2. Introduction
• Technological media or learning device help the
teaching process
• Learning made more concrete
• Helps in motivation, clarification & stimulation
• “Show & tell”
• Significant gain in informational
learning, retention, and recall, thinking and reasoning
activities, interest, imagination, better assimilation and
personal growth and development
• Instructional media =AV aids

3. An effective instructional media;
Clarify concepts or data
Highlight most significant point
Increasing audience retention
Focusing audience attention
Creating interest to learn
Stimulating thoughts
Injecting humor
“A good aid is like a window, it should not call
attention to itself, it should just let in the light.”

4. Why to use an instructional media?

5. Importance of instructional media
Attracting Developing
attention interest
Promoting Adjusting
acceptance learning
of an idea climate

6. 1. To increase the learners’ motivation.
2. To avoid the learners bored.
3. To make the learners easy to understand the
instructional material.
4. To make the teaching learning process more
systematic
Sukartiwi (1996)

7. • 43% more likely to be persuaded (University
of Minnesota)
• Learning is improved up to 200% (University
of Wisconsin)
• Retention is improved up to 38% (University
of Harvard & Columbia)
• Time to explain complex subject is reduced by
25-40% (Wharton school of business)

8. Definition
• Instructional media are those sensory objects or
images which initiate or stimulate and reinforce
learning
• Burton
• Instructional media are those devices by the use
of which communication of ideas between
persons & groups in various teaching and training
situations is helped.
• These are termed to be multisensory materials
• Edgar Dale
Continues…

9. • Media are various components in learners’
environment which support the learners learn.
• Gagne (1970)
• Media are physical means which are used to
send messages to the students and stimulate
them to learn.
• Briggs (1970)
• Instructional media encompasses all the
materials and physical means an instructor and
teacher might use to implement instruction and
facilitate learners' achievement of instructional
objectives.

10. • A V aids are those aids which help in
completing the triangular process of learning
• Carter V Good.
Motivation
Learning Process
Clarification Stimulation

12. Based on the sense they stimulate
• Audio
• Visual
• Visual (non projected, 2-D)
• Visual (non projected, 3-D)
• Visual (projected-still)
• A-V(projected, Motion)
• Multimedia
According to the learners control over them
• Learner –controlled or non controlled
Type of experience they provide
According to their reach
• Individuals, small or large groups, and mass media

13. • Audio
– Voice (any human sender of the
message), gramophone records, audiotapes, telephonic
conversations
• Visual
– Textbooks, supplementary books
(SIM), magazines, news papers, clippings from
published material, duplicated written material
• Visual (non-projected, 2-D)
– Flat pictures, cutouts, posters, charts, graphs, cartoons
etc
• Visual (non projected; 3-D)
– Models, mockup, display materials, globes, 3-D
specimens (animate or inanimate)
• Continues.

14. • Visual (projected, still)
– Slides, film strips, OHP, micro-image
system, micro-film, micro-card.
• AV (projected, motion)
– Film, TV, CCTV, video cassettes
• Multimedia packages
– Slide + tape, slide + tape + workbook, Radio +
slide + poster, TV + workbook.
• New emerging
– Teleconferencing, cable television
broadcastings, communication satellites etc.

15. Vernon (1996) states that there are six kinds of
media;
• 1. Drawing or teacher mode drawings
• 2. Still pictures
• 3. Audio recording
• 4. Motion picture and TV
• 5. Real object, simulation and models
• 6. Programmed and computer-assisted
instruction

17. • Chalk board
– 30x40 inches painted dark
– Oldest , cheaper and universally used
• Uses
– Makes group instruction more concrete and
understandable
– Set standards of neatness, accuracy & speed
– Can restore the attention of the learners
– Vague statement can be clarified
– Initiate aural, visual sensations
– Means of motivation
– Easy to give lecture notes
– Scope for lot of creative and decorative works

18. Types of chalk board
Fixed
Black
Magna
board
boards
on easel
Graphic Roller
boards boards

19. Green • White or yellow chalks
Gray • Yellow chalks may be used
Red • Green or yellow
Orange • Blue or light green
Yellow • Blue
Rose • Purple or dark blue
Black • Any light colors

20. • Limitations
– Students heavily depends on teacher
– Doesn’t care for the students individual needs
– Makes lessons a dull routine
– Constant use can affect the quality of the board
• Rules
– Write clearly & do not overcrowd information
– Letters and drawing should be large in size
– Don’t use abbreviations
– Underline the key words or statements
– Difficult illustrations to be drawn before
– Use color chalks for aesthetic appeal
– Rubbing vertically first and then horizontally
– Don’t stand in front but to the side
– Use of large scales, protractors, compass for large
geometric figures

