This document discusses different types of media that can be used for health education. It begins by outlining the historical use of audiovisual aids in teaching dating back to the 18th century. It then defines audiovisual aids and discusses their purposes, which include reducing verbalism, improving understanding, and forming more permanent memories.
The document categorizes different types of media as audio aids, visual aids, combined audiovisual aids, projected aids, and nonprojected aids. Examples are provided for each category such as tape recordings, charts, models, overhead projectors, and video tapes. Both the advantages and disadvantages of different media types are discussed. Lastly, the document covers how to prepare and use various media and the criteria for
2. MEDIA
• since early days, as far back as 1756, Johann
Pestalozzi based his instruction on 'sense
perception’.
• He insisted that the teacher should use the 'object
method'. To make teaching meaningful, a teacher
must 'teach and show’.
• No health education can be effective without the
use of audio-visual aids.
• There are many terms for media, such as audio-
visual aids, audio-visual material, audio-visual
media, communication technology, educational or
instructional media, learning resources, educational
techno etc.
3. DEFINITIONS
• Audio-visual aids can be defined as any device used to aid in the communication of an
idea.
• Audio—visual aids, such as still photography, motion picture, audio or videotape, slide or
filmstrip, are prepared singly or in combination to communicate information or to elicit a
desired audience response.
• "Audio-visual aids are anything by means of which the learning process may be
encouraged or carried on through the sense of hearing or the sense of sight.”
Carter V Good's Dictionary of Education
4. PURPOSES
The need for audio-visual aids is very essential in health education for the following reasons.
• They help to reduce the amount of verbalism.
• They help making the understanding of the material better.
• They attract and keep the attention of the learner.
• More permanent images are formed in the mind when the learners see, hear, touch or smell.
• They offer reality of experience, for example, a video, of tonsillectomy will help the student
understand much better than just reading from a textbook hearing a lecture.
• The retention rate of knowledge is better when one can see rather than only hear.
• They save time and energy
5. TYPES OF MEDIA
Varied methods are to be used for health education - to see, hear and learn, especially in a country
where literacy levels vary from state to state.
Audio-visual aids may be grouped as
• Audio aids
• Visual aids
• Combined audio-visual aids
Or
• Projected aids
• Nonprojected aids
6. AUDIO AIDS
Tape recordings --- breath sounds, heart sound, language, etc.
• Radio
• Sound systems
• CDs (Compact Discs)
7. VISUAL AIDS
• Black/white/green boards
• Charts
• Posters
• Flannel graphs
• Flashcards
• Exhibitions, specimens
• Models
• Overhead Projectors (OHP)
• MapsBulletin boards
• Pictures and photographs
• Film strips and slides
• Epidiascopes
8. AUDIO-VISUAL AIDS
• Computer educational materials - CDs or DVDs
• Demonstrations
• Movies
• Study tours
• Video tapes
• Television
• Internet
• Simulation games
• Puppet shows
Of the above, there are some, which can be projected and others
nonprojected. The projected aids are slides and movie projectors,
OHP, LCD, epidiascopes and the remaining aids are nonprojected.
9. PREPARATION AND USE OF AUDIO-VISUAL AIDS
• Prepared material is the best in most instances, unless a teacher is aiming to help
the student understand how to draw the figure (diagram of the GI system) or the
process (e.g. pathophysioloU of cirrhosis of liver) which is being described.
• Therefore, the teacher should have the necessary technical knowledge of the
educational material and its use.
• Some materials may be drawn or painted or typed — by oneself or with help from
another.
• The preparation of some of the graphic aids, printed, three dimensional and
projected aids are given below.
10. GRAPHIC AIDS
Graphic aids are those two-dimensional aids,
which catch the attention of the learners, convey the message
and can be retained in memory.
E.g., cartoons, charts, flashcards, maps, posters, pictures or
photographs, comic strips, diagrams, graphs, blackboards, mind
maps (association), etc.
