Demonstration of uses of audio visual based media From WikiEducator Jump to: navigation, search
ASSIGNMENT IN ICT
TOPIC:-DEMONSTRATION OF USES OF AUDIO VISUAL BASED MEDIA
With the Development of technology, audio-visual media, with a sound, shape, King, static and dynamic combination of such diverse forms, large capacity, Macross, good-induced characteristics of easy acceptance, and has never teachers and students of all ages. biology teaching stress situations and collaboration, emphasis on intuitive and operations, to promote student learning initiative. Will take multi-functional audio-visual media Technology into biology class, will expand the students knowledge, stimulate innovative thinking and cultivate mutual character, to establish a new relationship between teachers and students can play a better role. Therefore, optimizing the teaching process must be optimized media design, teaching practice has shown that the biological process of teaching to optimize the design of audio-visual media, to better optimize the teaching of biology. In biological teaching, how to design multi-media, in order to enhance the teaching effect? Here we talk about a few specific measures. First, the use of audio-visual media-assisted teaching of biology to develop students interest in learning.
Wu Shen Si-known educator, said: "not the slightest interest in mandatory study, would kill the students desire to seek the truth." Interested in as an individual psychological characteristics, in people's understanding of the process has a positive role in promoting, it is the students active learning, positive thinking, and innovative internal drive. Psychological Research shows that: students interested in something more strong, more of their attention focused on their studies, resulting in its careful observation, memory depth, thus rendering the best learning situation
As in teaching, "the defensive behavior of animals," this class, teachers can first play a video clip of "animal disguise" to the students. Through the video playback, will be integrated into the forest and the environment a variety of small animals such as the Congo, lichens mantis, leaf tail gecko, Zhou moth, inchworm, lizards and other presents to the students. Through this film clips, so that students like exposure to the natural environment, animals feel the universality of adaptation to the environment. The students watching the process, for these wonderful little animals camouflage impressive, great interest. This creation of teaching situation, while the role of the student's visual and auditory organs, organs, can quickly attracted the attention of students, stimulated their interest in learning and a strong thirst for knowledge, the students play the main role of the teaching process, so as to achieve edutainment, integrating the purpose of learning in music. On this basis, teachers guide students to explore the advantage of the opportunity to protect color, warning color and mimicry of the meaning and differences between the enthusiasm of students to participate in an unprecedented high, scrambling to speak on the mastery of teaching content greatly enhanced naturally impressed by.
For example, in learning "the diversity of animals - fish," this lesson when teaching, I ask students to think about: fish fin movement of organs, then the role of the various fin what is it? Play a video to enable students to observe the shape of live carp, body color, surface structure and its state of motion, and then cut off their fins, respectively, dorsal fin and tail fin, allow students to observe the state of motion changes. Students to see the loss of dorsal fin cut rollover balance, cut the fish pectoral fins can only swim forward and will not bend, cut the tail of the fish swimming has slowed down, the body swaying. As a result, students should not only meditation, but also can be discussed, but also the wisdom of fighting over who gets power-xian, classroom atmosphere was very lively.
For example, in studying the "environmental protection", the environmental degradation in recent years I have gathered some of the data thus slide show to students: ?٠the human destruction of nature and environmental pollution: a place has been a large number of cleared forest remnants of a thick tree stumps Virtual; Virtual Loess Plateau; Jiujiang Chung, sewers and the Virtual. ?ڠbrought destruction and pollution of the human catastrophe: dust storms, 98 Yangtze River floods, red tides, acid rain. ?۠rare or endangered plants and animals pictures. These-to-life images with beautiful language to describe, very strong to render the atmosphere of the classroom, students master not only destroyed the ecological balance of reasons, and proximity to the scene to understand the environmental protection and create a good ecological importance of the human , and aroused the students love and environmental awareness.
