Chapter 11

Audiovisual (AV) Technologies
• Lessons delivered with audiovisual support more engaging for students than lectures alone
• AV helps build multiple cognitive connections to content presented
• AV has advanced a great deal, but the principle of its use has not changed
• Important that teachers be aware of AV and how to use it effectively
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Audio in Teaching and Learning
• Listening is a two-part process – includes both hearing and comprehending audio
• Teachers can help students to acquire, improve, and apply learning skills:
• Clear, audible signals
• Focused listening
• Process to reinforce messages received
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Traditional Audio Media
Audiocassette
• Economic, durable, and easy-to-use
• Uses magnetic tape to record and play back voice, music, and other sounds
• Can be used in centers, small groups, or large group instruction
• May be used for many projects:
– Talking books, multimedia kits, oral histories, journals, etc.
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Digital Audio Media
Optical Media (CDs)
• Better clarity and larger storage capacity than previous audio media
• Easy to use
• Quickly access target audio
• Durable and portable
• Inexpensive and several formats available (CD-R and CD-
RW)
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Digital Audio Media
Internet Audio
• An alternative to CD, you can download legally available audio in WAV and MP3 compressed formats
• Need software media players (typically free) for playback
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Digital Audio Media
MP3 Files
• MP3 with its small file size popular due to shorter downloads and uploads
• MP3 players or playback software include playback controls and may include visualizations
• Typically music but may also include other audio elements
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Digital Audio Media
Internet Radio
• Radio stations can use streaming media to simultaneously broadcast via the Web as well as the airwaves
• National and international stations outside the local area are also available online
• Some radio stations are online only
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Digital Audio Media
Internet Radio
Includes music, news, and talk stations from around the world
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Visual Technologies
Visual literacy
Good visual design supports visual learning, does not confuse message:
• Relevance
• Coherence and consistency
• Proportion
• Contrast
• Unity and direction
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Visual Communication
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Visual Communication
Visual Design Basics
Visual design includes visual, text, and affective elements:
• Visual - graphics, symbols, real objects, and organizational elements
• Text - aspects of text including fonts, spacing, color, and sizes
• Affective elements - visual components that can elicit responses from viewers
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Visual Communication
Nonprojected Visuals
• Bulletin Boards – easy to change platform for graphic elements
• Flip Charts – great for impromptu illustrations- can easily save images by tearing off pages
• Chalk/Whiteboards – common and easy way display text and images
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Visual Communication
Displaying
Nonprojected
Visuals
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Visual Communication
• Real objects – objects that can be brought into class and used as a visual aid
• Models – representations of real objects or concepts
• Exhibits – displays or dioramas that illustrate instructional content
• Print materials – books, worksheets, posters, charts, etc.
• Graphics and photographs – pictorial images to illustrate, clarify, and add interest
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Visual Communications
• Overhead projectors shine light through transparencies (clear or colored plastic sheets) for large projections
• Transparencies can be drawn, printed with ink-jet or laser printers, or copied or annotated by hand before or during use
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Visual Communications
• Commercial transparencies are frequently available with texts
• Transparencies can also be created with common software such as word processing, drawing programs, spreadsheet, etc.
