Instructional Media and Aids – Aural, Print, Visual and multimedia

INSTRUCTIONAL MEDIA

                   Instructional media encompasses all the materials and physicals means an instructor might use to implement instruction and facilitate student’s achievement of instructional objectives. This may include traditional materials such as chalkboards, handouts, charts, charts, slides, overheads, real objects and videotape or film as well newer materials and methods such as computers, DVDs, CD-ROMs, the internet and interactive video conferencing. Among the implicit goals that media can help achieve are the following.

                           ·        Attracting attention

                           ·        Developing interest

                           ·        Adjusting the learning climate

                           ·        Promoting acceptance (of an idea)

                           ·        Steps in the implementation of instructional media

      These basic steps are outlined below:-

                          ·        Determine format, script, visuals etc

                          ·        Draft materials and media

                          ·        Check for clarity and flow of materials

                          ·        Conduct formation evaluation

                          ·        Implement/apply

                          ·        Evaluate/revise

                          ·        Factors in media selection

Instructional Aid Theory:

                   During the communicative process, the sensory register of the memory acts as a filter. As stimuli are received, the individuals sensory register works to sort out the important bit of information from the routine or less significant bits. Within seconds, what is perceived as the most important information is passed to the working or short-term memory. This complex process is enhanced by the use of appropriate instructional aids that highlight and emphasize the main points or concepts.

                  The working or short term memory functions are limited by both time and capacity. Therefore, it is essential that the information be arranged in useful bits or chunks for effective coding, rehearsal or recording.

Reasons for use of instructional aids:

                   In addition to helping students remember important information, instructional aids have other advantages. When properly used, they help gain and hold the attention of students. Audio or visual aids can be very useful in supporting a topic and combination of both audio and visual stimuli is particularly effective since the two most important senses are involved. Instructors should keep in mind that they often are salesman of ideas and many of the best sales techniques that attract the attention of potential clients are well worth considering.

                   Good instructional aids also can help solve certain language barrier problems. Consider the continued expansion of technical terminology in everyday usage.

                    Another use of instructional aids is to clarify the relationship between material objects and concepts. When relationships are presented visually, they often are easier to understand.

Guidelines for use of instructional aids:

                          ·        Clearly establish the lesson objective. Be certain of what is to be communicated.

                          ·        Gather the necessary data by researching for support material.

                          ·        Organize the material into an outline or a lesson plan. The plan should include all key points that need to be covered. This may include important safety considerations.

                          ·        Select the ideas to be supported with instructional aids. The aids should be concentrated on the key points. Aids are often appropriated when long segments of technical description are necessary, when a point is complex and difficult to put into word, when instructors find themselves forming visual images or when students are puzzled by an explanation or description.

1.4.1 TYPES OF INSTRUCTIONAL AIDS

Chalk or Marker Board:

                            ·        Keep the chalk or marker board clean.

                            ·        Erase all irrelevant material.

                            ·        Keep chalk, markers, erasers, cleaning clothes, rulers and related items readily available to avoid interruption of the presentation.

                            ·        Organize and practice the chalk or marker board presentation in advance.

                           ·        Write or draw large enough for everyone in the group to see.

                           ·        Leave a margin around the material and sufficient space between lines of copy so the board is not overcrowded.

                           ·        Present material simply and briefly.                                                 

                           ·        Make only one point at a time. A complete outline tends to distract students and makes a logical presentation difficult. If writing has been previously prepared, it should be covered and then revealed one step at a time.

                           ·        If necessary, use the ruler, compass or other devices in making drawings.

                           ·        Use colored chalk or marker for emphasis.

                           ·        Underline statements for emphasis.

                            ·        Use the upper part of the board. In many classrooms students may not be able to see the lower half.

                           ·        Stand to one side of the board to avoid hiding the essential information.

                           ·        Use a pointer when appropriate. Adjust lighting as necessary to remove glare.

Supplemental Print Material:

                   Print media, including photographs, reproductions of pictures, drawings, murals, cartoons and other print materials are valuable supplemental aids. Charts, diagrams and graphs are also use in this category. Many of these items are suitable for long term use on bulletin boards and in briefing areas. Pictures, drawings and photographs are especially effective because they provide common visual imagery for both instructors and students. In addition, they also provide realistic details necessary for visual recognition of important subject material. In many case, this type of supplemental training media may be reproduced in a format for projection on a screen or other clear surface.

Enhanced training Materials:

                   Aviation instructors must cover a broad range of aeronautical knowledge and skill training for pilots and aviation maintenance technicians. The actual training requirements are based in the Federal Aviation Regulations and other publications used by designed pilot and maintenance examiners when they conduct practical tests. While aviation instructor are expected to be familiar with all regulatory training requirements, use of instructor-oriented training materials which are enhanced for regulatory compliance can be very beneficial for ensuring required training is being accomplished, endorsed and properly documented.

