs up-front.
3. Power Point Presentation	· Can incorporate Feedback.	· Good for more sophisticated audiences like service clubs and professionals, civil servants	· If well done, good for marketing or selling ideas and generating interest. · Can be accessed over the internet.	· Requires computer skills and equipment to view, projectors. · Cannot communicate large amounts of detailed information. · Requires electricity and some amount of technical savvy. · Projectors can be expensive.

CONCLUSION

Audio-visual based media is a media which is using both sight and sound, typically in the form of slides or video and recorded speech or music.

While using video as a teaching tool can help to engage students, no single method of delivery will suit all learners. If video materials are core elements of a lesson plan, consider also providing transcripts or audio descriptions to allow all students to access the materials equally (such as students where English is not their first language or to address accessibility requirements).

REFFERENCES

Sharon E. Smaldino and James D. Russel, Instructional Technology and Media for Learning, 8^th edition, (Ohio: Pearson ).

http://www.commonsensemedia.org/blog/using-tv-to-teach-lessons-0 (Thursday, Oct 24th 2013)

http://www.education.pitt.edu/EducationalResources/Teachers/LEADERS/FrequentlyAskedQuestionsFAQ/UsingComputersandtheInternetforTeaching.aspx (Thursday, Oct 24th 2013)

http://www.ehow.com/facts_5574757_types-audiovisual-material-used-teaching.html (Thursday, Oct 24th 2013)

http://en.wikipedia.org/wiki/Audiovisual (Thursday, Oct 24th 2013)

http://www.jiscdigitalmedia.ac.uk/guide/using-video-in-teaching-and-learning (Thursday, Oct 24th 2013)

http://www.mediamanual.at/en/media.php (Thursday, Oct 24th 2013)

http://www.neiu.edu/~sdundis/hrd310/filmstrps.pdf (thursday, Oct 24th 2013)

http://63.175.159.26/~cimh/cami/files/PUBCOMM/PresK11/PDF/Media%20Matrix.2.pdf ( Friday, Sept 13th 2013, 10:02)

[1] Sharon E. Smaldino and James D. Russel, Instructional Technology and Media for Learning, 8^th edition, (Ohio: Pearson ), page 9.

[2] http://en.wikipedia.org/wiki/Audiovisual (Thursday, Oct 24th 2013)