AUDIO VISUAL AIDS

INTRODUCTION

Research has shown that learners need to undergo symbolic, iconic and enactive learning
experiences in varying proportions and in different sequences as shown as by the Dale’s Cone of
Learning Experience.An aural message is perhaps the minimum required for communication. It
is often necessary to supplement the aural message with a visual in order to convey it effectively.
Visuals with or without aural components are called audiovisual resources, aids, media or simply
audiovisuals.
Audio-visual aids, audio-visual material, audio-visual media, communication
technology instructional media, all the terms broadly speaking mean the same thing. Audio-
visual material must be seen in their relationship to teaching as a whole and to the learning
process as a whole, until teacher understands the relationship between audio-visual material
teaching-learning processes, he cannot be expected to make intelligent or fruitful use of the
techniques, which offer so much assistance in day today activities of teachers.
DEFINITION:
An audio-visual aid is an instructional device in which the message can be heard as well as seen.
Or
Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce
learning.
Or
Audio-visual aids are the devices which can be used to make the learning experience more
concrete, more realistic and more dynamics.
Or
Audio-visual aids are supplementary devices by which the teacher, through the utilization of
more than one sensory channel is able to clarify, establish and correlate concepts, interpretations
and appreciations.
CONCEPT OF AUDIO-VISUAL AIDS:
Audio-visual aids are sensory tools used in teaching and as avenues for learning. These are
planned educational materials that appeal to the senses of the people and quickens learning
facilitates for clear understanding.
A. Chinese’s Proverb: “If I hear, I forget, If I see, I remember, If I do, I know’ says the
important of sensory perception in teaching, learning situation.
* Seening -87%
* Hearing -07%
* Odour -03%
* Touch -02%
* Taste -01%
* Audio-visual aids enhance clarity in communication.
* Provide diversity to the mind
* Increase the forcefulness of the subject being learned or taught.
IMPORTANCE OR PURPOSES OF AUDIO-VISUAL AIDS:
 Improve and make teaching effective.
 Enable the audience to look, listen and learn
 Make learning interesting and profitable.
 Quicken the phase of learning.
 Foster\develop the knowledge.
 Bring expected behavioural change among the learners.
 Provide direct contact with reality or serve as a source of information and likeness in the
teaching learning situation.
 The student’s acquires clear, accurate and vivid image during the process of learning.
 Increase and sustain attention and concentration.
 It can serve as an open window through which the student can view the world and its
phenomena by bringing remote events into the classroom.
 They enable the students to learn faster, remember for longer duration, gain more
accurate information, and understand the concepts with adequate meaning. Thus learning
becomes more meaningful, enjoyable and effective.
  They give variety to classroom techniques, provide change in the atmosphere of the
classroom and allow some freedom from the formal instruction or traditional type.
 The students will get opportunity to handle, touch, feel, operate, and manipulate the
audio-visual aid. It gives added appeal because it satisfies temporarily at least the natural
desire for mastery and ownership.
 Visualize and make teaching more real; acts as an antidote to the disease of verbal
instruction. They reduce verbalism, help in giving clear concepts and thus help to bring
accuracy in learning.
 Save time and energy.
 Change attitude or point of view of learners.
 Contribute to the growth or clear understanding, increase vocabulary development.
DRAW BACKS OF USING AUDIO-VISUAL AIDS:
 These are not essential for all instructional programmes.
 These are helpful teaching, but they will not substitute teachers and books.
 Possible risks of ‘spectatorism’ instead of ‘attitude of thoughtful enquiry’.
 It requires more time for planning and preparing.
FACTORS INFLUENCING EFFECTIVENESS OF AUDIO-VISUAL AIDS:
 Preparation of teacher as well as student teacher should be well prepared with topic
students should be aquatinted with subject matter.
 Selection of audio-visual aids it should be always suitable to topic, planned to add clarity.
 Proper presentation- aids should be visible and audible to all. Display attractively, at
proper time in the teaching session.
 Evaluation- by checking of following points:
1. Are the colours scheme and layout effective?
2. Does all see the display?
3. Did it serve the purpose to teach particular subject\topic?
4. Was it time consuming?
5. Did the students reply to question being asked?
6. Is it expensive or cheap?
CLASSIFICATION OF AUDIO-VISUAL AIDS:
SIMPLE AIDS:
1).Teacher = Posters, Charts, Graphs, Diagrams, Flannel graphs, Flash
Made cards, Maps, illustrations, Cartoons, Comics, Chalk board,
Roller boards, Flip charts.
2).Traditional = Folk songs, Pottery.
Media
3).Printed Aids = Books, Pamphlets
4).3 dimensional = Objects, Specimens, Models, Puppet
5).Activity Aids = Role play, Field trips, Demonstrations.
Sophisticated Aids:
1). Audio aids = Radio discs, Cassettes
2). Projected = Slides, Slide projectors, Transparencies, Opaque
material,Film
Skills strips, and projected silent film projectors
3). Projected moving = Sound films, Videotapes T.V, CDS, Computers.
And Audio
BASED ON PROJECTION AUDIO-VISUAL AIDS CAN BE CLASSIFICATION AS:
1) Audio-visual aids: a) Projected = Slide with slide projectors, Overhead projector With
Transparencies, Film projectors video cassettes and Player, Television, C.D Rom, Computer
internet
b) Non-projected= Charts, Posters, Graphs, Drawing, Books, Pamphlets,
Models objects and Specimen, Bulletin board, Flannel graph, Albums, Puppets.
PRINCIPLES TO BE FOLLOWED FOR THE EFFECTIVE USE OF AUDIO-VISUAL
AIDS:
a). Audio-visual materials should function as an integral part of the educational programme.
b). Audio-visual aids should be centralized, under specialized direction and leadership in
educational programme.
c). an advisory committee should be appointed to assist in the selection and co-ordination of
audio-visual material.
d). Audio-visual educational programme should be flexible.
e). Instructors have to help the students how to use audio-visual aids.
f). Budget appropriations should be made regularly for the audio-visual educational programme.
g). Legal aspects should be considered in the production and the utilization of educational
communication media.
GUIDES FOR SELECTING AND MAKING AUDIO-VISUAL AIDS:
 Audio-visual aids must be easy to see and understand.
 Simple and direct.
 Easy to handle and transport.
 Accurate.
 Represent the things that are common and understandable.
 Letters should be neat, clear, and easy to understand simple words, leave the space
between letters, and give the gap between word and word.
 Avoid over-writing, over-crowding, clumsiness in writing. Give space between the lines.
 By seeing the visual aids, the learner should get interest, positive attitude, and clear to
understand.
 Select the colors, which are natural of related items, appealing, attractive, clear and
visible, appropriate to the pictures

