1. Audiovisual Technologies
Teaching and Learning
with Technology
Chapter 11
Audiovisual Technologies
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2. 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

3. 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

4. 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.

5. 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)

6. 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

7. 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

8. 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

9. Digital Audio Media Internet Radio
Includes music, news, and talk stations from around the world

10. Visual Technologies Visual literacy
Good visual design supports visual learning, does not confuse message:
Relevance
Coherence and consistency
Proportion
Contrast
Unity and direction

11. Visual Communication
Can you
see the
difference?

12. 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

13. 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

14. Displaying Nonprojected
Visual Communication
Displaying Nonprojected
Visuals

15. 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

16. Visual Communications
Technologies for Traditional Projected Visuals
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

17. 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.

18. Visual 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

19. Visual 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

20. 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

21. Visual Communications
Broadcast Video (AKA Television)
Television images delivered via terrestrial and satellite equipment
Programs are uplinked to satellite and then downlinked to receivers

22. 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

23. Visual Communications
Broadcast Video
Programs typically high-quality, high- impact productions
Synchronous nature of TV makes it difficult to use in time-restrictive classrooms
Time limitations may be overcome by recording broadcasts if copyright permits

24. 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

25. 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

26. Visual Communications
Video
Distribution
Systems in
Schools

27. 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 student-produced videos

28. Visual Communications
Recorded Video
Tapes/DVDs may be commercially prepared
Playback, copyright permitting, easily scheduled into classroom time
Monitors or digital projectors can enable viewing from all parts of classroom

29. 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

30. Visual Communications
Digital Video Basics
AVI, MPEG, and MOV are most popular compression formats
Confirm that your player(s) can support your desired format

31. 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

32. 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 , presentations, etc.

33. 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

34. 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

35. 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

36. 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

37. Visual Communications
Internet Video Net Meetings
Live digital video across the Net used for virtual meetings

38. 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 globe

39. Visual Communications
Videos in any format can:
Be an invaluable teaching tool
Alter 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

40. 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

41. Visual Communications
Tips for
Creating
Successful
Videos

42. Visual Communications
Caveats When Creating Videos
Parental permission required to use images of students
Be aware of district guidelines for creating video
Comply with copyright laws

43. 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

44. 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