11. FLASHCARDS
A good size to make flashcards will be 10x12 inches
of chart paper. The writing or drawing on it must be clear
and convey the needed message. Few words, more
diagrams and logical sequence serve as guidelines in
making flashcards. A set of flashcards of about 5—10 in
number will enable a story with a message to be told.
12. POSTERS
• Posters made of chart paper with messages made of
words or drawings to catch the attention.
• Posters should be simple, using minimum words, but
conveying the message correctly.
• More colour and catchy phrases will attract the
observer.
• To serve the purpose of getting the message across,
the poster should have only a few words
posters can be made by using photographs and pictures
too.
13. CHALKBOARD
Chalkboard can be used by preparing it ahead of the class or while
taking the class too. For those who need time to draw or are not so artistic,
he or she should have the blackboard prepared in advance. This will help to
cut short the time the teacher will have to stand facing the chalkboard.
14. MIND MAPS
Mind map is an interactive activity, which is finally made into a
model, which can remain on the board. The teacher writes a key word on the
board and the learners say whatever association comes to their mind in
connection with that word. It is written down around the key word. Lessons
can be learnt from it with some more supplementation from the teacher.
15. 1. Printed aids
Printed aids are those aids, which are printed and may be even those that are
mentioned above.
The same principles apply while making printed material if it is being made for small groups.
Charts, pictures, diagrams, maps, graphs, flashcards, flip cards, flip charts, etc.,
are some of the printed aids for groups or individuals.
Some printed materials are made for individuals like nutrition education, diet plans,
reminder cards, under five cards, antenatal cards, immunization cards, etc.
These can be printed in small print with adequate explanation for the individual.
16. Health messages, instructions, weight recordings (showing ideal weight and deviations), cartoons,
comic strips, etc., are some of the printed materials available.
2.Three-Dimensional aids
Models, actual specimens, objects, exhibits, dioramas, museums, exhibits, etc., are some of the
threedimensional aids. These will be scaled down or blown up replicas of the actual objects
18. ACTUAL SPECIMENS
These include the real specimen put into formalin for preservation. For
example, a malformed fetus, liver with cirrhosis, culture plates, flowers, seeds, etc
19. EXHIBITS
Any item or object publicly displayed is called an 'exhibit'. Some activity that
can be made for display as a model is an exhibit, e.g. a patient's unit in the hospital.
20. DIORAMAS
This is a three-dimensional arrangement of related models, objects or
cut-outs to illustrate a topic or concept kept inside a transparent box, e.g. a ward
scene, a village scene, etc. A diorama is a small segment of reality inside the four
walls of the classroom.
Projected aids
Projected aids may be able to project still pictures or motion pictures.
Slide and movie projectors, OHP, LCD, epidiascopes, etc., are examples of projected
aids.
21. SLIDE OR MOVIE PROJECTOR
• One needs to get the slides or the movies to project them, as it is not easy to
make these in our settings.
• The projector and screen/ a good wall/ a plain bed sheet are required for the
projection to be made possible.
22. OVERHEAD PROJECTOR
• (OHP)overhead Projector is a simple device, found in most nursing schools.
• The teachers can prepare transparencies for each class. Transparencies can be used singly, or be made
for superimposition (to show differences too).
• For example, make one transparency with a norma! colon, make another with only the abnormalities
fitting it onto the first, another with various surgeries, etc.
• Therefore, one does not need to draw the whole colon repeatedly and the teacher has to only change
the second and third transparencies as she speaks or teaches.
• The OHP is a versatile device and one can also use it like a chalkboard by using the transparency and
watersoluble OHP pens.
• The advantage of this is the teacher can be facing the class. The OHP can be multicoloured; no chalk
dust will be generated; can be written or drawn in a small size itself and not in a big size as on a
chalkboard.
23. LCD PROJECTOR
• An LCD (Liquid Crystal Display) projector is a type of video projector for
displaying video, images or computer data on a screen or other flat surface.
• It is the modern equivalent of the slide projector or overhead projector.
• Here, the teacher needs to prepare her message by using a computer with the
same principles, a few important Words and not to clutter the screen with too
many words.
• This media can show words, phrases, pictures, photographs, etc.