Introduction to Streaming Media
Internet streaming media changed the Web as we knew it-- changed it from a static text- and graphics-based medium into a multimedia experience populated by sound and moving pictures. Now streaming media is poised to become the de facto global media broadcasting and distribution standard, incorporating all other media, including television, radio, and film. The low cost, convenience, worldwide reach, and technical simplicity of using one global communications standard makes web broadcasting irresistible to media publishers, broadcasters, corporations, and individuals. Businesses and individuals once denied access to such powerful means of communication are Streaming protocols
The use of computers to present text, graphics, video, animation, and sound in an integrated way. Long touted as the future revolution in computing, multimedia applications were, until the mid-90s, uncommon due to the expensive hardware required. With increases in performance and decreases in price, however, multimedia is now commonplace. Nearly all PCs are capable of displaying video, though the resolution available depends on the power of the computer's video adapter and CPU. \ As the name implies, multimedia is the integration of multiple forms of media. This includes text, graphics, audio, video, etc. For example, a presentation involving audio and video clips would be considered a "multimedia presentation." Educational software that involves animations, sound, and text is called "multimedia software." CDs and DVDs are often considered to be "multimedia formats" since they can store a lot of data and most forms of multimedia require a lot of disk space.
Due to the advancements in computer speeds and storage space, multimedia is commonplace today. Therefore, the term doesn't produce the same excitement is once did. This also means it is not as overused as it was back in the late '90s. Thank goodness.
Multimedia - Definition
Multimedia is the use of several different media to convey information (text, audio, graphics, animation, video, and interactivity). Multimedia also refers to computer media. As the information is presented in various formats, multimedia enhances user experience and makes it easier and faster to grasp information. Presenting information in various formats is nothing new, but multimedia generally implies presenting information in various digital formats. It is also used in visual arts to describe works created using more than one medium. Multimedia finds its application in various areas including, but not limited to, education, entertainment, engineering, medicine, mathematics, and scientific research. In education, multimedia is used to produce computer-based training courses (popularly called CBTs) and reference books like encyclopedias and almanacs. A CBT lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information formats.
An electronic multimedia encyclopedia can present information in better ways than a traditional encyclopedia, so the user has more fun and learns more quickly. For instance, an article on World War II can include hyperlinks to articles on countries involved in the war. When users click on a hyperlink, they are redirected to an detailed article about that country. In addition, it can include a video on the Pacific Campaign. It can also present maps pertinent to World War II. Hyperlinks let a user access information in a non-linear fashion as opposed to print materials which are essentially linear. (It is said that our brains think in a non-linear way.) This can speed-up learning and improve the user experience, when added to multiple elements such as pictures, photos, audio and video. (It is also said that some people learn better by seeing than reading and some others by listening).
Multimedia is heavily used in the entertainment industry, especially to develop special effects in movies and animation for cartoon characters. Multimedia games are a popular pastime and are software programs available either as CD-ROMs or online. Some video games also use multimedia features.
now using the Web to connect with people alLossy compression
Regardless of the advances in UDP and RTSP transmission protocols, streaming media would not be possible without the rapid innovation in encoding algorithms or codecs that compress and decompress audio and video data. Uncompressed audio files are huge. One minute of playback of a CD-quality stereo audio file requires 10 MB of data, approximately enough disk space to capture a small library of books or a 200-page web site.
RealMedia and RealAudio
RealMedia is the most widely adopted streaming media format on the Web. Its popularity is due in large part to the fact that it was the first streaming technology on the market. But it's popular also because of RealNetworks' laser focus on ease of use, deployment of a wide palette of developer tools, continuWindows Media Technologies (Netshow)
Microsoft's Windows Media Technologies for NT/Windows 2000 includes a comprehensive suite of authoring tools and streaming services for delivering audio, video, animation, and other multimedia over the Internet. Windows Media comes with a complete set of tools for encoding and authoring streaming content including Windows Media T.A.G. Author, a utility for arranging media elements along a timeline. Windows Media presentations are played back with the Windows Media Player, which plays most local and streamed media file types including Advanced Streaming Format (Windows' native file format), MPEG, WAV, AVI, QuickTime, and RealAudio/RealVideo. Since Media Player is distributed with Windows, it has widespread distribution.
MP3 has gained huge popularity as an encoding format because of its great sound quality. For radio-style broadcasts, professionals unanimously agree that it is the best-sounding format. MP3 is most commonly used for easily and efficiently uploading and downloading music files to the Web. MP3 is especially popular among downloadable music enthusiasts because it preserves audio quality while creating file sizes that are up to 12 times smaller than uncompressed WAV or AIFF audio files. MP3 is also quickly becoming the preferred format for streaming music as well, even though it is more complicated than setting up a RealMedia Server.
With so many technology options available for delivering media over the Web, it can be a challenging process to try to select the appropriate format for your multimedia web pages. This chapter attempts to point you in the right direction and provides you with a thumbnail view of the many options available.
