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AUDIO-VISUALS IN EXTENSION EXTENSION PROGRAM MANAGEMENT MONITORING AND EVALUATION
AUDIO-VISUALS IN EXTENSION
EXTENSION PROGRAM
MANAGEMENT
MONITORING AND EVALUATION
PEOPLE ARE VISUAL MINDED WE LEARN 11% LISTENING 83% SIGHT WE REMEMBER 10% OF WHAT WE
PEOPLE ARE VISUAL MINDED
WE LEARN
11% LISTENING
83% SIGHT
WE REMEMBER
10% OF WHAT WE HEAR
50% OF WHAT WE SEE AND HEAR
Purpose of Audiovisual Devices  To start group thinking along desired lines.  To focus attention
Purpose of Audiovisual Devices
 To start group thinking along
desired lines.
 To focus attention on a point or
principle.
 To hit the high points of a
detailed subject.
 To close or summarize a program.
 To crystallize group thinking.
THE CONCEPT OF EXTENSION The core concept of extension is education (Mosher, 19 Extension is an
THE CONCEPT OF EXTENSION
The core concept of extension is education (Mosher, 19
Extension is an educational process
offered to persons in rural or out-of-
school communities (Sison, 1981)
. . .
information, skills and values to attain
involves the transfer of
individual, communal goals.
THE CONCEPT OF EXTENSION Extension is Extn = WO (KAP) + is change (positive) K is
THE CONCEPT OF EXTENSION
Extension is
Extn =
WO
(KAP) +
is change (positive)
K is knowledge
A is attitude
P is practice
WO is widened opportunities
Jose T. De Leon, 2002
BU BIDANI Program
Extension is an educational activity outside the usual school that involves formal institutions reaching out to
Extension is an educational activity outside
the usual school that involves formal
institutions reaching out to needy clients to
improve their health, wealth, or socio-cultural
Agricultural well-being. Extension is a non-formal
education activity that involves academic and
other development institutions reaching out to
target clienteles in the rural areas to improve
their farming and their families’ well-being.
Historically, extension was an agricultural
assistance service to increase productivity.
Later it expanded to non-governmental
programs, and to other kinds of client with
services responding to other human
development needs.
General Classification of Extension Teaching Materials/ EIC and Examples  Visual Materials ◦ Those that are
General Classification of
Extension Teaching Materials/
EIC and Examples
 Visual Materials
◦ Those that are seen
◦ e.g. posters, streamers
 Audio-visual Materials
◦ Those that are seen or heard or both
Two Specific Classifications  Projected Media – use projector ◦ Films ◦ Slides ◦ Transparencies 
Two Specific Classifications
 Projected Media – use projector
◦ Films
◦ Slides
◦ Transparencies
 b.2 Non-Projected
◦ Relia – includes objects and specimen
◦ Relic – something from past
◦ Replica – imitation of the original ( exact size )
◦ Model – also an imitation of the original but
maybe similar or bigger depending on the
purpose for which it is made.
◦ Droramas – more of a representation of events or
situations, not objects, in three dimensional
form
e.g. Belen during Christmas
 Non-Projected ◦ Relia – includes objects and specimen ◦ Mock-up – also an imitation of
 Non-Projected
◦ Relia – includes objects and specimen
◦ Mock-up – also an imitation of the real objective or
thing
e.g. wooden horse where we can practice
riding
◦ Flash card – use to drill audiences
◦ Show in a very short time, thus flashcard
◦ Chalk Board – important in visualizing ideas
◦ Legibility or readability is important
◦ Bulletin Board – material where announcements
are posted
◦ Bill Boards – larger version of posters
◦ Usually intended for passengers in transit
Sources: Andres, T.Q.D, 1990, Training a Trainer Salesiana Publishers, Inc., Metro Manila, Philippines Notes in 2
Sources:
Andres, T.Q.D, 1990, Training a
Trainer
Salesiana Publishers, Inc., Metro
Manila,
Philippines
Notes in 2 nd Regional Course on
Startegies for Rural Development,
SEAMEO-SEARCA, Los Banos
Laguna