Running head: WIKI - PART TWO 1 Wiki - Part Two Rachael Robinson, Kelsey Finlayson, Brenda Ducharme, Gene Miller, and Menomanee Smith AET 541 May 9, 2011 Emily Christiansen WIKI - PART TWO 2 Wiki - Part Two E-learning technologies and advancements have made educational design an important skill for corporate trainers and adult educators to have. There are many ways audio can be implemented into an e-learning setting. Some examples are: electronic portfolios, mp3 players, cd rom, web sites, web 2.0 tools, discussion and bulletin boards, email, blogs, wiki, chats, educational animation, simulation and games, and podcasts. Use of modalities like audio can improve and enhance the learning outcome of a presentation. Primarily if audio is that of narration of an animated visual of a relevant topic. This should be considered especially if the learner is not familiar with the topic. As a team we have come up with two charts that show the benefits of audio and text enhanced learning and a chart identifying the technologies used in e-learning. Audio with text enhances learning Benefits Creates and keeps interest Provides cohesive learning environment with visual aids Enhanced classroom learning Create opportunity for individualized learning programs Effective tool for motivating students to learn Free the teacher for more personalized teaching tasks Details Makes teaching and learning process more effective when audio is integrated into the curriculum. Audio coupled with visuals provides students with a learning environment that caters to multiple learning styles. Audio demands the student’s attention in the classroom. Adding audio inhibits overloading visual cortex of the brain. Incorporating audio will open more opportunities for learning programs such as: simulations and other multimedia environments. Audio keeps the learner’s attention and will motivate students to keep moving through the activity. Teachers are not required to monitor the student and walk them through the learning process. Teachers can focus on personalized task to assist the student WIKI - PART TWO 3 Students are able to progress at their own pace Students can manage their own learning process Audiovisual tools can be used to monitor student- teacher interactions around the e-learning environment. Depending on the use of audio, the learning environment will still allow flexibility within the call to let students move through the activity at their own pace. Audio in an e-learning setting allows the student to listen to information and also go back and repeat the same information again if needed. Students are in control of their learning environment and can typically repeat exercises as needed. Audio can be combined with visuals to form audiovisual tools. These tools will assist both the teachers and learners with the ability to interact with one another and also keep a record of the interactions. Technologies used in e-learning Web Camera video Storyboard, PowerPoint presentations, plays, and debates can be incorporated into the classroom. Virtual tours of museums and historical sites around the world USB Microphone narration Audio Microphones, digital voice recorders and mobile phones make recording audio in the classroom more engaging. Microphones can be used to skype and interact with people around the world. Music CDs background enhancement Audio Stimulate and smoothes student participation in the classroom. Can be used to enhance the mood or theme of a project. Animated clip art image audio\informative WIKI - PART TWO 4 Draws interest and attention that motivates each learner. Can be used to emphasize key terminology, cause effect relationships, or procedural steps on a given subject. E-mail/ Blog Account Google.com Docs, spreadsheet, Web sites, video\voice plug in, and much more etc. Can be used to blog with students, families, and community. REFERENCE Murtaza, A., Ud Din, M., & Khan, F. (2011). EFFECTS OF AUDIO VISUAL AIDS IN STUDENT'S LEARNING AT SECONDARY LEVELS IN DISTRICT RAWALPINDI. Interdisciplinary Journal of Contemporary Research in Business, 2(10), 439-452. Retrieved from EBSCOhost.