COM+ Programming with Visual Basic draws from the author's wide experience as a COM+ developer and instructor. The first part shows you how to create robust, efficient, high-performance COM+ applications. The second focuses on incorporating individual COM+ services, like transaction support, security, and asynchronous operations, into applications. Not for beginners, this book reveals how COM+ really works, as well as how to make COM+ components work with the upcoming Microsoft .NET architecture.
1 Introduction to media types
One of the most important features of style sheets is that they specify how a document is to be presented on different media: on the screen, on paper, with a speech synthesizer, with a braille device, etc. Certain CSS properties are only designed for certain media (e.g., the 'page-break-before' property only applies to paged media). On occasion, however, style sheets for different media types may share a property, but require different values for that property. For example, the 'font-size' property is useful both for screen and print media. The two media types are different enough to require different values for the common property; a document will typically need a larger font on a computer screen than on paper. Therefore, it is necessary to express that a style sheet, or a section of a style sheet, applies to certain media types.
2.ecognized media R types
The names chosen for CSS media types reflect target devices for which the relevant properties make sense. In the following list of CSS media types the names of media types are normative, but the descriptions are informative. Likewise, the "Media" field in the description of each property is informative.
Suitable for all devices.
Intended for braille tactile feedback devices.
Intended for paged braille printers.
Intended for handheld devices (typically small screen, limited bandwidth).
Intended for paged material and for documents viewed on screen in print preview mode. Please consult the section on paged media for information about formatting issues that are specific to paged media.
Intended for projected presentations, for example projectors. Please consult the section on paged media for information about formatting issues that are specific to paged media.
Intended primarily for color computer screens.
Intended for speech synthesizers. Note: CSS2 had a similar media type called 'aural' for this purpose. See the appendix on aural style sheets for details.
Intended for media using a fixed-pitch character grid (such as teletypes, terminals, or portable devices with limited display capabilities). Authors should not use pixel units with the "tty" media type.
Intended for television-type devices (low resolution, color, limited-scrollability screens, sound available).
Media types are mutually exclusive in the sense that a user agent can only support one media type when rendering a document. However, user agents may use different media types on different canvases. For example, a document may (simultaneously) be shown in 'screen' mode on one canvas and 'print' mode on another canvas.
- THE USE OF AUDIO-VISUAL AIDS IN EDUCATION 1
by ANDRÉ LESTAGE Extract from U NESCO Chronicle , November 1959 By audio-visual aids, we usually mean the most modern or the most recently used of these methods (films, filmstrips, radio and television). This is a summary identification of very old methods and very modern
instruments, and one should react against it. Visual aids are far older. They correspond to a profound tendency
among the immense majority of men: to materialize their thoughts in the form of graphic or sonorous images or to give their thoughts a concrete frame of reference. Plato himself took care to set the scenery of his dialogues, and he used concrete words and concrete comparisons (for example, the cave) as foundations for his most abstract ideas. In France, the Très riches heures du duc de Berry bring out the importance which
can take in a work which would have otherwise sunk into oblivion. Xylographic images preceded the printing press by three-quarters of a century and the first illustrated book by nearly a century. The tremendous success of the ‘images of Epinal’ in books peddled from door to door in France was only a manifestation of popular taste in a society where illiterates continued to be in a majority and where images went with oral literature. Films, radio and television, considered as educational instruments, have merely developed – at a rapid rate – alongside older means whose importance remains considerable. Their common denominator lies in their function as aids.
This is not a theoretical conclusion, for it is confirmed by the very attitude of the educator. The educator basically must contribute to the training of the individual (in his character and conduct) with a view to his integration into a given society and teach new ideas, facts and techniques to a specific public. It is thus relatively easy to define the goals at which the educator aims. Achieving these goals is another task which brings him face to face every day with the basic problem of pedagogy – that of transmitting or communicating ideas or information. To solve this problem, the educator resorts to infinitely varied means, among them audiovisual aids. If our purpose, therefore, is to aid the educator, we must then offer him as complete an arsenal as possible of these means. But it is the educator and the educator alone who chooses the means which is best adapted to his subject, his audience and his circumstances. It is thus clear that audio-visual aids cannot be separated from educational materials in general. This tendency toward the use of concrete examples has developed through a complex process. At first, graphic representation was probably only a way to enable man to capture fleeting thoughts and the sole way of transmitting thoughts, compared to oral transmission which was subject to rapid distortion. The invention of writing, a perfect example of a visual aid at its origin, proceeded from the same necessity. It would be interesting to study, for example, in the light of Mayan writing – of the Codex Troano – how man progressed from the talking image to the letter. We can therefore conclude that ‘illustrations’ were looked upon at first, at least by the most educated persons, as a minor complement to thought. The entire history of publishing until the end of the eighteenth century confirms this. But, in the twentieth century, powerful means of reproduction, associated with radio, cinema and television, have changed the aspect of the problem. Sound and visual ‘illustrations’ are no longer mere minor complements to thought but they directly influence the thoughts and the very conduct of millions of individuals. It was therefore inevitable that a desire should spring up to master such a powerful instrument, to discipline it for better (education) or for worse (advertising, for example).
