Educational media/ Teaching media/ Non projected.pptx

Educational media is a topic from the Nursing Education subject in B. Sc. Nursing

1. Educational media / Teaching media MR KK TYAGI MR K K TYAGI

2. Teaching media/ Educational media  Teaching media is a  tool to assist the teaching and learning process both inside and outside the classroom. Educational media  is anything that can channel and convey messages from sources such as people, materials, equipment or activities to create conditions for recipients (students) to successfully complete the learning process.

3. Purpose of media use Using media to enhance teaching and learning  serves several valuable purposes in educational settings: 1. Engaging Students : Media, such as films, television shows, music, news stories, literature, documentaries, and videos, can actively engage students. It provides a dynamic way to present information and encourages participation. 2. Aiding Retention : When students encounter concepts through media, they often retain the information better. Visual and auditory elements enhance memory and understanding. 3. Motivating Interest : Media can ignite curiosity and interest in the subject matter. It brings abstract concepts to life and makes learning more relatable.

4. Purpose of media use 4 . Illustrating Relevance : By using real-world examples from media, instructors can demonstrate the practical relevance of theoretical concepts. This helps students connect theory to their own experiences. 5. Active Learning : Media can be integrated into active learning strategies, such as group discussions or case studies. It encourages critical thinking and deeper engagement. 6. Student-Created Media : Allowing students to create their own media (e.g., video projects) empowers them to apply their knowledge creatively.

5. C omponents of a multimedia teaching . 1 . Visuals and Graphics : Visual aids such as images, diagrams, charts, and videos enhance understanding and retention. They make abstract concepts more concrete and engaging. 2. Audio Elements : Audio components include narration, background music, sound effects, and voiceovers. Well-designed audio can reinforce learning and create an immersive experience. 3. Textual Content : Written content complements visuals and provides context. Text can appear in slides, captions, subtitles, or interactive elements.

6. Components of a multimedia teaching. 4 . Interactivity : Interactive multimedia engages learners actively. Quizzes, simulations, clickable elements, and games encourage participation. 5. Navigation and Organization : Clear navigation ensures easy access to different components. Organize content logically to guide learners through the material. 6. Feedback Mechanisms : Multimedia allows for immediate feedback Assessments, quizzes, and self-checks help learners gauge their understanding.

7. Mayer’s 12  P rinciples of multimedia learning 1. Multimedia Principle - Students learn best from a combination of words and pictures. Instructional designers should use words (text or narration) and visuals (images, animations, or videos) rather than only one channel. Presenting information in multiple formats helps learners process and integrate information more effectively. Use a mix of text and images. Incorporate visuals to illustrate key points in the eLearning program. Instead of using images for the sake of it, double-check that the visuals clarify meaning or enhance comprehension. 2. Coherence Principle- Learning is more effective if unnecessary information is excluded rather than included. eLearning developers should ensure that words and visuals are closely aligned and complement each other. Do away with irrelevant information or fluff that might distract learners from the main message. Only include graphics, text or narratives if they are on point and support the learning goals. Avoid using background music. Use simple diagrams and infographics.

8. 3. Signalling Principle - Learning is enhanced when cues are added to draw attention to vital information. Online learning designers should make it easy for students by highlighting what’s important. Too much information on the screen confuses the learner, making it harder to work out the most critical elements. Emphasise key points with arrows, callouts, highlights or bold text. 4. Redundancy Principle - The redundancy principle suggests that we learn best from a combination of spoken words and graphics. Add on-screen text, and you risk overwhelming students. Therefore, designers should avoid presenting the same information in multiple formats simultaneously. Redundant information can create overload and gets in the way of learning. Use either graphics or text to complement spoken presentations. Never use both at the same time. Minimise the use of on-screen text in narrated presentations. Instead, focus on images or graphics.