GLOBE

A globe is a spherical model of Earth, of some other celestial body, or of the celestial

sphere. Globes serve purposes similar to some maps, but unlike maps, do not distort the surface
that they portray except to scale it down. A model globe of Earth is called a terrestrial globe. A
model globe of the celestial sphere is called a celestial globe.
A globe shows details of its subject. A terrestrial globe shows landmasses and water
bodies. It might show nations and major cities and the network of latitude and longitude lines.
Some have raised relief to show mountains and other large landforms. A celestial globe shows
notable stars, and may also show positions of other prominent astronomical objects. Typically, it
will also divide the celestial sphere into constellations.

THE IMPORTANCE OF GLOBES IN THE CLASSROOM:

 Globes and maps are a crucial learning tool in a myriad of classes - social studies,
geography, and science class, to name a few. Globes help children understand where they live,
where other places in the world are located, as well as learning the unique shape of the Earth.
Although globes have been used as teaching aids for quite some time, interactive globes have
become a mainstay in many elementary classrooms. These interactive globes can electronically
identify certain regions and provide relational understanding to many locations. Interactive
globes incorporate technology to answer questions and provide information, allowing for an
immersive experience for teacher and student alike.
 Globes Allow For the Understanding of Relevance and Perspective
 Globes Helps With Comprehension and Problem Solving
 Globes Help Children Grasp Geography
 Bridging Culture With Globes
HOW DOES GLOBE ASSIST TEACHER:
GLOBE provides training and professional development for all teacher participants. With
GLOBE materials, teachers learn how to integrate hands-on projects into their curriculum and
provide their students with an innovative way to get excited about, and involved in, Earth system
science. Teachers can also connect to a network of other GLOBE teachers from around the
world. GLOBE is a flexible supplement to a standard curriculum and can be tailored to fit
individual classroom needs.

