COLLEGE OF NURSING DHAMTARI

AV AID’S FILE
NURSING EDUCATION
POST BSc NURSING 2ND YEAR (2021-2022)

ENROLLMENT NO: - GRADE: -

ROLL NO: - REMARK:-

SIGNATURE OF SUBJECT CORDINATOR

MRS. PREETI MILAP PROF. MRS. S.K. VICTOR

[ASSISTANT PROFESSOR] [PRINCIPAL]
SCHOOL & COLLEGE OF NURSING
SUBJECT TEACHER DHAMTARI
MRS. ANAMIKA CHOUHAN
[CLINICAL INSTRUCTOR]
COLLEGE OF NURSING, DHAMTARI
 INTRODUCTION

Education communication media and the teaching-learning situations as nursing education is also
referred to as audio-visual media. Understanding of the various communication media is very essential for all teachers in
nursing because there are so many changes have been occurs on the field of education.

Teaching is a system of actions intended to induce learning .Teacher provides opportunities to pupil for solving
their problems (Ryburn). Learning is a change in human capability that persists over a period of time and is not simply a
process of growth (Gagne).

DEFINING COMMUNICATION:-

 Communication is transfer of information from the sender (teacher) to the receiver (student) so that it is
understood in its right context.
 Communication is the means of making the transfer of information productive and goal-oriented.
 Communication is a two way process of sharing thoughts, ideas, opinions, messages and feelings.

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ELEMENTS OF COMMUNICATION

Elements Description
1. Sender The person or device intending to transmit the information.
The information in the form of an idea, thought, attitude, feeling, opinion,
2. Message
etc.
3. Receiver The person willing to share the message with the sender.
The reactions and responses of receiver to the sender after receiving the
4. Feedback
message.
The barriers to the message resulting in the distortion or blackout of
5. Noise
communication.

The communication is a two way process between the sender and the receiver of the message which can be illustrated by
a flow chart shown in Figure.
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 Feedback

Sender Message Receiver

Noise

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THEORY OF COMMUNICATION:-
The communication is likely to be conveyed and understood correctly if it is proceeds in the following steps:
 The sender chooses appropriate words, gestures, visual symbols for correct transmission of his
communication to the receiver.
 The sender has and idea, thought, feeling, attitude, opinion with the intention to share it with others.
 The receiver is willing to receive the communication.
 The receiver understands the communication.

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  CONE OF EXPERIENCE:-

Learning experiences can be imparted to students in a variety of ways like direct meaningful experience, contrived
experiences, dramatized experiences, field trips, exhibits, motion pictures, recordings, visual symbols and verbal symbols.
The relative importance of these experiences has been represented by Edgar Dale what he calls the cone of experience as
shown in Figure.

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 INTRODUCTION

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 and teaching – learning process.

‘Audio – visual aids’, ‘audio – visual material’, ‘audio – visual media’, ‘communication technology’, ‘educational
or instructional media’, and ‘learning resources’ --- all these terms broadly speaking, mean the same thing.

BRIEF HISTORY OF THE USE OF AUDIO – VISUAL AIDS

A Dutch humanist, theologian and writer, Desiderious Erasmus (1466-1536) discouraged memorization as a
technique of learning and advocate that children should learn through the aid of picture or other visual. Jean Jacus
Rousseau (1772-1778) and other educator stressed the need of the picture and other play materials. Pestalozzi (1756-
1827) put Rousseau’s theory into action in his object method. Orbis Sensulium Pictus, this book was written by the Czech
Bishop Johan Amos Comenius (1592-1670), was first published in a German-Latin version in Nuremburg in 1658. It was
designed, through 150 illustrated chapters, to teach the student Latin with the help of short, but memorable sentences in
the child's own tongue.
DEFINITION

“Audio – visual aids are those sensory objects or images which initiate or stimulate and reinforce learning.”
According to Burton
“Audio – visual aids are those aids which help in completing the triangular process of learning, i.e. motivation,
classification and stimulation.”
According to Carter V. Good

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“Audio – visual aids are any device which can be used to make the learning experience more concrete, more realistic and
more dynamic.”
According to Kinder, S. James

MEANING OF A.V.AIDS

The sensory objects or images which initiate or stimulate and reinforce learning. It helps the process of learning
i.e., motivation, classification and stimulation. Audio – visual aids are a multisensory material which motivate, classifies,
and stimulates the individuals. It makes dynamic learning experience more concrete, realistic and clarity, establish, co –
related and coordinate accurate concepts, interpretations and appreciation and enables him to make learning effective,
interesting, inspirational, meaningful and vivid. It provides significant gains in informational learning, retention, recall,
thinking, and reasoning, activity interest, imagination, better assimilation and personal growth and development.