9. 5 . Spatial Contiguity Principle Mayer says text and visuals should be presented close together on the screen to maximise Keep text and visuals close to each other in the frame. Place any feedback next to the relevant questions or answers. Ensure directions are presented on the same screen as an activity.   6. Temporal Contiguity Principle This principle suggests that students learn best when words and pictures are presented at the same time rather than sequentially. Simultaneous presentation allows learners to process the information together and build meaningful connections. For example, students shouldn’t learn about a process and then watch an animation about it afterwards. Instead, designers should ensure the voiceover plays along with the animation. Ensure voiceovers are timed with visuals or animations. Place related text and pictures on the same screen.

10. 7. Segmenting Principle Mayer found that better learning outcomes are achieved when information is segmented, and students have control over the pace. Organise content in manageable, coherent bite-sized chunks. Ensure no one lesson, module, or slide has too much information packed in. Allow users to control the pace of instruction with next buttons or speed controls. 8. Pre-training Principle When it comes to multimedia learning, this principle states that people learn better when they already know the basics. Often, this means understanding definitions, terms or critical concepts before diving into the details. For example, you can’t expect a student to complete a task using Excel if they have no experience in the software.

11. Develop an introductory module to explain key concepts before starting the main program. Consider preparing a sheet of terms and definitions to accompany the course. Ensure students know how to use any tools needed to complete tasks within the course. 9. Modality Principle The modality principle says that students experience deeper learning from visuals and spoken words than text and visuals. This doesn’t mean you shouldn’t have text on the screen. It’s more about ensuring a balance, as too much text can overwhelm students. Try to limit your use of text. Instead, rely on visuals, images and voice overs. During a narrated presentation with visuals, only use text to list steps or provide directions.

12. 10. Voice Principle This principle is straightforward. People learn better when real presenters rather than machines make voice overs. Although we are all used to Siri and Alexa, it seems we still prefer a friendly, human touch.   This one is simple. Narrate your own audio content or use a voiceover professional.

13. 11. Personalisation Principle The personalisation principle is another common sense one. Learning with multimedia works best when it’s personalised and focused on the user. For designers, this means speaking in the first person (I, you, we, our). Avoid formal language and instead use a conversational tone to engage learners. Imagine you are in the room speaking with students. Use accessible, everyday language in your content.

14. 12. Image Principle Mayer points out that the research is still in its early stages. However, the image principle suggests people may not learn better from talking head videos. High-quality, complementary visuals can often be more effective than having a speaker’s image. Consider using talking head videos initially to develop connections and build trust only. After that, select relevant and meaningful images that align with the instructional content.

15. When incorporating multimedia into your teaching, consider the following steps: Preproduction : Define and develop the story or content you want to convey. Create a storyboard to outline the structure and flow of your multimedia project. Gather Multimedia Resources : Collect audio, image, and video resources from reliable sources. You can find these online or create your own.

16. 3. Develop the Project : Use tools to assemble your multimedia elements (such as video editing software or presentation tools). Arrange the content logically and ensure it aligns with your teaching objectives. 4. Quality Check : Review your multimedia project for accuracy, clarity, and coherence. Test it to ensure all components work as intended. 5. Implementation : Integrate the multimedia content into your teaching materials or presentations. Consider how it enhances student engagement and understanding .    

17. STILL VISUALS Any instructional devise that can be seen but can no heard. Still visuals are a type of educational media that are used to convey information through images. Still visual aids  don’t move or produce sound . The most common types are, photographs, overhead projector slides/ transparencies, flip charts, White boards/ black boards and slides. A still visual should focus the audience’s eyes on the point the presenter is making.

18. NON PROJECTED AIDS Non-Projected aids refer to those aids which do not require projector electricity or projection screen . Such materials can be simply shown, can be hanged or touched. NON-PROJECTED VISUALS  are  visuals that do not need the use of equipment for projection . These are the most widely used media in many isolated and rural areas around the world. Non- projected aids in nursing such as diagram , Drawings, anatomical models, charts, poster, graphs, cartoons, chalk board, black board, bulletin board, flip charts, flash , cards, photographs.

