ch 09 - audiovisual technologies

8/14/2019 Ch 09 - Audiovisual Technologies

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Teaching and Learning with Technology Allyn and Bacon 2005Teaching and Learning with Technology

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Allyn and Bacon 2002Teaching and Learning with Technology



AudiovisualTechnologies

Chapter 9

Teaching and Learning with TechnologThird Edition

This multimedia product and its contents are protected under copyright law.

The following are prohibited by law:

any public performance or display, including transmission of any image overa network;

preparation of any derivative work, including the extraction, in whole or in

part, of any images; any rental, lease or lending of the program.

Many of the designations used by manufacturers and sellers to distinguish

their products are claimed as trademarks. Where those designations appear

in this book and Allyn and Bacon was aware of a trademark claim, the

designations have been printed in caps or initial caps.


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Audiovisual Technologies

Multisensory teaching leads to increased

learning

Students with with different auditory orvisual learning styles benefit from use of

audiovisual techniques

Educators must be proficient in available

technologies


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Teaching and Learning with TechnologyTeaching and Learning with Technology




Allyn and Bacon 2008Teaching and Learning with Technology Allyn and Bacon 2005

Listening includes both hearing and

comprehending

Effective listening for learning includes Accurate hearing

Focused listening

Reinforcement to stimulate neuralconnections

Audio In Teaching and Learning


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Audiocassette

Economic, durable and easy-to-use

Uses magnetic tape to record voice, music

and other sounds

Can be used in centers, small groups or

large group instruction Project uses include talking books,

multimedia kits, oral histories and journals

Traditional Audio Media


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Broadcast audio

Received via radio or cable audio

channels Enhances content with current

events, music and foreign language

Traditional Audio Media


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Optical media (CDs/DVDs)

Offer better clarity and greaterstorage capacity than traditional

audio media

Easier to directly access targetedsegments for replay

Digital Audio Media


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Optical media

Some types are recordable

Advantages:

Durable

Easy to handle

Portable

Variety of topics available

Digital Audio Media


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Internet audio

Audio in WAV and MP3 compressed

formats can be legally downloaded WAV is digital version of analog radio

Need software media players (typically

free) for playback MP3 is gaining popularity because its

files are smaller

Digital Audio Media


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MP3 files

Visualizations sometime displayed

during audio playback MP3 players usually include playback

controls

Usually music, but may also includeother audio elements

Digital Audio Media


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Internet radio

Using streaming media, radio stations

offer simultaneously broadcast via theweb as well as the airwaves

National and international stations

outside the local area are now available

via the web

Digital Audio Media


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Internet radio

Includes music, news and talk stations

from around the world

Includes BBC Radio, NPR, Radio Free

Europe, Radio France Internationale,

Radio Netherlands, and others.

Digital Audio Media


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Visual literacy

The ability to correctly interpret visual

signals Visual experiences in education are

designed to encourage visual literacy

Effective visual design helps impartvisual literacy skills to students

Visual Technologies


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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

Visual Communication


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Can yousee the

difference?


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Nonprojected displays

Bulletin boards easy to change venue for

graphic elements Flip charts great for impromptu

illustrations and can easily save images by

tearing off pages

Chalk/whiteboards common and easy

way to display text and images



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Nonprojected

Visuals

FLIP CHART

MAGNETIC

BOARD

WHITEBOARD

BULLETIN BOARD FELT BOARD


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Nonprojected visuals Real objects include all objects that can be

brought in and used for visual display Models are three-dimensional

representations of real objects or concepts

Exhibits are displays or dioramas that

illustrate instructional content Graphics and photographs are pictorial

images used to illustrate and clarify


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Projected visuals Overhead projectors shine light through

transparencies for large group projectionof images

Transparencies can be drawn,photocopied or printed with ink jet or laser

printers

Traditional Visual Media


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Commercial transparencies are frequently

available with texts Transparencies can also be created with

common software such as word

processors

Traditional Visual Media


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Digital projectors Used to project digital images from

computers, digital cameras, photo CDsand electronic whiteboards

Allow for large group display of digitalimages of any type

Non-Traditional Visual Media


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Document cameras

Video camera mounted on a

stand that captures anddisplays video images

May use a monitor or digital

projector for display

Can zoom in on a real-time

demonstration or small

objects

Non-Traditional Visual Media


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Broadcast video

Television images delivered via land-

based and satellite equipment Programs are uplinked to satellite and

then downlinked to receivers

Traditional Video Technologies


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Broadcast video

Commercial television and

educational television (public or cable)offer educational programming

Local learning channels offer targeted

educational programming



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Broadcast Video Programs typically high-quality, high-

