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===== Pedagogical possibilities from audio visual stories =====

===== Pedagogical possibilities from audio visual stories =====

Audio visual methods can add to the effectiveness of a message.  Look at this video below of a short video combining audio(song),video (dance and protests) and animations.

Audio visual methods can add to the effectiveness of a message.  Like in the case of picture stories, deciding on a story line, and correct choice of image or other media will determine effectiveness.  Audio visual stories allow for different forms of expression including narration and music to be added and allow for more possibilities for creating an inclusive environment in a classroom.  

 

Like in the case of picture stories, deciding on a story line, and correct choice of image or other media will determine effectiveness.  Audio visual stories allow for different forms of expression including narration and music to be added and allow for more possibilities for creating an inclusive environment in a classroom.

Other outcomes will depend on the specific objectives of the digital story, whether of supporting deeper understanding of community/social institutions (in case of social science), of nature and natural processes/events (in case of science) and of expression/production (in case of language). Elements of art and music can also be blended into the digital story by the students.  The style of presentation and quality of the output can also give the teachers an indication of the student's engagement with the idea/ concept as well as their technical skills.

Other outcomes will depend on the specific objectives of the digital story, whether of supporting deeper understanding of community/social institutions (in case of social science), of nature and natural processes/events (in case of science) and of expression/production (in case of language). Elements of art and music can also be blended into the digital story by the students.  The style of presentation and quality of the output can also give the teachers an indication of the student's engagement with the idea/ concept as well as their technical skills.

==== Inserting audio-visual resource links in a text document ====

==== Connecting audio-visual resources to a text resource ====

It is also possible to provide links and references to an audio / video file in a text document to provide a multimedia experience to the reader.  There is an important difference between images and audio/video when integrating with a text document.  While an image is embedded within the text document, an audio or video file resides out of the text document in a file folder and is separately accessed to play. This is done by inserting a hyper-link to the audio file or video file in your computer, to the document. Clicking on this link will access the audio/ video and play it, using the audio/video player. While publishing on a web page, it is possible for different formats to be displayed on a single page.  

It is also possible to provide links and references to an audio / video file in a text document to provide a multimedia experience to the reader.  There is an important difference between images and audio/video when integrating with a text document.  While an image is embedded within the text document, an audio or video file resides out of the text document in a file folder and is separately accessed to play. This is done by inserting a hyper-link to the audio file or video file in your computer, to the document. Clicking on this link will access the audio/ video and play it, using the audio/video player. While publishing on a web page, it is possible for different formats to be displayed on a single page.  

Combining text, image, audio and video resources can help you to communicate your message effectively. The key requirement is to be clear why you are selecting a particular resource in a particular format, this is a skill you will develop with experience.

Combining text, image, audio and video resources can help you to communicate your message effectively. The key requirement is to be clear why you are selecting a particular resource in a particular format, this is a skill you will develop with experience.

=== Storing, sharing and printing a file ===

=== Storing, sharing and printing a resource ===

Any file (digital resource) can be stored on your computer (through the File -> Save option in the application), shared with others through email. Any file can also be printed to create a 'hard copy'. The applications discussed in this section have a File -> Print feature which will print the file. Before printing you can select the 'Print Preview' option to 'see' how the print will look. Based on the preview, you could adjust the formatting to get the printout as desired.

Any file (digital resource) can be stored on your computer (through the File -> Save option in the application), shared with others through email. Any file can also be printed to create a 'hard copy'. The applications discussed in this section have a File -> Print feature which will print the file. Before printing you can select the 'Print Preview' option to 'see' how the print will look. Based on the preview, you could adjust the formatting to get the printout as desired.

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==== '''Student activity time ( 2 hours)''' ====

==== '''Student activity time ( 2 hours)''' ====

Work on your text document and slide presentation. The text document can be a detailed and rich explanation for the topic you have chosen, while the slide presentation can be a crisp outline of the main points you want to communicate about. Insert, as relevant, images as well as hyper links to web pages, audio and video files on your computer, to make an interesting narrative on the topic. Read the documents multiple times, to review and refine. Request your colleagues to also read and review it and offer feedback. The 'review-revise' loop is an important and iterative one that makes for a good quality resource!

Work on your text document and slide presentation. The text document can be a detailed and rich explanation for the topic you have chosen, while the slide presentation can be a crisp outline of the main points you want to communicate about.  

 

Insert, as relevant, images as well as hyper links to web pages, audio and video files on your computer, to make an interesting narrative on the topic. Read the documents multiple times, to review and refine. Request your classmates to read, review and offer feedback. The 'review-revise' loop is an important and iterative one that makes for a good quality resource! 'Review-revise-review-revise...' can be an iterative process which can be intensely academic in nature. It can help in understanding different perspectives and approaches to content and pedagogy. It can also help unearth assumptions that we make implicitly and hold them up for deliberation and debate.