CONCEPT OF A.V.AIDS

Audio – visual aids are sensitive tools used in teaching and as avenues for learning. These are planned educational
materials that appeal to the senses of the people and quickness learning facilitates for clear understanding.
A Chinese proverb: ‘if I hear, I forget, if I see, I remember, if I do, I know’ says the importance of sensory perception
in teaching, learning situation.
 Seeing – 87%
 Hearing – 07%
 Odour – 03%
 Touch – 02%

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  Taste – 01%
 A.V. aids enhance clarity in communication.
 Provides diversity in the methods
 Increases the forcefulness of the subject being learned or taught.
 Serves in the instructional role in order to supplement and enrich the teacher’s own learning.

NEED/ IMPORTANCE/ PURPOSE OF EDUCATIONAL OR COMMUNICATION MEDIA OR A. V. AIDS

 Improve and make teaching effective

 Enable the audience to look, listen and learn.
 Make learning interesting and profitable.
 Quicken the phase of learning
 Economize teachers effort
 Foster / develop knowledge
 Add variety and newness to the lesson, provide vicarious experience.

ADVANTAGES OF AUDIO – VISUAL AIDS

 Antidote to the disease of verbal instruction

 Best motivators
 Clear images
 Vicarious experience
 Variety
 Freedom
 Retentively

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  Helpful in attracting attention
 Helpful in fixing up new learning
 Saving of energy and time
 Realism

CHARACTERISTICS OF GOOD TEACHING AIDS

o They should be meaningful and purposeful.

o They should be accurate in every respect.
o They should be simple.
o They should be cheap.
o As far as possible, they should be improvised.
o They should be large enough to be properly seen by the students for whom they are meant.
o They should be up to date.
o They should be easily portable.
o They should be according to mental level of students.
o They should motivate the learners.

GUIDES FOR SELECTING AND MAKING A. V. AIDS

 Aid must be easy to see and understand
 Simple and direct
 Easy to handle and transport
 Emphasizes the key point
 Good working conditions
 Please the sense

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 CLASSIFICATION OF A. V. AIDS

Teaching aids are classified in 4 different ways –

 CLASSIFICATION 1 – Projected and non projected aids

 Classification 2 – Audio – materials, visual materials and audio – visual materials.
 Classification 3 – Big media and little media. Big media include computer, VCR and TV. Little media include radio,
film strips, graphics, audio cassettes and various visuals.
 Classification 4 – there are dimensional aids –
1. Models
2. Mockups
3. Specimen

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 AUDIO VISUAL AIDS

Projected aids
Non-projected
aids
* Films
* Filmstrips
* Opaque projector
* Overhead projector Graphic aids Display boards 3 – dimensional Audio aids Activity aids
* Slides
* Cartoons * Blackboard * Diagrams * Radio * Computer assisted
Instruction
* Charts * Bulletin * Models * Recordings * Demonstrations
* Comics * Flannel board * Mockups * Television *Dramatics
* Diagrams * Magnetic board * Objects *Experimentation
* Flash cards * PEG board * Puppets *Field trips
* Graphs * Specimens * Programmed
Instruction
* Maps * Teaching methods
* Photographs
* Pictures
* Posters

AUDIO, VISUAL AND AUDIO – VISUAL MATERIAL

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 Audio material Visual material Audio-visual material

* Language * Bulletin boards * Demonstration

* Radio * Chalk boards * Films
* Sound distribution system set * Charts * Printed materials with
* Tape and disco recordings * Drawings, etc. Recorded sound
* Exhibition * Sound filmstrips
* Film strips * Study trips
* Flash cards * Television
* Flannel boards * Videotapes
* Flip books
* Illustrated
* Magnetic boards
* Maps
* Models
* Pictures
* Posters
* Photographs
* Self – instructional
* Silent – films
* Slide

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