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Communications
Digital Projectors
• Project large images of digitals images
• Source can be computers, digital cameras, and photo CDs, videotapes, or DVDs
• Very versatile, and very popular and common
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Communications
Document Cameras
• Video camera mounted on a stand that captures and displays video images
• May use a monitor or digital projector for display
• Can zoom in on a real-time demonstration or small objects
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Visual Communications
Video in Teaching and Learning
• Video has dramatically, rapidly evolved from silent films, black & white TV, videotape, DVD to today’s
Internet compressed video
• Video has high potential for education but can be challenging to use effectively
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Visual Communications
Broadcast Video (AKA Television)
• Television images delivered via terrestrial and satellite equipment
• Programs are uplinked to satellite and then downlinked to receivers
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Visual Communications
Broadcast Video (Television)
• TV (e.g., ABC, CNN, Discovery) offers content with commercials
• Public TV (PBS) offers educational programming and is supported by the government and viewers
• Local learning channels offer targeted educational programming
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Visual Communications
Broadcast Video
• Programs typically high-quality, highimpact productions
• Synchronous nature of TV makes it difficult to use in time-restrictive classrooms
• Time limitations may be overcome by recording broadcasts
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Traditional Video Technologies
Narrowcast Video
● Alternative to broadcast video
● Targeted to specific audience like education
● Typically distributed over a closed-circuit
TV (CCTV) network in a school
● Can target very specific district instructional needs
● May also be used to share school new and other information
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Visual Communications
Cablecast Video
• Cable TV companies typically offer a channel for schools or public use
• Can be transmitted over same cable that is used for schools CCTV system
• High-quality cable television shows (e.g.,
CNN, Discovery, Learning Channel) can greatly enhance classroom instruction
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Visual Communications
Video
Distribution
Systems in
Schools
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Visual Communications
Recorded Video
• Asynchronous video schools format of choice
• Videocassette recorder ( VCR ) or Digital Video
Disk Recorder ( DVR ) play video recorded on
VHS tape or DVDs
• Content may prerecord programs that occurred at inconvenient times
• Camcorders can facilitate teacher- or studentproduced videos
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Visual Communications
Recorded Video
• Tapes/DVDs may be commercially prepared
• Playback, and easily scheduled into classroom time
• Monitors or digital projectors can enable viewing from all parts of classroom
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Visual Communications
Digital Video Basics
• Video compression helps reduce files to more manageable size
• Compressed files require video compression playback software
• MS Media Player, Real Player, QuickTime, etc. can play back video
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Visual Communications
Digital Video Basics
• AVI , MPEG , and MOV are most popular compression formats
• Confirm that your player(s) can support your desired format
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Visual Communications
Digital Versatile Discs (DVDs)
• Major advancement over VHS tape and CD
• Store up to 4.7 gigabytes of digital video each side
• Storage also allows for clear images when paused and frame-by-frame playback
• Offers fast direct access to any frame or sequence
• DVD-R or DVD-/+RW , recordable/rerecordable
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Visual Communications
Digital Video Cameras
• Capture and store moving images as digital rather than analog files
• Download the digital files to computer and edit with software
• Can be played back on computer monitors or digital projector
• Can also be inserted into email, presentations, etc.
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Visual Communications
Digital Video Editing
• Digital video edited with readily available software
• Instructional annotation and special effects can be added
• Clips may be rearranged for better instructional emphasis
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Visual Communications
Compressed Video Systems (CVS)
• Needed for limited bandwidth of educational settings
• Live compressed video images transmitted
• CVS are dedicated, often room-size systems
• CVS offer real-time, interactive live video interaction to multiple locations
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Visual Communications
Internet Video - Broadcasts
• Compressed video images can also be transmitted via the Net
• Streaming video allows viewing while downloading, shortening wait times
• Much more affordable than television production/distribution
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Visual Communications
Internet Video – Live Cams
• Live cameras connected to computers and logged onto the Internet showing continuing live digital video
• Many live cams are focused on subjects of educational interest
• For example, students can view the
EarthCam live cam web site by visiting www.earthcam.com
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Visual Communications
Internet Video Net Meetings
Live digital video across the Net used for virtual meetings
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Visual Communications
Internet Video – Net Meetings
• In addition to video, meeting software may include shared work space, shared virtual electronic whiteboard, and chats
• Educators can adapt meeting software for class collaboration elsewhere in the district or around the world
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Visual Communications
Videos in any format can:
• Be an invaluable teaching tool
• time and space through:
– Shifting the viewers location
– Slow-motion replays or time-lapse photography
– Simulating historical or future events
• Support learning when carefully evaluated
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Visual Communications
Creating Videos
• Teacher- and student-made videos offer creative learning opportunities that support lessons being taught
• Remember that planning phase is more difficult than shooting phase
• When creating videos
• Storyboard to prepare for recording
• Use the full potential of motion
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Visual Communications
Tips for
Creating
Successful
Videos
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Visual Communications
Caveats When Creating Videos
• Parental permission required to use images of students
• Be aware of district guidelines for creating video
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Visual Communications
Implementing Video
• Use video’s strengths to make compelling video
• Preview video in test setting before sharing with an audience
• Prepare for showing by:
• Checking equipment
• Checking environment (lighting, sound, seating) for viewing
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Visual Communications
Implementing Video
• Engage the learner
 Review concepts and discuss objectives
 Prepare and use video study guide
 Pause video for questions/discussions
 Structure discussions at key points or at the end, give an assignment to reinforce content
 Be prepared to respond to student reactions to emotional content
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