Project Material:

                    Traditional aids in this group include motion pictures, filmstrips, slides of several of various sizes, transparencies for overhead projection and specialized equipment such as rear screen projection or an opaque projector. However, the use of motion pictures and filmstrips for training has declined mostly because of availability of more user friendly media such as video.

Video:

                   As indicated previously, video has become one of the most popular of all instructional aids. The initial discussion of video which follows is limited to passive video. Interactive video is covered separately.

Passive Video:
                    Passive video cassettes provide motion, color, sound and in many cases special effects with advanced graphic and animation techniques. High quality commercially produced video cassettes are available for almost every subject pertaining to aviation training.

Interactive Video:

                    Interactive video refers broadly to software that responds quickly to certain choices and commands by the user. A typical system consists of a combination of a compact disk.

                   Distance learning or distance education is another trend applicable to aviation. In general terms distance learning is the use of print or electronic media to deliver instruction when the instructor and student are separated. It also may be defined as a system and process that connects students with resources for learning. As sources for access to information expand the possibilities for distance learning increases.

Computer –Based Multimedia:

                   Interactive video is one form of computer-based multimedia. However in recent years, the terms computer based training (CBT), or multimedia training, have become very popular. The term multimedia is not new. Multimedia has been used for decades in some form or other. In a basic form, multimedia is a combination of more than one instructional media, but it could include several forms of media- audio, text, graphics, and video (or film).

·        It is widely used in airline training for both pilots and aviation maintenance technicians.

·        Due to the active nature of CBT, the overall learning process is enhanced in several ways. Well designed programs allow students to feel like they are in control of what they are learning and how fast they learn it.

·        They can explore areas that interest them and discover more about a subject on their own. In addition, learning often seems more enjoyable than learning from regular classroom lecture.

·        The main advantages are less time spent on instruction compared to classroom training and higher levels of mastery and retention.

Disadvantages:

·        Include the lack of peer interaction and personal feedback. For the instructor, maintaining control of the learning situation may be difficult.

·        It also may be difficult to find good CBT programs for certain subject areas and the expense associated with the equipment, software and facilities must be considered.

·        In addition, instructors and students may lack sufficient experience with personal computers to take full advantage of the CBT programs that are available.

Models, Mock-ups and Cut-awes:

                   Models, mock-ups and cut awes are additional instructional aids. A model is a copy of a real object. It can be an enlargement, a reduction or the same size as the original. The scale model represents an exact reproduction of the original, while simplified models do not represent reality in all details. Some models are solid and show only the outline of the object they portray, while others can be manipulated or operated. Still others, called cut-awes are built in sections and can be taken apart to reveal the internal structure.

Test Preparation Material:

                    Test preparation materials as well as instructors that dwell on teaching the test are shortchanging student applicants. All instructors who use test preparation publications should stress that these materials are not designed as stand-alone learning tools. They should be considered as a supplement to instructor –led training.

Future Development or Advantages:

·        While no one person can accurately predict the future, most will agree that new technological advantages will affect practically everyone. In aviation training, the increased use of computer technology such as CBT, stimulation and virtual reality will continue to expand.

·        The proliferation of sources for information has prompted writers to refer to the current era as the information age.

·        Electronic communications including use of computer databases, voice mail, e-mail, the Internet, the World Wide Web and satellite based wireless communications have become routine. This explosion of information access has already affected aviation training and it will be even more significant in the future.

·        Emerging computer technology includes improved voice recognition software and miniature electro-optical devices. Voice recognition technology which lets computer accept spoken rather that keyed input, is expected to be highly effective for technical training.

·        Miniature Electro-optical devices have also advanced beyond the science fiction stage. With these devices computer aided information is projected electronically on sunglass style eyewear which is connected to a lightweight belt mounted computer. The computer aided information would be particularly useful for aviation maintenance activities. For example, it would be possible for a technician’s eyes to easily move back and forth from computer-generated technical data to the actual hardware while diagnosing and correlating a maintenance problem.

·        Trends in training indicate a shift from the typical classroom to more extensive use of a lab-type environment with computer work or study stations. This is part of the learning or training centre concept in which students become more actively involved and responsible for their training.

·        Students will access to simulation devices, computer networks and multimedia programs. As a related part of this concept, training system designers advocate more use of group or collaborative learning techniques, cable or closed circuit TV, interactive multimedia and electronic communications.

·        Aviation-related learning centers are usually associated with colleges, universities and research centers.

·        The airlines as well as aeronautical programs at some colleges and universities have used similar facilities for many years. Further growth in this type of training is likely.

·        One other type of computer based technology is virtual reality. Virtual reality (VR) actually is a separate form of computer based technology. It creates a sensory experience that allows a participant to believe and barely distinguish a virtual experience from a real one .VR uses graphics with animation systems, sounds and images to reproduce electronic version of real life experience. Despite enormous potential, VR in its current stage of development has drawbacks. It is extremely expensive and versions with a head-mounted display sometimes produce unfavorable side effects.

·        In the new century, much of the existing technology will become obsolete. New more efficient and probably more complex technology will appear and replace the old.