But this coveted
1 This article was written in connexion with the Regional Seminar on the Use of Audio-visual Aids in Adult and School Education in Latin America organized by Unesco at Mexico City from 28 September to 17 October 1959. 2. mastery is still rather crude: it is often reduced to the creating of a few conditioned reflexes, satisfying the merchant but not the educator. Certain of these audio-visual aids (posters, films, radio and television) are both means of education and media for information and propaganda, and it is not always easy to draw the line between what belongs to the educator and what is within the province of information or propaganda. It is also probable that the child is more affected by the violence (colours and slogans) of street posters and by the shock techniques of radio and television (especially when commercialized) at home than by the visual aids used in school. Should we conclude then that these means are harmful and should we condemn them? This negative attitude would be most unrealistic. The only possible conclusion is to accept the need for basic research in these fields. It should bear essentially upon psychology (applied to education and its relations with filmology, for example) and upon the social sciences (evaluation of effects, changes of attitude, etc.). We educators have already ventured forth, but timidly, onto this terrain. Systematic establishment of contacts with research workers and specialized institutes is the duty of all those who are responsible at the national level for audio-visual services. It can be reasonably hoped that this basic research will lead to a better use of audio-visual aids and to more scientific pedagogy based upon them. It is not difficult to observe that their use is continuing and developing outside the pale of any research. As a result, a pragmatic pedagogy is taking shape and not necessarily in contradiction to the results of the most scholarly research. Establishing or stimulating closer collaboration between research workers and educators, stimulating the writing of theses or documents containing the fruits of the work of both, and publishing and distributing the results of this work should also be the common task of pedagogical and audio-visual services. Until now, the problem of the use of audio-visual aids has been examined from an intellectual angle. It also includes important practical and technical aspects. To tell the truth, techniques cannot and should not be separated from pedagogy. We have seen that audio-visual aids cannot be separated from educational materials as a whole, this conclusion being thrust upon us by the attitude of the user when confronted by these materials. Now this same user – whether a teacher, a professor or an adult educator – does not act any differently when pedagogy and techniques are involved. He can never be purely a pedagogue or purely a technician. It is clear, therefore, that the pedagogy of audio-visual aids cannot be separated arbitrarily from audio-visual techniques. No one can hope to achieve good results unless he is a sensitive pedagogue and a skilled technician. The problem must be solved globally. Unfortunately, this initiation into techniques is not always carried out in the institutions where future educators are trained. In underdeveloped countries, the lack of qualified personnel (and equipment) is the most frequent obstacle to such an initiation. But it is not the only one because similar shortcomings are often found in more favoured countries. Routine, lack of initiative and administrative delays are the main factors responsible for educational sluggishness. There is no doubt that audio-visual aids produce their best results when they are used in connexion with active teaching methods. Here, the task of educators is to draw the attention of their governments to these methods and to the recommendations of previous seminars concerned with theintroduction of an initiation into film and radio techniques into normal schools and similar institutions.
audiovisual sentence examples
• The document provides a blueprint for the future development of audiovisual archives across the UK. • In this guise, " nature " tends to become an audiovisual aid for the illustration of political lessons. • Peter Grant What role for regulation in the audiovisual arena? • Lecture theaters contain a suitable range of audiovisual equipment, often used by politics staff. • Click here to view an on-line audiovisual presentation introducing a new initiative from the Strategic Forum for Construction. • Audiovisual translation has been dealt with in depth by a number of studies in the last few years. 1. » audiovisual 2. audiovisual (computer) 3. audiovisual (medical) 4. audiphone 5. audit 6. audit (synonyms) 7. AUDIT (abbreviation) 8. audit (business) 9. audit (computer) 10. audit (Culture)