Session Objectives

After this session, you will -

Define the medium for learning.
Classify the media for learning.
Use chalkboard effectively.
describe the uses of different medium for
learning.
Select a suitable medium for a given
situation.
A medium is broadly
conceived as any
person, material or event
that provides the learner
to gain information so as
to acquire knowledge,
skills and attitudes.
Then, why do we need other media?
Students need visual sense to teachers oral
delivery.
Students want real objects and their motions or
their pictures,figures, videos to learn about their
attributes and behaviour.
The excellent presentations of the teachers are
required to be preserved for repetitions and mass
viewing.
Students will like to learn at their own time, pace &
may need repetitions.
1. The pictures, videos & animations
of industry & field based
equipment & plant could be shown
with motions of different parts.
2. Tiny & distant objects could be
shown by enlarging for maximum
details, which other wise is not
possible to perceive through normal
vision.
3. Slow & fast moving objects may be shown at a
speed, which could be viewed for detailed
studies & analysis.
TOO SLOW
TOO FAST
4. Activities of dangerous objects could be
recorded from a distance for the maximum
safety of viewers.
TOO
DANGEROUS
5. They try to serve the students through more than
one senses.
6. They can bring stimulus variations in students, there
by maintaining high attention levels.

9. In Video, instant recording & viewing is possible
for analysis & results. If not satisfactory, could
be recorded again.

8. Feeling & emotions of the people could be
utilised to motivate the students.
CLASIFICATION OF MEDIA
Media may be classified in a variety of
ways-
Inquisition & exposition media.
Print & Non print
Static & dynamic.
Criterion & mediating.
Hardware & software,
Projected & non- projected.
EXPOSITION (TEACHER CENTRED)
INQUISITION ( LEARNER CENTRED INQUISITION ( LEARNER CENTRED
DYNAMIC DYNAMIC
STATIC STATIC
BOARDS- (CHALK,MARKER)
OHP
CHARTS
PHOTOGRAPHS ,SLIDES
PRINT MATERIAL (TEXTUAL )

MAGNETIC CUTOUTS
OHP MODELS
VIDEOS-(BROADCAST/
MASS VIEWING)
MULTI-MEDIA
PRESENTATION


COMPUTER BASED PGMS.-
(LEARNER DRIVEN- CBT, CAI
ANIMATIONS, GAMES &
SIMULATION)

SELF LEARNING MODULES
MULTI-MEDIA PACKAGES.
AUDIO TAPES
VIDEOS- INDIVIDUAL
Text books.
Reference books.
Journals,
Magazines,
Work books,
Encyclopedia,
Handouts, etc.
Interactive boards
CHALK BOARD
WHITE BOARD
ELECTRONIC BOARD
Non-Interactive boards
MAGNETIC BOARD.
FLANNEL BOARD.
PEG BOARD.
Describe concepts & principles through text &
illustrations.
Describe construction & working.
Describe methods & processes.
Show classifications & relationships.
Explain behaviour of variables through tables,
graphs, etc.
Drive equations.
Solve problems, etc.
PROVIDE VISUAL SENSE
TO STUDENTS DURING
INSTRUCTION-
1. Intermediate rubbing at chosen intervals.
2. Roll your chalk during writing for uniform
thickness and intensity of whiteness.
3. Students should be able to see the board avoid
obstruction.
4. Avoid long duration of talking while facing the
board.
5. Use ancillary boards for prepared works.

Figure for spare board
6. PLAN CONTENT IN TWO OR THREE
SEGMENTS
INCIDENTA
L
SEQUENTIAL
MAIN POINTS
7.WRITING SHOULD BE LEGIBLE
SIZE OF LETTERS
HEIGHT OF LETTERS- 1 MM PER FOOT OF
VIEWING DISTANCE.
SHAPE OF LETTERS- FULL ROUNDED
LETTERS
SPACING OF LETTERS- AS PER VI EWI NG
DI STANCE
LEVELNESS OF LINES-
8.Emphasize important terms by
CAPITAL LETTERS.
Enlarged letters.
Underlines.
Coloured chalks.

9. For maki ng di agr ams-
First make use of light layout lines/ guide
strokes,
Finish the diagram with bold & clean strokes.
Label diagrams with proper letters &
connection arrows.
Use isometric grid for three dimensional
diagrams.
Readymade templates may be used for
drawing circles, ellipse, etc.
CAN BE USED TO -
Show complicated visuals.
Show arrangements & rearrangements.
Describe construction & disassembly of any
equipment.
Present movements- sliding, rotation, etc.
Show overlaying in objects.
SINGLE SHEET
MULTI-SHEET
Charts are coloured
presentations of
art work, text,
relationships, drawings,
figures, photographs,
graphs,etc.
We may show-
Assembled, cut sections, or
exploded view of objects-
enlarged or reduced.
Tables, graphs, maps.
Comparisons.
Plans, processes, methods.
Important information.
1. Projected images could be attractive with the
use of colours.
2. Projected images are bright enough to be
seen in daylight.
3. The teacher faces the class to have eye to
eye communication.
4. Useful tool- Instant writing, Prepared
transparencies- single & Overlay, Cut-outs,
Models.