The GLOBE Teacher's Guide, available online and searchable by concept and grade
level, includes over 50 rigorous scientific protocols, more than 60 Learning Activities, sample
lessons, unit plans, and pedagogical hints for using GLOBE in the classroom and specific
scientific explanations to guide the teaching and implementation of all protocols.

PUPPETS
INTRODUCTION:

Puppetry has played an important role in disseminating knowledge in most parts of the
world. Puppetry imbibes elements of all art forms such as literature, painting, sculpture, music,
dance, drama and enables students to develop their creative abilities. Puppetry has been used
traditionally in India as a popular and an inexpensive medium to transmit knowledge about
Indian myths and legends.Since Puppetry is a dynamic art form that appeals to all age groups,
this medium of communication has been selected to serve as an aid for imparting education in
schools. The Centre for Cultural Resources and Training (CCRT) provides a comprehensive and
an integrated training in the preparation, manipulation and production of such puppet
programmes which may be used in a variety of formal and non formal teaching situations.
 PURPOSE OF PUPPETS:

1) Greetings and routines: “Hello. How are you?”

Establishing predictable routines is extremely important in the pre-primary classroom to help
with classroom management. With routines, children quickly get to understand what’s expected
of them, giving them the confidence to learn and achieve more.
A great way to use the class puppet is for routines. The puppet can greet and say goodbye to the
children when they come in or leave the class, and elicit information from them, for example,
“How are you today?”
The children will be comfortable and interested in replying to the puppet, and even the shyest
child will want to interact with it in this way.
By using the puppet regularly for specific activities such as ‘Reading time’ or ‘Goodbye time’,
you can move from one activity to the next seamlessly, keeping your students motivated and
engaged.
2) Creating affective conditions
One of the pre-conditions for learning is for children to feel comfortable, secure, and in a
nurturing environment. The presence of a class puppet can help reinforce this ‘safe’, affectionate
space.
Here’s how to create this space using your puppet:
 Puppets, particularly a soft one, can give cuddles to the children. This creates an instant
warm reaction with the children.
 Children can express affection towards the puppet by stroking it, patting its head etc. This
contact can be extremely important in breaking down barriers, relaxing the children, and
enabling physical expression.
 The puppet can comfort children if they are sad, for example, they can sit with the
puppet. The puppet keeps children comforted and includes them in the class.
 The puppet can be emotional when you can’t, for example, show anger or cry. This is a
great way for children to learn about different emotions.
3) Using humour to animate the classroom
As a teacher, you know that getting and keeping the attention of a class full of little ones can be a
challenge when it’s just you up at the front of the class. Having a class puppet can suddenly
make everything more interesting for your students, and is a great way to animate your class. 
Used in the right doses, the puppet can keep the attention of your students in many ways:
 By doing funny or unusual things.
 By showing reactions or emotions that might not be acceptable.
 By creating a focus to an otherwise boring event.
 By interacting with you.
4) Being allowed to get things wrong
Learning from mistakes and helping children see the good side of getting things wrong is key for
their development. The puppet can be a huge confidence booster to your students, by showing
them that it’s perfectly normal to get things wrong. It can do this by:
 Showing the children that it doesn’t understand everything – and that’s alright!
 Making fun of itself when it doesn’t understand –taking the pressure off children to get
things perfect first time.
 Letting the children play at being the teacher.
5) Modelling activities
When it comes to new activities and role plays, puppets can make the best partners. The puppet
can attempt the role play and make a few mistakes. This shows students that it’s fine if they
don’t get things right first time. Eventually, the puppet will complete the role play correctly and
