Audiovisual Technologies Teaching and Learning with Technology Chapter 11 Audiovisual Technologies This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

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

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

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.

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)

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

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

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

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

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

Visual Communication Can you see the difference?

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

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

Displaying Nonprojected Visual Communication Displaying Nonprojected Visuals

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

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

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.

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

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

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

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

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

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

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

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

Visual Communications Video Distribution Systems in Schools

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

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

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

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

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

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 email, presentations, etc.

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

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

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

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 www.earthcam.com

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

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

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

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

Visual Communications Tips for Creating Successful Videos

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

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

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