impact productions Synchronous nature of television

broadcasts difficult to use in time-restrictive classrooms

Time limitations may be overcome byrecording broadcasts ifcopyrightpermits



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Narrowcast video

Video signals targeted to a specific

audience District may have dedicated video

network so programs can be offered

multiple times each day

Can target very specific district

instructional needs



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Closed circuit television

Television signals received by a school

then distributed internally via closed circuit Can also be used for sharing in-school

student video productions

Also be used to distribute recordedbroadcast or live ITFS (Instructional

Television Fixed Service) programs



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Cablecast video

Cable television companies typically offer

a channel for school or public use Cable may be connected to the schools

closed circuit system

Quality cable television programming(CNN, Discovery, Learning Channel) can be

incorporated into classroom instruction

Traditional Video Technologie


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Video Distribution

Systems in Schools


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Recorded video

This asynchronous format is the format

of choice for schools Video cassette recorders (VCRs)

playback video recorded on VHS tape

Tapes may also record programsoccurring at inconvenient times



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Recorded video

Variety of commercially prepared video

available Playback (copyright permitting) can be

easily scheduled into classroom time

Monitors provide viewing from all parts

of the classroom

Technology is durable, easy to use,

relatively inexpensive



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Recorded video

Most digital projectors can accept

VCR input for large group projection Camcorders (camera-recorders) can

also record video images of class or

instructional activities for later

playback

Inexpensive and easy to use



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Digital video basics Video saved in digital format is easier to edit,

copy and share than standard videotape Video compression helps remedy the file

size problem

Compressed files require video compression

playback software MS Media Player, Real Player and Quick Time etc.

decompress and playback video

Digital Video Technologies


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Digital video basics

AVI, MPEG, and MOV

are the most popularcompression formats

Check players to be

sure they can handleyour format


Microsoft Windows Media Player is a registered trademark of

Microsoft Corporation. Microsoft product screen shot reprinted withpermission from Microsoft Corporation.


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Digital video discs (DVDs)

DVDs can store up to 4.7 gigabytes of

digital video on standard disks Allows high resolution video and sound

DVD storage also allows for

frame-by-frame playback direct access to any frame or sequence

DVD-Rs allow recording



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Digital video cameras Capture and store moving images as digital

files rather than on tape

Digital files can be downloaded to computer,then manipulated with editing software

Video clips can be played back on computer

monitors or LCD projectors, or inserted intoemail, presentations, etc.

Often offer digital audio and still photocapabilities



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Digital video images allow for limitless

editing May have built-in special effects

Instructional annotation can be added to

any frame Clips may be rearranged easily for better

instructional emphasis



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Digital video can be added to many digital

files Presentations, web sites, etc.

Full motion digital video files are large

Three minutes of video require up toone gigabyte of storage



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Compressed video teleconferencing

systems

Live compressed video images aretransmitted

Teleconferencing systems are dedicated,

often room-size systems

Offers real-time, interactive live video event

to all locations with compatible equipment



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Internet broadcasts

Compressed video images can also be

transmitted across the net Sponsoring web sites add links to allow viewers

access to a live event

Streaming video allows viewing while

downloading to shorten wait times Much more affordable than television

production/distribution



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Internet video live cams

Live cameras connected to computers and

logged into the Internet show live digitalvideo feeds

Many live cams are focused on subjects of

educational interest

Students can view remote locations by

visiting the live cam web site



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Internet video

net meetings

Live digital videoacross the net used

for virtual meetings


Microsoft NetMeeting is a registered trademark of Microsoft Corporation.


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Internet video net meetings

In addition to video, meeting software may

include shared work space, a shared virtualelectronic whiteboard and chats

Educators can adapt meeting software for

class collaboration around the globe



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Videos in any format remain an

invaluable teaching tool

Video can Alter time through slow-motion

replays ortime-lapse photography

Simulate imagined, historical or futureevents

Video in Teaching and Learning


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Video can alter space by visually

transporting viewers to other locations

Videos are not of equal quality Must be fully prereviewed and

carefully evaluated before use



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Creating videos

Teacher and student-made videos offer

creative learning opportunities and result inuseful instructional materials

When creating videos

Storyboard to prepare for recording

Plan to use the full potential of motion



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Tips for CreatingSuccessful Videos


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Caveats when creating videos

Be aware of district guidelines for video

taping Parental permission required when images

of students are used

Copyright laws always apply



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Implementing video

Preview the entire video before showing

Prepare for showing by Checking equipment

Checking the environment (lighting,

sound, seating) for viewing



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Implementing video

Engage the learner

Review concepts and discuss objectives Use a video study guide

Be ready to pause the video for

discussions



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Implementing video

Be aware of both factual and emotional

content Anticipate possible student reactions

Provide preliminary and post video

discussion time

Watch reactions


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