provide the perfect model for the children.
6) Acting out
One of the most effective and involving activities for children is acting out stories or situations.
Of course the children could be the actors themselves, but if they use puppets, it liberates them
and gives them greater creative licence. In particular, shy children can come alive using puppets
as it takes the focus off them. What’s more, children with lower linguistic levels can be just as
engaged with puppets because they can react visually through actions when they don’t have
words.
7) Helping create stories or storytelling
Following on from number six, the next step is for children to create their own stories or follow
on from an existing one. For this, you will need more than one puppet but you can easily get kids
to bring in some of their cuddly toys, or make your own! When children tell their own stories,
you really know they are engaged, their brains are working, and they have something to say.
This is a great activity to get the whole class participating. It can be very casual and short, or
more involved and set up with props depending on your class size, the confidence of your
students, or the learning outcomes you have set.
8) Being a target for activities
Activities are a lot more fun when a puppet is playing along. For example, if you are working on
furniture vocabulary, you could play games such as ‘Where’s the puppet?’ – “He’s on the chair!”
Or for classroom objects, you could play ‘What’s in the puppet’s bag?’ You can play games in
which you pass the puppet around the class until someone says a particular word, and you could
even play ‘Puppet says’ (instead of ‘Simon says’). The variations are endless. Have fun including
the puppet in class games, and see your students’ participation soar!
9) The puppet as a a ‘prize’
The puppet is a tool for helping students learn how to behave in class, and as such, it can be used
as a reward or a prize to incentivise good behaviour or hard work. Some ways you could use the
puppet as a reward include:
 holding the puppet for the rest of the class
 leading the class in a song as ‘the puppet’
 saying ‘Goodbye’ to everyone as ‘the puppet’
Children will be proud to take responsibility for the puppet during the class, and know they must
look after it carefully.
10) Making puppets and creating a persona
Making puppets can become a great cross-curricular activity in itself and develop students’ fine
motor skills. Get the children to create puppets reflecting characters from their English
coursebook or their favourite stories, reflecting themselves or their chosen imaginary characters.
By investing with the actual making of these puppets, role play or storytelling will become a lot
more personal to the students.
TYPES OF PUPPET:
Hand Puppet (Glove Puppet)
There are many variations to a hand puppet. If the puppet does not have a movable mouth, three
fingers on one hand become the neck and two arms. This type of puppet is often called a glove
puppet. If the puppet has a movable mouth, traditionally the thumb serves as the lower jaw; the
four fingers form the upper mouth.
Rod Puppet
Sticks or wire rod manipulate rod puppets attached to the neck and hands. In most cases, these
controls come from below.Rod puppets mayalso be worked with rods from above, or any
direction necessary for good movement and performance.
Shadow Puppet
Mostly rod puppets, they are made flat and cast a shadow when the puppeteer manipulates them
between a light source and a screen (often a piece of muslin stretched like a canvas). A shadow
puppeteer learns to move the puppet in and out of the light so its shadow grows and shrinks and
goes in and out of sharp focus. Traditionally, these are made from animal hides that are painted
and punched with decorative designs. Colored acetates are often used to create colors in the
puppet's projected shadow.
Hand and Rod Puppet
This is the style made famous by the Muppets. The puppeteer uses his hand to move the puppet's
mouth while rods attached to the puppet's hands animate the arms.
Hand and Glove Puppet
Also used frequently by the Muppets, this puppet is like the hand and rod puppet except human
hands become the puppet's hands. This type of puppet may manipulate, pick up and put down,
objects. For both hands to work, two puppeteers are needed: one on the mouth and one hand, an
additional puppeteer on the second hand.

Marionette (String Puppet)