We may show-
Textual information.
Tables.
Graphs.
Drawings, Figures.
Photographs.
Cartoons.
Combinations of above.
We may show -
Obj ec t s i mages i n nat ur al
shape, t ex t ur e & c ol our.
Enl ar ged i mages.
Reduc ed i mages.
Pr epar ed vi sual s.
It is a very popular & powerful media. It
is available on-
broadcast mode,
cable system,
VCR / VCD/ DVD players
on to the TV.Thus, it is a medium which is
being used from mass education to
individualized education .
We may Show-
objects in motion.
process with participating materials,
equipment and people.
those industrial & field situations,
where we can not take students.
magnified views of smallest objects.
distant objects as very near.
dangerous objects & events within
eye vision.
computers along with relevant hardware &
software accept, store and process all kinds
of information & media, such as text, photos,
figures, audio, videos, tables, graphs, etc. and
can also generate drawings, tables, graphs
and animations.
Computers can be used in a variety of ways-
Computer assisted instruction.
Computer based training.
Computer managed instruction.
Providing access to internet world of
information.

DIRECT PURPOSEFUL EXPERIENCE
CONTRIVED EXPERIENCES-MODELS; MOCK-UPS; SIMULATION
DRAMATIZE EXPERIENCES-PLAYS, PUPPETS; ROLE PLAYING
DEMONSTRATIONS
STUDY TRIPS
EXHIBITS
EDUCATIONAL TELEVISION
MOTION PICTURES
STILL PICTURES
RADIO AND RECRDING
VISUAL SYMBOLS-SIGNS;
STICK FIGURES
VERBAL SYMBOLS
DALES CONE
OF
EXPERIENCE
SELECTION FOR
VISUAL MEDIA
ARE IMPORTANT
ASPECTS OF THE
OBJECT HIDDEN
OR OBSCURED?
IS THE OBJECT
AVAILABLE?
DOES TOPIC
REQUIRE A THREE
DIMENSION
PRESENTATION?
DOES THE TOPIC
REQUIRE THAT
STUDENTS LEARN
TO RECOGNISE OR
COPY MOTIONS?
VISUAL MEDIA
PROBABLY NOT
NECESSARY
WHY NOT USE THE
REAL OBJECT?
STILL VISUAL MEDIA
ARE GOOD ENOUGH
CONSIDER USING A
MODEL OR MOCK-UP
A MOTION FILM
OR WORKING
MODEL OR LIVE
DEMONSTRATION
IS OBJECT
TOO LARGE OR
TOO SMALL TO BE
EASILY
OBSERVED?
DOES TOPIC DEAL
WITH CONCRETE
OBSERVABLE
OBJECTS?
DOES TOPIC DEAL
WITH CONCEPTS
NOT THEMSELVES
OBSERVABLE
BUT WITH
OBSERVABLE
OBJECTS?
YES
YES YES YES
YES
YES
YES
NO
NO
NO
NO
NO NO
NO
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SELECTION FOR
VERBAL & SOUND
MEDIA
IS THE TOPIC
COMPLEX OR
ABSTRACT OR IS
ITS STRUCTURE
INVOLVED?
IS THE AUDIO
CONTENT CAPABLE
OF BEING
PRE-PREPARED
AS A SCRIPT?
CONSIDER PURELY
VISUAL MEDIA
LIVE COMMENTRY
BY A TEACHER OR
INSTRUCTOR
A WRITTEN TEXT
WILL BE SUPERIOR
TO A SPOKEN
COMMENTRY
CONSIDER A
RECODRED
TAPE/DISC.
SOUND MEDIA
ESSENTIAL FOR
EFFECTIVE
LEARNING. (LIVE OR
PRERECORDED)
ARE SOUNDS AN
INTEGRAL PART
OF TOPIC?
IS VERBAL
COMMUNICATION
THE MAIN
OBJECTIVE?
CAN TOPIC BE
ADEQUATELY
COMMUNICATED BY
VISUALS & WRITTEN
CAPTIONS?
IS THE TOPIC
TAUGHT REGULARLY
AND THE
TREATMENT ALWAYS
THE SAME?
NO
NO NO
NO NO
NO
YES
YES
YES YES
YES
YES
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LEARNING TASKS v/s MEDIA CHARECTERISTICS
DOES THE NORMAL JOB
SITUATION GIVE THE
STUDENT CLEAR
FEEDBACK ON PROGRESS?
IT IS SIMPLY A NEW
SEQUENCE OF
PREVIOUSLY LEARNT
ACTIONS, OR AN
INCREASE IN SPEED
OR ACCURACY?
DEMONSTRATIONS AND
VERBAL EXPLANATIONS.
A/V MEDIAINDICATED
GO TO (3).
PRACTICE ON THE JOB IS
INDICATED. A/V AIDS MAY
SERVE TO DEMONSTRATE
SEQUENCE OR FAULTS;
GO TO (2)
MAINLY VERBAL MEDIA.
SOME SUBJECTS WILL
REQUIRE VISUAL AIDS.
SPECIAL TRAINING
EXERCISES, DEVICES OR
SIMULATORS FOLLOWED
BY PRACTICE ON THE JOB:
GO TO (2).
STUDENT LEARNS NEW
MOVEMENTS OR NEW
LEVELS OF PERCEPTION?
DOES THE TASK INVOLVE
MOTOR RESPONSES OR
PERCEPTION SKILLS?
VERBAL RESPONSES?
- NAMING
- IDENTIFYING
- DISCRIMINATING
- CLASSIFYING
COMPLEX VERBAL
RESPONSES?
- INDUCTION
- PROBLEM SOLVING
- DEDUCTION
PRESUMABLY THE RESPONSES LOOKED FOR ARE
EMOTIONAL OR CHANGES IN ATTITUDE, OPINION OR
MOTIVATION. LOOK TO THE MASS MEDIA FOR IDEAS ON
PRESENTATIONS WITH IMPACT.
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
YES
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