24. EPIDIASCOPE OR EPISCOPE
• Epidiascope or episcope is a device in which one can project a page directly from
a book, flat objects like coins, leaves, cloth, etc.
• The projection can be magnified too.
26. Media Advantages Disadvantages
Flashcards Supplementary aid to
teaching, easy to transport
Can be used for small groups
only
Chalkboard Convenient, economical, can
draw enlarged diagrams from
the book
Makes students dependent on
the teacher, not individual-
based, chalk dust can spread
Bulletin board Good supplement, arouses
students' interest, adds colour
and decorativeness to the
classroom, can introduce or
review the topic
Collection of relevant material
is sometimes difficult
Flannel board Holds interest, teacher can
talk along while changing the
pictures, kindles enthusiasm
The relevant pictures are
required
Models or specimens Makes learning direct,
firsthand and meaningful,
lasting, economical involves
the use of 5 senses
Expertise is required to make
models
Exhibits or dioramas Inspires learning by
involvement, fosters creativity,
social skills, accomplishment,
opportunity for students to do
project work
Time consuming
27. Media Advantage Disadvantages
Demonstration Good for acquiring and
perfecting operational
skills, engages
attention and
participation through
learning
The demonstrator
should be perfect
Puppet shows Catches attention,
holds interest, helps
coordination and social
skills, provides
amusement and
entertainment
Practice and
coordination are
required
Tape recorder To teach different body
sounds and music, can
be used for repetition
and is a common
household equipment
Only audio equipment
28. Media Advantage Disadvantages
Slide projector Simple skills required for
use, can be carried
around easily, keeps the
attention of the learners,
the image can be held
for any time interval
Cumbersome to make
slides
Overhead projector Economical, projector
can be used in a lighted
room, teacher will be
facing the student, saves
class time with prepared
overheads, allows for
overlay and
superimposition, easy to
operate
Should be covered when
not in use, should not
keep the OHP on for a
long time, after
switching the bulb off,
the blower should be
left on for cooling for
sometime
LCD Can show pictures,
photos, tables or
anything which can be
seen on amount of
Costly equipment, skills
needed for use
29. USES OF DIFFERENT TYPES OF MEDIA
• The types of media, which are used today, are so varied that one needs to select
the right audio-visual aid suited to the situation.
• Different situations require the use of different audio-visual aids to make the
teaching and learning effective.
• Many of the common aids cannot be used for self-instruction.
• It will also help if a combination of aids is used than just one.
30. Criteria for selectin the aidse
• Cost effectiveness
• Accuracy of the subject matter
• Subject relatedness
• Teacher friendly — does the teacher know the proper use of the aid?
• Does the aid supplement the teaching or vice versa?
31. Points to remember while using the aids
• There is no substitute for knowledge of the subject matter.
• The teacher should know how the equipment works.
• The teacher should remember the objectives of the lesson.
• The aim should be that the learners learn thoroughly.
• The teacher should 'talk less' and 'show more'.The teacher should be passionate
about teaching, move around and always keep the attention of the learner.
32. • Never show the back to the audience —
1. If using flashcards, face the audience.
2. If using the OHP — once the screen is checked, always look at the learners and
teach from the OHP and not from the screen. The same applies to the use of an
LCD projector. There is no need for looking at the screen and talking. Not facing
the class breaks eye contact and shatters attention. If needed, the teacher may sit
and talk audibly, so as not to obstruct the view of the screen.
3. Be careful while using the chalkboard, the more one talks facing the chalkboard,
the less attentive will the class be.
• Ensure that the audio-visual aid is in good working condition before the start of the
class.
• Ensure that the material is appropriate and visible.
• Talk to the learners not facing the aid.
33. CONCLUSION
In this era of information technology, the nurse, to fulfil her role as an effective
teacher should know how to use the resources available, whether it is a classroom
teaching, teaching a group of patients and their relatives in a healthcare setting or
teaching in a community. She should remember the principles involved in teaching
and learning and disseminate the information effectively and familiarize herself
with the use of different types of audiovisual aids to enble her to make the best use
of them in her teaching.