One of the most difficult forms of puppetry to manipulate effectively, marionettes hang on
strings. Usually there are eight basic strings to a well-designed marionette. However, some
marionettes can have thirty or more. A good marionette performer learns how to use gravity to
give the puppet life and weight. To work a marionette well, one must practice.
Ventriloquist Figure
Just don't call it a dummy. Only Paul Winchell may do that. He's one of the great ventriloquists
in show business. Ventriloquism is lots of fun, but it too takes a great deal of practice. The
puppet has a slotted mouth that works on a trigger. A good vent figure will also have multiple
eye movement and eyebrows. Shari Lewis, Edgar Bergen, Jimmy Nelson were all well known
and loved -famous Ventriloquists.
Stop-action Puppet/Stop-motion Puppet
Articulated dolls with movable and posable joints, stop-action puppets are as old as filmmaking.
Still very popular today, stop motion puppets are everywhere. Willis O'Brien, George Pal, Ray
Harryhausen and many others made them an important part of motion picture history. Today,
animators like Wil Vinton and Nick Parks continue making magic by moving puppets frame by
frame. The animation only can be seen when the sequence is run. This form of puppetry takes a
lot of patience and a willingness to redo. Stop-motion artists prefer the title"animator" to
"puppeteer."
SOCK PUPPET:
A sockpuppet is an online identity used for purposes of deception. The term, a reference
to the manipulation of a simple hand puppet made from a sock, originally referred to a false
identity assumed by a member of an Internet community who spoke to, or about, themselves
while pretending to be another person.

ADVANTAGES OF PUPPETS:
Puppet is one the most popular configuration management tools around and has plenty of
advantages.

1. Puppet is open source

It is important for a technology to be open source and hence be extendable. Puppet can be
extended to build custom libraries and modules to suit the needs individual project.

2. Puppet allows resource abstraction

It is possible for a configuration task today to be needed across a range of servers that all
have different operating systems and other platform specific identities.Hoping that a system
administrator actually remembers the commands and syntax of the individual platforms and
reproducing that error-free is hoping for a lot.Puppet doesn’t need one to do that since it derives
the system specific data using a utility called Factor. Factor helps Puppet know the system details
like operating system, IP address etc. that helps Puppet achieve abstraction.

3. Puppet does a transaction only if needed

When the number of servers is as large as some systems have today, it is possible to
encounter some form of redundancy. It is possible to have an instruction that doesn’t bring about
any change in the system.
Puppet has the feature of ‘idempotency’ which means it applies the changes asked for only when
the changes would actually change something in the system. If the changes asked for are already
done, Puppet doesn’t do anything. This is useful for achieving efficiency.

4. Puppet boosts manageability and productivity

Puppet achieves significant improvements to the productivity of the system
administrators. They are freed up from their mundane tasks and can actually concentrate on more
advanced tasks that require human intervention. It also helps the server become more
manageable with lesser effort and time.
5. Puppet is cross-platform
Puppet works on Fedora, RHEL, Debian, Gentoo, Solaris, OS X, and Windows. It helps
the user to cover a wider range of platforms which makes more servers come into the
configuration fold.

6. Puppet’s language is clean and easily learnable

Puppet’s declarative language is quite easy like writing an XML file. A person with
limited programming knowledge can easily pick it up.

7. Puppet has cron-like support

Puppet can also help schedule specific maintenance actions on a periodic basis. This
helps the administrators carry out some cron jobs in the maintenance cycle.

8. Puppet has override mechanism

The language supports a mechanism to override an instruction with a specific one for a
different scenario. This is useful when exceptions are to be made while applying the
configuration.

9. Puppet has an active community

Puppet being popular has an active community with plenty of active discussion boards,
forums and experts willing to help out.

DISADVANTAGES OF PUPPET:
For all its advantages, Puppet has a few drawback as well.

1. Ruby can be complex to understand

2. If one wants to extend Puppet, one has to work with Ruby (which Puppet is written in)
and it may not be easy as Ruby is not hugely popular.
3. Rapid releases and evolution
4. Puppet releases new versions quite fast and it can be quite a task to keep up with the new
features and breaking changes (if any).
5. Puppet doesn’t have comprehensive reporting features
6. It is not possible to look at comprehensive reports on the transactions that Puppet carries
out. Those features are still upcoming and not very mature.
7. Puppet may not be suitable for smaller setups and businesses
 8. Smaller setups have seen more success with Chef and Ansible and do not prefer Puppet
to avoid complexity.
9. Puppet can be difficult for those new to programming
10. This is not exactly a con but people who do system administration may not be versed
with programming. They can find puppet a bit daunting to start with.

CONCLUSION

Puppet is a powerful configuration management tool that is automating the tasks of server
management both on the premise and on the cloud. Puppet is a great tool to have on the stack to
also ensure continuous (and quicker) delivery.