19. PROJECTED AIDS Any  visual aid  which is used for magnification of image on a screen in dark or semi dark conditions can be called projected visual aid. Aids which require projection. Such as slides, film strips. Microscope, over head projector.

20. 1. DRAWINGS & DIAGRAM DRAWINGS - a picture or diagram made with a pencil, pen, or crayon rather than paint. DIAGRAM - a simplified drawing showing the appearance, structure, or workings of something; a schematic representation. D&D are visual representations that can be used to convey information in an educational setting.

21. Purpose & uses Visualization of Concepts : Diagrams allow audiences to visually conceptualize material, making it easier to engage with complex information beyond what lectures alone can achieve. Communication : They serve as visual communication tools, representing specific concepts, ideas, relationships, anatomical structures, statistical data, or any topic in an organized manner. Problem-Solving : Diagrams are widely used for problem-solving, applying geometry and spatial understanding. Aesthetics : Drawings convey specific aesthetics(particular theory or conception of art ), artistic expression, and creativity. Style : They capture a particular visual style, whether realistic, abstract, or symbolic. Narrative : Drawings can tell stories, evoke emotions, and communicate ideas beyond literal representation.

22. Ii graphs A  graph  is a  diagram  that represents the variation of a variable in comparison with one or more other variables. It can take various forms, such as a series of points, lines, line segments, curves, or areas.   Types of Graphs : Bar Graph : Displays data using rectangular bars, where the length of each bar corresponds to the value it represents. Line Graph : Shows trends over time by connecting data points with lines. Each line graph consists of points that connect data to show a trend (continuous change). Pie Graph : Divides a whole into segments (slices) to represent proportions.

23. Scatter Plot : Displays individual data points on a two-dimensional plane. Flowchart Graph : Represents processes or decision trees using shapes and arrows. Organizational Chart : Illustrates the structure of an organization or company.

24. Gantt Chart : Depicts project schedules and timelines. Histogram : Shows the distribution of data in intervals or bins. Pictogram/ Pictorial graph : Uses pictures or icons to represent quantities.

25. Iii CHARTS chart  is a  diagram ,  picture , or  graph  intended to make information easier to understand. It visually represents data, often using lines, curves, bars, or slices to convey amounts or relationships. The  Narrative Chart  is an  open-source visualization library specialized for creating charts that facilitate data storytelling. Used to present the progression or resolution of a significant issue or the improvement over a period of time .

26. flow chart A flowchart is a type of diagram that represents a workflow or process. It provides a visual representation of the sequence of steps involved in completing a task or achieving a specific outcome.

27. PULL CHARTS They consist of  written messages  on a large sheet. Messages are  hidden by strips of thick paper  held in position by the slits provided on either side. The messages can be shown to the viewer, one after another, by  pulling out the concealing strips . After showing the message, the same strip can be  replaced in the slit

28. Tabulation chart Tabulation  is a systematic and logical representation of  numeric data  in rows and columns. Its purpose is to facilitate  comparison  and  statistical analysis .

29. flip chart   A  flip chart  is a stationery item consisting of a pad of large paper sheets. It is typically fixed to the upper edge of a whiteboard or supported on a tripod or four-legged easel. These charts are commonly used for  presentations  and other purposes.

30. strip tease chart   The  strip tease chart  is an intriguing visual aid used in instructional technology. The appeal of the strip tease chart lies in its suspense. It “teases” the interest and imagination of the audience. The chart contains information covered with thin paper strips

31. Chain chart- Depicts transitions or cycles in a clear manner Cause & effect chart- demonstrates the relationship between rights & responsibilities, complex conditions & change or conflicts. Pie chart – represents data distribution with different section of a circle, each coded & explained in a legends for easy understanding.

32. Purposes of charts Charts enable you to visually compare multiple sets of data . They make it easier to identify patterns, trends, and differences. People often understand a picture more quickly than blocks of text, so charts help in  better understanding and memory retention. To emphasize and draw attention to key points. To provide clear outline of the materials presented .