Use of Audio Visual Aid

1. Use of Audio Visual Aid Sudip Tripathee Shital Moktan

2. I hear, I forget • I see, I remember • I do, I understand

3. Audio Visual Aid • Visual aids : overhead transparencies, flipcharts, slides, and white boards. • Audio aids include cassette tapes and compact discs.  • Audiovisual aids include videotapes, films, and computer multimedia.

4. Selection • Time and Budget • Audience Preference • Size and Location of Audience • Facilities and Equipment

5. Designing Effective PowerPoint Presentations

6. To hold interest To focus attention To guide discussions/overviews To tell a story To support the message being delivered To create a poster for a conference Why PowerPoint?

7. Designing Effective PowerPoint Presentation Big Consistent Progressive Simple Summary Clear

8. Make It Big

9. Make it Big (Text) • This is Arial 12 • This is Arial 18 • This is Arial 24 • This is Arial 32 • This is Arial 36 • This is Arial 44

10. Make it Big (Text) • This is Arial 12 • This is Arial 18 • This is Arial 24 • This is Arial 32 • This is Arial 36 • This is Arial 44 Too Small

11. Make it Big (Font Sizes) This is a good title size.Verdana 40 point = sans serif. This is a good subtitle or bullet point size. Times 36 point = serif. This is about as small as you want to go for content at 24 points. This font size is not recommended for content. Verdana 12 point.

12. 7 ft Make It Big (How to Estimate) • Look at it from 7 feet away

13. Keep It Simple

14. Keep It Simple (Text) • Avoid Too manycolors • Avoid TooManyFontsandStyles • The 6 x 7 rule • No more than 6 lines per slide • No more than 7 words per line

15. Keep It Simple (Text) Instructional Technology:A complex integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems in situations in which learning is purposive and controlled(HMRS 5th ed.) Too detailed !

16. Keep It Simple (Text) A process involving people, procedures & tools for solutions to problems in learning (HMRS 5th ed.) Instructional Technology: Much Simpler

17. Number of Likes Too detailed !

18. Likes in Millions Much Simpler

19. Likes Too detailed !

20. Likes Much Simpler

21. Keep It Simple (Picture) • Art work may distract your audience • Art is not substitute for content

22. Keep It Simple (Sound) • Sound effects may distract too • Use sound only when necessary

23. Keep It Simple (Transition) • This transition is annoying, not enhancing • "Appear" and "Disappear" are better

24. Keep It Simple (Animation) 7 ft Too distracting !

25. 7 ft Keep It Simple (Animation) Simple & to the point

26. Keep It Simple (Moving Text) • When text appears, we don’t want the audience to be watching the animation. • Use the • “Appear effect” • Not • “FANCY EFFECTS”

27. Make It Clear

28. Make It Clear (Capitalisation) • ALL CAPITAL LETTERS ARE DIFFICULT TO READ • Upper and lower case letters are easier

29. Sanserif Z Serif Z Make It Clear (Fonts) clear busy

30. Make It Clear (Fonts) • Serif fonts are difficult to read on screen • Sanserif fonts are clearer • Italics are difficult to read on screen • Normal or bold fonts are clearer • Underlines may signify hyperlinks • Instead, use colors to emphasise

31. Make It Clear (Numbers) Use numbers for lists with sequence For example: How to put an elephant into a fridge? 1. Open the door of the fridge 2. Put the elephant in 3. Close the door

32. Make It Clear (Numbers) How to put a giraffe into a fridge? 1. Open the door of the fridge 2. Take out the elephant 3. Put the giraffe in 4. Close the door

33. Make It Clear (Bullets) Use bullets to show a list without • Priority • Sequence • Hierarchy, …..

34. Make It Clear (Colors) • Use contrasting colors • Light on dark VS dark on light • Use complementary colors

35. low contrast high contrast Make It Clear (Contrast) • Use contrasting colors • Light on dark vs dark on light • Use complementary colors

36. Make It Clear (Contrast) • Use contrasting colors • Light on dark vs dark on light • Use complementary colors This is light on dark

37. Make It Clear (Contrast) • Use contrasting colors • Light on dark vs dark on light • Use complementary colors This is dark on light

38. Make It Clear (Complement) • Use contrasting colors • Light on dark vs dark on light • Use complementary colors These colours do not complement

39. Make It Clear (Complement) • Use contrasting colours • Light on dark vs dark on light • Use complementary colours These colours complement

40. Make it Clear (Fonts and Background Colors) This is a good mix of colors. Readable! This is a bad mix of colors. Low contrast. Unreadable! This is a good mix of colors. Readable! This is a bad mix of colors. Avoid bright colors on white. Unreadable!

41. Make It Clear (Size) • Size implies importance

42. Make It Clear (Size) • Size implies importance

43. Make It Clear (Focal Points) • Focal points direct attention

44. Make It Clear (Focal Points) • Focal points direct attention

45. Be Progressive

46. Types of Instructional Tools Individual Constructive Tools Social Constructive Tools Discovery Learning Too many in one go! Informational Tools Guided Inquiry Mode of Instruction Individual Instructive Tools Social Communicative Tools Direct Instruction Individual Pair Group Complexity of Interactions

47. Types of Instructional Tools Individual Constructive Tools Social Constructive Tools Discovery Learning Informational Tools Guided Inquiry Progressive & thus focused Mode of Instruction Individual Instructive Tools Social Communicative Tools Direct Instruction Individual Pair Group Complexity of Interactions

48. Understanding Technology Mouse I/O Error Main Storage CPU Too many & not focused Function key User interface Software Debugger Floppy disk Backup system

49. Understanding Technology Mouse I/O Error Main Storage CPU Progressive & thus focused Function key User interface Software Debugger Floppy disk Backup system

50. Be Consistent