21. • Bulletin board
– It is a device for displaying study material or current news
in a visualized form
– It is the work of the students, by students and for the
students.
– Active & exciting display element in the class room
• Purpose
– Motivates the learner
– Broadens the sensory experience beyond the students world
– Gives correct initial information
– Supplement & correlate the instruction and saves time
• Items that can be placed in the bulletin board are
– Photographs, newspaper cuttings, all creative works, group
activities, announcements etc.
• Continues

22. • Advantages
– Explain important events or announcement
– Report social activities in the school, shares knowledge &
stimulate curiosity
– Summarize & highlights the events
– Serves as a introduction to a particular topic
• Using guidelines
– Themes of msg conveyed to be clear, simple, interesting, &
balanced
– Arrange the information in orderly way using appropriate
material
– Don’t crowd the BB
– Give suitable title, large enough to see from the distance
– Use neutral color to the background
– Layout to be attractive
• Types of BB
– Flanel board, magnetic board, fixed type, movable, foldable type

23. • Flannel board
• A rigid board covered using flannel, cloth, felt
sheet, wool, cotton, paper or suede cloth
• Things to be pasted should have a flannel or sand paper on
the reverse side
• It can be used throughout the discussion
• Pictures should be large enough to view by the learners.
• Magnetic board
– Iron board coated with porcelain in dark or green
colors
– Writings using chalk sticks, markers, or crayons.
– Pictures can be pasted using disc magnets
– Works as a combination of chalk board & flannel
board to display

24. • Illustrations
– Drawings, painting, or sketches
• Photographs
– Exact visual recording of things which will occur
in real life situations
– May be B&W or colored, mounted or non
mounted
– Used either as display in a bulletin board, or
projected with a projector
– It should be accurate, prominent and understanding

25. • Flash cards
– Prepared on a single topic and presented serially
– Compact card which is flashed before to bring an idea
– Size: 10x12 or 22x28 inch; used for a group of 30
members and less
– Message can be brief simple line drawing or
photographs or cartoons, and the content will be
written in simple words behind each cards
– Can be used individually or with other charts.
• Advantages
– Attract attention
– Conveys messages quickly
– Dynamic, flexible, maintains continuity
• Continues

26. – Easy to prepare, portable and economic
– Can be used for illiterate groups
• Disadvantages:
– Used for limited number of people
– Prone for easy damage
– Time consumption in preparation is more
• Posters
– Visual combination of illustration of messages
conveyed to people
• Uses
Advertizing an event or product
Campaigning for a cause
Giving directives
Popularizing a slogan
• Continues

27. Drawing attention towards desirable actions and
values
Giving warning
Propaganda
• Features of a good poster
– Brevity- concise message
– Simplicity- easily understandable
– Idea- single & relevant idea
– Layout
– Color- attractive & suitable color
– Display- adequate lighting

28. • Diagrams:
– Simple drawing showing inter-relationship by
means of lines & symbols
– E.g: stick figures, science figures, geometrical
diagrams, facial expression etc.
– Can better used for summary & review
• A good diagram should;
– Technically correct
– Neatly drawn & explained
– Well labeled & explained
– Can be moved & seen from all angles

29. Narrative
chart The cause &
effect chart
• Charts: chart
Overlay
The chain
• Illustrative visual media for depictingchart
a logical
relationship betweenchart ideas & supportive
Flip chart Pie
main
facts The evolution
chart
Job chart Time or table Strip-teas
chart chart
Flow
Genealog Tabulatio chart
y chart n chart

30. • Maps:
– Graphic representation of the earth’s surface
– Relief maps, historical maps, and geographical
maps
• Graphs:
– Depicts numerical or quantitative relationship or
statistical data in the form of visual symbols.
• Pie graphs Line graphs
• Histogram
• Pictograms
Bar graphs
Ogive

32. Uses of AV Aids
• Appear to our senses and open better avenues of
learning
• Perception of information is better and its
retention is improved
• Brings realities of our world into the class room
• Abstract ideas to make them more concrete
• Economical in long run because of their repeated
usage and coverage of large number of students
• Continues..