Take a printout of your main document and file it for your record.

Take a printout of your main document and file it for your record.

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=== Techno-pedagogical possibilities / Integrating with other courses in the program ===

=== Techno-pedagogical possibilities ===

The digital methods learnt in this unit, can be integrated into teaching-learning processes to enrich both the content and pedagogy aspects. Some of such possibilities have been provided in each of the sub sections in this chapter, in ''italic.'' A few more are discussed here:

The digital methods learnt in this unit, can be integrated into teaching-learning processes to enrich both the content and pedagogy aspects. Some of such possibilities have been provided in each of the sub sections in this chapter, in ''italic.'' A few more are discussed here:

# Concepts acquire power and meaning when they are connected to other concepts. Hence, organizing the concepts relevant to your topic is an important first step of generic resource creation. Concept mapping can be used to build skills in students for ideating and organizing ideas; you could also use it in your class to help students brain storm or capture prior knowledge in an area. Concept maps can also be useful in helping organize your thought processes when writing, it is a good idea to prepare a concept map before writing any document and use the map as the basis for the writing. A concept map is also a useful teaching tool, it is easy to show the 'macro-view' of any topic by showing the map in full (with sub nodes hidden if required) and then expanding each node and sub-nodes to elaborate on a sub topic. Sharing images and web pages (from embedded links in a node) can enrich the presentation.  

# Concepts acquire power and meaning when they are connected to other concepts. Hence, organizing the concepts relevant to your topic is an important first step of generic resource creation. Concept mapping can be used to build skills in students for ideating and organizing ideas; you could also use it in your class to help students brain storm or capture prior knowledge in an area.  

# You can represent any paper or book in a concept map. For instance, you can 'read' Prof Krishna Kumar's book 'The Child's Language and the Teacher' can be read as a concept map.  

# Concept maps can also be useful in helping organize your thought processes when writing, it is a good idea to prepare a concept map before writing any document and use the map as the basis for the writing. A concept map is also a useful teaching tool, it is easy to show the 'macro-view' of any topic by showing the map in full (with sub nodes hidden if required) and then expanding each node and sub-nodes to elaborate on a sub topic. Sharing images and web pages (from embedded links in a node) can enrich the presentation.  

# You can represent any paper or book in a concept map. For instance, ' Prof Krishna Kumar's book 'The Child's Language and the Teacher' has been represented as a concept map.  

# Audio books can be easy to create, these can support early language learning. Learners can follow the text from a book, while hearing the audio of the same, for reinforcement. Existing folk songs, or locally sung poems or songs can be recorded to support language learning in this manner. This can also add to the audio learning resources in native languages.  

# Audio books can be easy to create, these can support early language learning. Learners can follow the text from a book, while hearing the audio of the same, for reinforcement. Existing folk songs, or locally sung poems or songs can be recorded to support language learning in this manner. This can also add to the audio learning resources in native languages.  

# Learning on a digital tool can happen from purposive exploration, but also from 'aimless' explorations, when you are simply 'browsing' the different options available in the tool, as provided in its 'menu'. The processes of purposive and aimless exploration by themselves can constitute useful educative experiences and encourage curiosity and self-exploration inclinations in a learner.     

# Learning on a digital tool can happen from purposive exploration, but also from 'aimless' explorations, when you are simply 'browsing' the different options available in the tool, as provided in its 'menu'. The processes of purposive and aimless exploration by themselves can constitute useful educative experiences and encourage curiosity and self-exploration inclinations in a learner.     

# You should think of each digital tool as offering a set of processes. You can chose different processes from different tools and combine these to get the outputs that you want. Thinking of the digital environment in this 'open' manner can be liberating and encourage your imagination of the possibilities of learning.  

# Each digital tool can be seen as offering a set of processes. You can chose different processes from different tools and combine these to get the outputs that you want. Thinking of the digital environment in this 'open' manner can be liberating and encourage your imagination of the possibilities of learning.  

 

There is good scope for integrating activities planned in the other courses in the first year of the D.El.Ed. program, with the learning in this unit.

There is good scope for integrating activities planned in the other courses in the first year of the D.El.Ed. program, with the learning in this unit.

#Submissions of assignments, notes can be prepared using a text editor to communicate in a rich and effective manner. This would apply to all courses.

#Submissions of assignments, notes can be prepared using a text editor to communicate in a rich and effective manner. This would apply to all courses.