33. • Reinforcing the spoken or written words by the
teacher
• Helps the teacher in complementing her
teaching efforts
• Helps in overcoming the language barrier and
provide more clear ideas
• Provides a variety of instructional methods and
motivate the students in independent learning
• Reduces the verbalism and thus reduce the
boredom in the class

34. Gain attention
Recall prerequisites
Present objectives to the learners
Present new contents
Support learning through examples & visual
elaboration
Elicit student response
Provide feedback
Enhance retention & transfer
Assess performance

36. Principles
• Instructional media should suite;
– The teaching objective
– Unique characteristics of the special group of
learners.
– The age level, grade level etc.
– Specific educational values and stimulate interest
and motivation
– True representative of the real things
– Helps in the realization of desires, and learning
objectives

37. Criteria for selecting instructional media
2. 4.
1. Subject 3.
Supplemen Accessibili
relatedness Accuracy
tary role ty

38. Criteria for selecting instructional media
6. Cost-
7. Pre-
5. Variety effectivene 8. Utility
viewing
ss

39. Factors in selection of media
Strauss & Frost, 1999
1. Institutional resource constraints
2.Course content & appropriateness
3.Learner characteristics
4.Teachers’ attitude & skill levels
5.Course’s learning objectives
6.The learning relationship
7.Learning location
8.Time
9.Media richness

40. 2. Student 3. Instructional
1. Practicability
appropriateness appropriateness
• 1. Is the intended media • Is it appropriate to the • Is it appropriate to the
practical, cost developmental or planned instructional
effective, time experiential level of the strategy?
efficient, & understood students? • Presentation of the
by the instructor ? • What are the most proposed lesson is
• 2. Is the presentation important tasks or effective by the
adaptive for the requirements? specified media?
learners response? • What are the learning
• 3. What is the range of outcomes?
viewing or hearing • Media is appropriate to
distance for the use of meet the learning
the media? outcome?
• 4. Does the desired
instructional stimulus
require
motion, colour, still
pic, or spoken words?
• (Reiser & Dick, 1996)

41. Learning objectives Exclusion criteria Selection criteria
Intellectual skills Media which are non- Media providing feedback
interactive
Cognitive strategies -do- -do-
Verbal information Only real equipment or Media able to present
simulator with no verbal verbal messages and
accomplishment elaboration
Attitude -do- Media which present
realistic picture of human
model and the model’s
message
Motor skills Media have no provision Media making possible
for learner response and direct practice of skill, with
feedback informative feedback
Gagne, Briggs and Wagger, 1992

43. Constraints in media selection
Dick, Carrey & Carrey, 2001

44. Guidelines in preparation
• Must be easy to see & • Please to the senses
understand • Accurate
• Simple & direct • Represents the things that
• Easy to handle & are common &
transport understandable
• Emphasize the key point • Conveys up-to-date ideas
• Good working condition • Words should be
• Time & place appropriate clear, brief, visible, simple
• Colors should be natural and with required space in
to the related between
items, appealing, attractiv • Create interest & positive
e, clear & visible. attitude in the learners

46. Principles
1. Principle of selection:
– Suite to the unique objectives of learning and needs of
the learners
– Adaptation to the intellectual maturity & previous
learning experience
– Familiarity with the advantages & disadvantages of
instructional media in use
– Educational values besides being interesting and
motivating
– True representative of the things need to teach
• Continues.

47. • Principle of preparation:
– Cost effective ways of preparation
– Commercial instructional media Vs. teacher-made
instructional media
– Preparation using locally available materials
• Principle of presentation:
– Plan the use of instructional media
– Visual media should not be confused with
entertainment
– Working condition should be checked before the use
– Care to prevent damage
– Maximum visualization of the media
– Directions in between the presentation to be avoided to
the maximum to decrease the distractions
• Continues

48. • Principle of physical control
• Principle of response
• Principle of evaluation
• Important!! Instructional media never replace
a teacher but it supplement the teaching
process

49. Steps in utilization
Review
Implement or Evaluate &
instructional
apply revise
goals
Conduct a
Determine the
formative
best medium
evaluation
Review Prepare a new
existing media media
(South Cloud University, 1997)

50. Teachers’ Role in effective use
A) Planning
Know clearly the objective of Plan well in
presentation advance
Anticipate the Plan for variety Plan in advance
size of the of colorful & about the time
audience vivid AV aids. of presentation

51. B) Preparation
Place & seating Anticipate the need for
arrangements special effects
Make sure
that all the Sequence
Rehearsing Keep them
equipments the aids in
are in or within the
the order
working previewing reach
of their use
condition

52. C) Presentation
Motivate & stress the key Present in the right time
points & proper sequence
Display Speak
Remove all Stand
only one facing the
unrelated beside &
aid at a audience &
items not in front
time not by side

53. D) Evaluation
Evaluation using
Undertake a follow-up
discussion & dispel
study
misunderstanding if any

54. Discussion